AP European History Syllabus 2013-2014
Mr. Moore, Beaumont High School
Course Description
Advanced Placement European History is designed to prepare you for the AP European History Exam in the spring. The goal of the course is to introduce you to the political, economic, social, and cultural developments and themes that have played a fundamental role in shaping our world from 1450 to the present. In addition, you will learn how to analyze and interpret historical evidence as well as develop an ability to express your understanding of history in writing.
Students in this course are expected to demonstrate knowledge of chronology, major events, influential people, and trends from the High Renaissance of approximately 1450 to the present day. The broad themes of intellectual-cultural, 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 effective analysis of such primary sources as documents, maps, statistics, and pictorial and graphic evidence; effective note-taking; clear and precise written expression; and the ability to weigh evidence and reach conclusions on the basis of facts.
This course is designed to prepare you for the AP examination. It is taught at the college level and requires a high level of personal investment to be successful. You will get out of this course what you put into it.
Course Planner and Texts
The text and primary sources listed below are by no means comprehensive. Secondary material will be drawn from other course textbooks, recent scholarship and other appropriate works. Sources in addition to what is listed here will be used including: samples of the major art of each age, and primary sources as documents, maps, statistics, and pictorial and graphic evidence Also, student will be doing independent research and will come into contact with even more material.
· Kagan, Donald, Steven Ozment, and Frank M. Turner. The Western Heritage. 10th ed. Upper Saddle River, N.J.: Prentice Hall, 2010.
· Historiography readings from various readers including: Sherman, Dennis. Western Civilization: Sources, Images and Interpretations, Volumes I and II (McGraw-Hill) by Dennis Sherman.
· Primary sources from various readers and internet sources including: http://www.fordham.edu/halsall/mod/modsbook.html
· Visual Sources for each unit include graphs, charts, maps and images from Sherman and online sources
· Art History Days appears throughout the course
· Historiography Essays from Sherman as well as other applicable sources also appear throughout.
Student Evaluation and Homework
Your grade is based on the following:
· 30% Tests and Quizzes
· 30% Essays and Projects
· 30% Homework and Class Assignments
· 10% Participation
· Quizzes are given for most Kagan reading assignments, typically at the beginning of class, check the reading schedule
· Regular assignments of chapter questions and vocabulary are due on the day of the quiz
· Students will write 2 FRQ essays every quarter, and 1 DBQ Essay every quarter (AT LEAST)
· First semester you are required to participate in National History Day. This project is given a grade and must be related to the NHD yearly theme. Use multiple primary and secondary sources to create your own interpretation of their topic. You have several options in format from short video documentary to exhibit. See NHD guidelines and my specific directions handout.
· Second Semester you are required to complete one research paper. Your goal is to write an essay discussing different historians’ treatments of one topic in European history from the period 1450-1991—OR—the body of work of ONE historian. Make your choice from the list I provide or talk with me about your own ideas
· Once a semester, each student will lead the class in a seminar on a topic based on a question an AP free response question. Students will create a PowerPoint and present to the class. Students will provide an outline and bibliography of their presentation. Presentation dates are throughout the semester. Student must use a variety of primary and secondary sources in answering their question and are encouraged to bring different historical perspectives.
· Primary Source Homework- Students will be responsible for completing critical thinking and writing assignments regarding primary sources. Additionally, each semester each student will complete a primary source project.
Late Policy
It is important not to fall behind or you will quickly become overwhelmed. Keep up with the assignments and readings!
1. Late work is accepted for half-credit.
2. Late work will not be accepted for credit after one week.
*Note regarding Seminars- You will be assigned a day for your seminar and will present to the class. If you are unprepared or do not show up that day without clearing it with me previously I reserve the right to give you a ZERO on that assignment. No excuses!
Test Make-Up
Students will have ONE WEEK from the date the test to make up the test for full credit. Tests will not be given for credit after the one week make up time has passed. In class make-ups are possible.
Website
The website will be updated with our current reading schedule, Power Points and other materials shown in class, primary source documents and links to great resources.
http://moore-history.wikispaces.com/
I’m also going to try and send out text message alerts via Remind 101 that you can subscribe to. Your phone number is not shared with me. Text: @ab5e3 To: (424) 903-2688 to subscribe. This is completely optional and may or may not continue throughout the year depending on feedback.
Extra Help
I am committed to helping each of my students succeed in my class. I am available for extra help during lunch and after school as long as you let me know in advance.
Parents, you are an important factor in your student’s academic success, as a partner in your child’s education please feel free to contact me any time and subscribe to Remind 101 with the info above.
· Email:
· Phone: (951) 845-3171
· Web: http://moore-history.wikispaces.com/
Sincerely,
Mr. Chase Moore
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Unit 1: Decline of Medieval Europe and The Renaissance
Textbook: Kagan Chapter 9, 10
Excerpts from Primary Sources including:
Leon Batista Alberti, On the Family
Machiavelli’s, The Prince
Petrarch, Letter to Posterity
Erasmus, The Praise of Folly
Thomas Moore, Utopia
Castiglione, The Book of the Courtier
Hernando Cortez, Two Letters to Charles V
Art Day on Renaissance, Northern Renaissance and Mannerism
Appropriate maps, graphs, charts and statistical materials
Unit 2: The Reformation/ Counter Reformation/ Religious Wars
Textbook: Kagan Chapters 11 and 12
Excerpts from Primary Sources including:
Luther, Ninety-five Theses
Luther, Letter to the Archbishop of Mainz
Shakespeare
The Edict of Nantes
The Council of Trent
Appropriate maps, graphs, charts and statistical materials
Unit 3: Absolutism and the Old Regime
Kagan Chapters 13 and 15 *Note: Skip 14 for now
Excerpts from Primary Sources including:
Bossuet, Politics Drawn from the Very Words of the Holy Scripture
Duke of Saint-Simon, On the Reign of Louis XIV
Frederick II (the Great) and Frederick William I, Letters Between Son and Father
King James I Defends Popular Reaction against the Puritans (textbook)
Louis XIV Revokes the Edict of Nantes (textbook)
Appropriate maps, graphs, charts and statistical materials
Unit 4: Society, Science and Philosophy in the Sixteenth through Eighteenth Centuries
Kagan Chapters 14, 16, 17
Excerpts from Primary Sources including:
Copernicus, Dedication of the Revolutions of the Heavenly Bodies
Bacon, On Superstition and the Virtue of Science
Voltaire, Candide
John Locke, Two Treaties on Civil Government
Voltaire Attacks Religious Fanaticism (textbook)
Galileo Discusses the Relationship of Science to the Bible (textbook)
Malleus Malificarum, Why More Women than men are Witches (textbook)
Mary Wollstonecraft Criticizes Rousseau’s View of Women (textbook)
Adam Smith Call for Government Action to Support Education for the Poor (textbook)
Rousseau Argues for Separate Spheres for Men and Women (textbook)
Art Days Lecture and slide show: Baroque, Neoclassicism, Romanticism
Appropriate maps, graphs, charts and statistical materials
Unit 5: French Revolution, Napoleon, and the Congress of Vienna
Kagan 18, 19, 20
Excerpts from Primary Sources including:
National Assembly of France, Declaration of Man and the Citizen
Edward Rigby, On the taking of the Bastille and Its Aftermath
The Third Estate Petitions the King (textbook)
The National Assembly Decrees Civic Equality in France (textbook)
Napoleon Advices His Brother to Rule Constitutionally (textbook)
Appropriate maps, graphs, charts and statistical materials
Semester 2
Unit 6: Revolutions of 1848 and the Rise of the Nation State
Kagan Chapters 21 and 22
Excerpts from Primary Sources including:
David Ricardo, On Wages
Karl Marx and Friedrich Engels, The Communist Manifesto
Bismark, Blood and Iron Speech
Bismark, Speech Before the Reichstag; The Welfare State is Born
Simon Bolívar’s Political Ideas (textbook)
Appropriate maps, graphs, charts and statistical materials
Unit 7: Unification, Industrialism, Imperialism, Society and Culture Up to WWI
Kagan 23, 24, 25
Excerpts from Primary Sources including:
Sir Edwin Chadwick, From Inquiry Into the Sanitary Condition of the Poor, 1842
Charles Darwin, On the Origin of Species
Herbert Spencer, From Social Statistics: Survival of the Fittest Applied to Human Kind
Commissioner Lin, From a Letter to Queen Victoria
Rudyard Kipling, The White Man's Burden, 1899
The Russian Foreign Minister Explains the Imperatives of Expansion in Asia (textbook)
Art Days Lecture and slide show: Realism, Naturalism, Symbolism, Impressionism, Postimpressionism
Appropriate maps, graphs, charts and statistical materials
Unit 8: World War I and the Russian Revolution
Kagan Chapter 26
Excerpts from Primary Sources including:
Woodrow Wilson, The Fourteen Points
Sir Edward Gray, The British Rationale for Entering WWI
Erich Remarque, All Quiet on the Western Front
An Eyewitness Account of the Bolsheviks’ Seizure of Power (textbook)
Art Days Cubism, Expressionism, Social Realism, and others
Appropriate maps, graphs, charts and statistical materials
Unit 9: Interwar Era and World War II
Kagan 27, 28
Excerpts from Primary Sources including:
Adolf Hitler, From Mien Kampf: The Art of Propaganda
Winston Churchill, Speech Before the House of Commons
The Nuremberg Laws
Mussolini Heaps Contempt on Political Liberalism (textbook)
An American Diplomat Witnesses Kristallnacht in Leipzig (textbook)
Hitler Describes His Goals in Foreign Policy (textbook)
Art Days Lecture and slide show: Nazi exhibition of “Degenerate Art,” Soviet Art 1919-1930
Appropriate maps, graphs, charts and statistical materials
Unit 10: The Cold War and Post-Cold War Europe
Kagan 29
Excerpts from Primary Sources including:
George C. Marshall, An American Plan to Rebuild a Shattered Europe
Mikhail Gorbachev, From Perostroika: New Thinking for Our Country and the World
John F. Kennedy: Address on the Cuban Crisis October 22, 1962
Khrushchev Denounces the Crimes of Stalin: The Secret Speech (textbook)
Gandhi Explains His Doctrine of Nonviolence (textbook)
Art Days Socialist Realism, modernisms, postmodernism
Appropriate maps, graphs, charts and statistical materials
Unit 11: The West at the Dawn of the 21st Century
Kagan 30
Excerpts from Primary Sources including:
Margaret Thatcher, interview “The need for individual responsibility”
Tony Blair, “Redefining the Welfare State”
Simone De Beauvoir, From The Second Sex
Jean Paul Sartre, Existentialism and Humanism
Pope Benedict XVI, Address to the United Nations
Appropriate maps, graphs, charts and statistical materials