A. Course
Objective: The goals of the AP European
History course are for students to gain knowledge of basic chronology and of
major events and trends from approximately 1450 to the present and to develop
the following:
Explain history of
ethnic discrimination
Critical reading
of primary and secondary sources
Constructing and
evaluating historical interpretations
Essay writing and
oral communication
Cause and effect
relationships
Comparative
analysis
Making historical
analogies
Inductive and
deductive reasoning
Different points of
view for the same event
Analysis of primary
and secondary sources
Assess validity of
varying interpretations
Identify major
works of art and literature
Recall/Analyze
historical periods/relations among them
Recall, select, and
explain significance of people/intellectual and political leadership
Recall, select, and
explain significant changes/ technology, industrialization, urbanization,
population growth
Recall, select, and
explain scientific, intellectual, and religious changes.
Compare/analyze why
nations go to war
Analyze examples of
ongoing change/ rise of nation-states, social, economic, and political
revolutions
Describe
purpose/effect of treaties/alliances/international organizations
Describe
significant changes/technology, industrialization, urbanization, population
growth
Students are expected
to participate in class verbally through discussions of primary documents and
events, debates of key issues, possible role-playing of historic figures and
mock trials. Furthermore, students are expected to continually develop their
writing skills through regular short essays, essay exams and the maintenance
of a notebook of all class materials. The volume of material involved in a
survey course of European history is extensive and students can expect to do a
lot of reading not only in the text, but also from outside sources and
research both in the library and through the Internet.
B. Course Purpose:
Advanced Placement European History is a challenging course that is designed
to be the equivalent of a freshman college course in a high school setting.
The objective of this course is to increase the student's understanding of
European history with a goal of having each student take and do well on the AP
European History Examination in May. The course is divided into two
semesters: Renaissance-Romantic Period; Post-Industrial Society-the present.
The unit areas will be studied from a variety of perspectives with the hope of
providing a balanced view of history. Solid reading and writing skills, along
with willingness to devote considerable time to homework and study, are
necessary to succeed. Emphasis is placed on critical thinking skills, essay
writing, interpretation of original documents and historiography.
C. Course
Description and Course Themes: The course will focus on the
political, economic, religious, social, intellectual and artistic developments
throughout this period (1450-the present) of history. Students will be
required to have a mastery of basic chronology and major events and trends
from the Renaissance through modern day. Students will use the textbook, as
well as a plethora of primary sources, to become more familiar with these
themes. Analysis of historical evidence to determine its validity and
relevance, along with identifying point of view and the nature of bias, and
recognize the necessity of objectivity and substantiation are necessary skills
that all historians must honed. The methodology of an historian involves
skills that are highly transferable--the ability to formulate generalizations,
interpret and use data and to analyze and weigh evidence from conflicting
sources of information are applicable to many other academic and practical
disciplines.
The AP curriculum
demands higher-order thinking skills within a rigorous academic context. Thus,
students are frequently required to analyze, synthesize, and evaluate primary
and secondary historical sources, in addition to comprehending, memorizing,
and applying facts. These skills will be assessed through a number of tests,
quizzes and assignments. Tests will be composed of multiple choice questions
and thematic essays designed to mirror the AP European History Exam. One of
the frequently recurring assignments is the Primary Source Analysis Worksheet.
The worksheet directs students in the analysis of primary source documents.
The worksheet can be found at the class webpage. Students will also learn the
Document Based Question (DBQ) process and will practice the DBQ numerous times
throughout the course.
Grades will be
calculated based on the following percentages:
Participation 15 % of overall grade
Coursework 25 % of overall grade
Chapter Tests/Quizzes 25 % of overall grade
Examinations 35 % of overall grade
F. Marking code:
93-100 A- to
A+ 78-84 C- to C+
85-92 B- to B+
70-77 D- to D+
G. Course Format:
This course will be
taught as a round table, which means that each student will play a vital role
in the learning process. As this is a history class, students should expect a
tremendous amount of reading and discussion. In the traditional round table,
students are responsible for completing outside readings so that the
interpretation of the literature can be discussed for deeper analysis and
understanding in class. As part of class participation, each student is
expected to guide a class session over an assigned problem and/or concept.
H. Basic
organizational outline of the course
1. History (PSD’s)
and novel reading with journal entry& blog assessment.
2. Literary readings
with essay responses
3. Writing types:
a. DBQ’s for European History: one per
unit during the 1st & 3rd Quarter
b. FBQ’s for European History: one per
unit during 2nd & 4th Quarter
c. Research Writings
d. Socratic Seminar presentations
4. Students will
listen to and evaluate literary excerpts of each era.
5. Students will
study and analyze many artists and their productions and how these artists
reflect the events and thought of their eras.
6. Students will
study maps and know the geography of the events and times of each era studied.
7. Course will be
organized by a study of the chronological order of time periods. Each quarter
students will read many documents which reflect the thought and lifestyle of
that time period.
8. A major review
unit will be studied during the two weeks prior to Advanced
Placement exam dates.
9. After the exams,
students will be involved in a final performance project which will close out
the course and act as the final exam for the course. The performance project
will incorporate all of the elements of study that students have studied
during the course of the entire year.
10. Students must
plan to take the Advanced Placement exams in European History in May.
I. Expectations:
In order to develop
these skills a student must:
1. Maintain an open
mind.
2. Participate in
classroom discussion and activities.
3. Keep abreast of
current events.
4. Come to class
prepared.
5. Respect others.
6. Be on time.
7. Follow class
procedures.
8. Conduct herself in
accordance to school rules at all times.
9. Approach
assignments and class activities with motivation, interest, and a commitment
to learning.
Note: Students
will be expected to read about one chapter each week, in addition, readings will
be assigned. You will be required to read the assigned material ahead of class.
Students should not expect me to lecture on what is their responsibility to
read. Lectures will consist of discussions that intend to explore and explain
why something happened, who or what was most responsible and what were the
consequences.
Students who will have
trouble in this class are those who see homework as a task to be completed for
points rather than as a step in the learning process. If you are someone who
does your homework rather than learns your homework then this course may not be
for you.
If you are a poor writer
but a very good reader and you are willing to work hard, then you can learn to
write adequately. AP European History challenges the very best of students but
can be a very rewarding experience. If you are an enthusiastic, learner, and you
love history this is the class for you!
Also, since this is a college level
course, you as the potential college student need to know that there are
consequences to EVERY single action. Be aware that I am not going to hunt you
down for assignments that need to be turned in. I expect all my APEH
students to know what my expectations are and that if they are not met then it
is their responsibility to "get it in gear!" If you become overwhelmed or
frustrated about something pertaining to this class, then please come to me
privately so that we can come to some compromise.
J. Additional
Readings:
You may want to purchase
an AP review book I recommend Princeton Review’s: Cracking the AP European
History Exam.
K. Mandatory Reading
Selections:
*Machiavelli The
Prince
*Marx & Engels The
Communist Manifesto
*More Utopia
*Solzhenitsyn, Aleksandr
One Day in the Life of Ivan Denisovich
*Voltaire, Candide
L. Course Outline: (Mckay,
A History of Western Society)
Documents to
be analyzed: Oration of the Dignity of Man: Pico Della Mirandola; The Painter:
Leonardo da Vinci; Paternal Advice to a Cardinal: Lorenzo de Medici; Letter to
Cicero:
Petrarch
Unit I: The Reformation and
European Expansion (Ch. 14-15)
Documents to be analyzed:
Letters of the Six Wives of Henry VIII any except Anne Boleyn to Thomas
Cromwell; Contemporary Description of Henry VIII; Martin Luther’s Definition of
Faith; The Act of Supremacy; The Executions of John Fischer, Thomas More and
others; Spiritual Exercises – Ignatius Loyola; “On Cannibals”- Michel de Montaigne; An
Eyewitness Describes the Slave Trade in Guinea; The Geographer – painting by
Johannes Vermeer; Columbus’ Letter to the King and Queen of Spain; Sublemus Dei
– Pope Paul IIIs Encyclical on Slavery
Unit
II: The Conflict Between Absolutism and Constitutionalism (Ch. 16-17)
Documents to be analyzed: The Petition of Right; The
Leviathan (read introduction and the first chapter); Memorandum on Trade – Jean
Colbert; Madame de Sevigne’s Samin Simon’s accounts of Louis XIV; The Protecting
Brewer – Lyrics satirizing Oliver Cromwell; The Treaty of Fontainebleau –
Revocation of the Edict of Nantes; Peter the Great Issues Decrees
Unit
III: Changing Ideas and the European World View (Ch. 18-19)
Documents to be analyzed: The Essays – Francis Bacon
(choose one); Pascal’s Famous Wager on God’s Existence; Principia Mathematica
–Sir Isaac Newton (Read Newton's Preface); Discourse on Method – Rene’ Descartes
(all parts); Galileo to Benedetto Castelli; On the Education of Women – Daniel
Defoe; Candide-Voltaire; Essays on Crime and Punishment – Beccaria; Declaration
of Independence – Thomas Jefferson; Adam Smith (The Wealth of Nations: Of
Colonies); Thomas Mun: England's Treasure by Foreign Trade; The Potato
Revolution (Read all accounts and summarize in your analysis)
Unit
IV: Social Change and Political Revolution (Ch. 20-21)
Documents to
be analyzed: The
Declaration of Independence (excerpts on the argument for Independence); A
Parisian Newspaper Account of the Fall of the Bastille; Declaration of the
Rights of Man and the Citizen; Olympe de Gouges-Declaration of the Rights of
Woman and the Female Citizen; Robespierre-Speech on Revolutionary Government;
Napoleon Bonaparte, Proclamation to French Troops in Italy (4/26/1796); Klemens
von Metternich-Memoirs; Heinrich von Gagern-Letter to his father; Macauley-Speech
of March 2, 1831;
Unit V: Revolution in Industry,
Thought and Politics (Ch. 22-23)
Documents to
be analyzed:
Metternich on the Censorship of the Press; Thomas Malthus: Essay on Population;
Carlsbad Resolutions; David Ricardo: Principles of Political Economics; Lord
Byron: The Isles of Greece; William Wordsworth: Tintern Abbey
Unit VI: Social and National Change in the 19th Century (Ch. 24-25)
Documents to
be analyzed:
August Comte; Charles Darwin: The Origin of Species; Louis Pasteur: Germ Theory;
Emile Zola: J'accuse; Sigmund Freud: Interpretation of Dreams; Proclamations to
the People (1851)-Louis Napoleon; The Young Italy Oath-Giuseppe Mazzini; an
account of Garibaldi; The Abeken [Privy Councillor] Text, EMS, July 13, 1879 &
the edited version; Frederick Engels: The Principles of Communism; Marx and
Engels: Communist Manifesto
Unit
VII: Imperialism and the Great War (Ch. 26-27)
Documents to be analyzed: Leo XIII Considers the
Social Question; H. S. Chamberlain Exalts the Role of the Race; Theodor Herzl
The Jewish State; Virginia Woolf Urges Women to Write; Social Darwinism and
Imperialism ; Carl Peters Demands Colonies for Germany ; The Drive for Empire;
Significant Dates-Drive for Imperialism; Rudyard Kipling-The White Man’s Burden;
Edward Morel-The Black Man’s Burden; regarding Emperor William II-Daily
Telegraphy Interview, October 28, 1908; Communications between Berlin & St.
Petersburg on the Eve of WWI: Emperor William II to Tsar Nicholas II (July
28-31, 1914); The World of Yesterday-Stefan Zweig; Robert Graves: Life in the
Trenches; Various songs of WWI-The Watch on the Rhine; The Old Barbed Wire; Over
There-George M. Cohan; letters of family’s who had sons who fought and
daughter’s who served; John Reed-Ten Days That Shook the World (excerpts);
Woodrow Wilson speech: May 2, 1917 & Georges Clemenceau-Grandeur and Misery of
Victory; the War Guilt Clause.
Unit VIII: Between the
Wars, Totalitarianism, and the Second World War (Ch. 28-29)
Documents to be analyzed: Heinrich Hauser-With
Germany’s Unemployed; Men without Work: A Report Made to the Pilgim Trust, 1938;
George Orwell-“A Women in the Slums” from The Road to Wigan Pier, 1937;
Mussolini: Speech of January 3, 1925; Adolf Hitler-Mein Kampf (excerpts); Adolf
Hitler-Speech at the Nuremberg Party Rally, 1936; Hitler’s Sectet Book, 1928
(excerpts); Winston Churchill-Speech to the House of Commons, October 5, 1938;
Neville Chamberlain, Speech to the House of Commons, October 6, 1938; Diary of a
German Soldier; Hitler’s Secret Conversations, October 17, 1941; regarding The
Holocaust: Commandant Höss Describes the Equipment; A French Doctor Describes
the Victims;
Aleksandr
Solzhenitsyn-One Day in the Life of Ivan Denisovich
Unit
IX: The Post World War World and the New Modern (Ch. 30-31)
Documents to
be analyzed:
Churchill’s Speech at Fulton, Missouri, March 5, 1946; Stalin’s Reply to
Churchill, March 14, 1946; President Harry S. Truman Addresses Congress, March
12, 1947
Art exhibits and other
movements in the modern world as a reaction to the previous generation: The
British Invasion; the Americanization of Europe.
M. Suggested
Materials:
1. Students will need a
separate notebook for this class, the larger the better.
2. Students will need a
blue or black pen and #2 pencils with erasers.
3. Students will need
loose-leaf paper for your homework assignments.
N. Disclaimer:
As with everything in
our lives even this syllabus is subject to change.
Cut
along this line and turn in to Mrs. Terlaje by Tuesday, August 14, 2007.
I, _____________________________ have
read the syllabus for AP European History and understand what is expected of
student name
me as a student in such a rigorous
class. I also know that it is my responsibility to do what is expected of
me and that if I have problems I will consult my instructor, Mrs. Terlaje before
I run into serious organizational/educational/behavioral/ problems.
I/We,
________________________________ the parent(s)/guardian(s) of _________________
have read the syllabus
student's
first name
for AP European History and
understand what is expected of our daughter/ward in this course . We also
understand that communication between parent and teacher is open but that since
this is a college-level course, our daughter/ward is expected to open the
student-teacher-parent lines of communication.
