AP EUROPEAN HISTORY SYLLABUS
Mr. Hermosillo
Room 131
Email:
Office Hours: Friday 3:30-4:30 PM
or by appointment
“Do or do not. There is no try.”
–Jedi Master Yoda
Purpose:
AP European History is a college prep course that provides students with an academic experience equivalent to a freshman / sophomore college survey of western history. Students successfully mastering the course material may earn college credit by passing the annually administered AP European history exam; the individual college or university determines how many, or if, any credits will be granted for the AP exam score.
Course Overview:
Advance Placement European History is a two-semester class that examines European history from the time of the Renaissance and Reformation up to the present day (1450-2001).
The first semester of study focuses on the intellectual, social and political history of Europe from the time of the Renaissance through the Enlightenment. The second semester is a study of the political evolution of Europe from the French Revolution and the Napoleonic era through the 19th and 20th centuries. Emphasis will be placed on important intellectual and social developments, and political events that have shaped our modern world.
In addition to being exposed to the historical content listed above, students will analyze and interpret primary sources, including documentary materials, maps, statistical tables, and pictorial and graphic evidence of historical events. Students will learn to take notes from both printed materials and lectures or discussions, write essay examinations, and write analytical and research papers. They should be able to express themselves with clarity and precision and know how to cite sources and credit the phrases and ideas of others.
Each student plays a vital role in the learning process. Students are responsible for completing outside readings so that the interpretation of the literature can be discussed for deeper analysis and understanding in class. This class can be long and tedious when many students come unprepared!
Required Materials
All students must bring a 5 Star single subject composition journal with blank pages, and completely dedicated to this course. You should also get a three ring binder (at least 2”) that will only be used for this class. You will put all handout and completed work here, and will form the basis of our review come April. You will have until the end of the first week of school to acquire these materials. Also, you must bring at least two different colored high lighters every day to class. Needless to say, pens, pencils, and paper will also be needed every day in class.
Homework/Notebook
Every week will have its assortment of in-class or homework primary and secondary source analysis. Students must complete all assigned work for each week. Students should expect a quiz EVERY DAY. I will also grade their composition notebooks occasionally.
This class will not be easy; it doesn’t have to be difficult. If you complete all assigned readings, the class discussion and activities (ethnographies, interviews, reviews, response pieces, short essays, long position papers, research papers, vocabulary lists, etc.) should make the content accessible enough to make you successful on all assessments. If you simply skim through a couple pages before class starts, you will struggle badly. If you refuse to do any of the readings, you will likely fail my class.
CHEATING AND PLAGARISM:
Students need to use class study time wisely and complete their own work. Students are encouraged to have a “study buddy”, but are NOT permitted to copy another student’s work without the teacher’s permission. Students are not allowed to copy anyone’s work from printed material or online and turn it in as their own. Students will be required to resubmit any assignment that has been plagiarized.
GRADING
Will reflect the Alliance standards based grading policy. All assignments will be scored using a five point rubric.
Students must take any missed exam after school on the day they return to class. Students will have 1 opportunity to retake a failed exam. Students must make up a failed exam within one week after the exam has been returned.
LATE WORK:
All assignments should be turned in by the due date. Repeatedly failing to turn in work on time will result in a parent-teacher conference. I will post all homework (and most class notes) online – being absent is not usually an excuse for failing to do the work. If you arrive to class without homework being done, you will have to stay in during Nutrition and most of Lunch to complete it. On Wednesdays and Fridays, students will instead stay after school until the work is finished.
Textbooks:
McKay, John, Bennet D. Hill, and John Buckler. A History of Western Society Since 1300. 10th ed.
Boston: Bedford/St. Martin’s, 2012.
McKay, John, Bennet D. Hill, and John Buckler. Sources of Western Society, Ninth Edition Boston:
Bedford/St. Martin’s, 2010.
Palmer et al. A History of the Modern World: tenth ed. Boston: McGraw/Hill, 2007.
Bedford Make History Online Document Archive with maps, primary sources, and annotated links to history-related Web sites: http://bcs.bedfordstmartins.com/makehistory2e/MH/HistoryLink.aspx?CourseId=bsi-toc-126105200464983&Tab=HistoryLink
AP Contract
Please sign and date at the bottom after reading the following.
I have read and understood the course syllabus. I agree to acquire the following by the end of the first week of class:
*a 5 Star single subject notebook to be used only for this class
* a binder in which to keep all handouts and graded work
I understand that this course is a college-level course. As such, it will require more work than I have ever done before. I am committed to this work, and to passing the AP exam. This includes, but is not limited to:
*taking hand-written notes in class for long stretches
*3-4 hours of reading per week
*looking up all unknown words
*a test every day in class
*6-8 hours of homework per week (more as the year progresses)
*Coming in early before school for some activities
*Staying after school for extended sessions whenever necessary
*Saturday classes at least once a month
*Meeting for class during Winter and Spring Break
Name : ______
Signature: ______
Parent Signature: ______
Date: ______
Contrato AP
Favor de firmar e indicar la fecha al pie de la página.
He repasado y entendido los requisitos de este curso. He acordado comprar los siguientes materiales:
*una libreta 5 Star para uso en esta clase solamente
* un cuaderno en donde organizare todo material en hoja suelta de
esta clase
Entiendo que este curso es de nivel comparable al colegio. De ser así, requerirá más trabajo departe mía que en cualquier momento anterior de mi vida. Estoy dedicado a este trabajo, y a pasar la prueba AP. Este trabajo incluye, pero no es limitado a:
*tomar notas todos los días en clase y en casa
*de 3-4 horas de lectura por semana
*referenciar toda palabra desconocida
*una prueba cada día de clase
*de 6-8 horas de tarea cada semana (y más cuando se vaya
acercando el tiempo de la prueba)
*Entrada temprana a la escuela para eventos particulares
*Quedarse después de clases para eventos particulares
*Clases en Sábado, por lo menos una vez al mes
*Clases durante las vacaciones de Invierno y Otoño
Nombre del estudiante : ______
Firma: ______
Firma de padre: ______
Fecha: ______
SEMESTER ONE
WEEK ONE - Chapter 12—The Crisis of the Later Middle Ages, 379
• The Black Death
• The Hundred Years War
• The Decline of the Church’s Prestige
DBQ: The Plague
• Renaissance Economics and Politics
Primary Sources:
• King John of England From Magna Carta: The Great Charter of Liberties 1215
• Froissart, The Sack of Limoges: On Warfare Without Chivalry, ca. 1400
• Boccaccio Discusses the Plague in Florence, 1348
• “Procession of Saint Gregory.” Ca. 1300. Musée Condé, Chantilly.
• “The Triumph of Death.” Woodcut. Ca. 1400. Museum of Fine Arts, Boston.
• Appropriate maps, graphs, charts, and statistical materials
WEEK TWO - Chapter 13—European Society in the Age of the Renaissance, 415
• The Evolution of the Italian Renaissance
• Intellectual Hallmarks of the Renaissance: “Humanism” definition
FRQ 2004 #5
DBQ 2005
• Art and the Artist
• Individuals in Society: Leonardo de Vinci
• Social Change
• The Renaissance in the North
• Politics and the State in the Renaissance
• Listening to the Past: An Age of Gold
• Essay Test using past AP College Board thematic questions or DBQ
Primary Sources:
• Dante’s Inferno
• Niccolo Machiavelli from The Prince, 1513
• Thomas More from Utopia: On Diplomatic Advice 1516
• The Decameron, 1349
• “City of the Ladies.” Manuscript Illumination. 1405. Bibliothèque Nationale.
• Petrarch’s Africa
• Pope Pius II Appeals to a Faded Ideal, 1459
• Albrecht Dürer. “Portrait of Oswolt Krel.” Oil on linden wood. 1499.
Alte Pinakothek, Munich, Germany.
• Account of an Italian Jew Expelled from Spain 1495
• Appropriate maps, graphs, charts, and statistical materials
WEEK THREE - Chapter 14—The Condition of the Church (1400–1517)
• Martin Luther and the Birth of Protestantism
• Germany and the Protestant Revolution
• The Growth of the Protestant Reformation
• The Catholic Reformation and the Counter Reformation
DBQ 2004b
• Debate: Reformation or Orthodoxy?
• M/C Test on Chapters 13 and 14
Primary Sources:
• Amman, Jost. “The Divine Art of Printing.” Woodcut. 1559. Book of Trades.
• Luther’s Ninety-Five Theses, 1517
• The Diet of Worms Condemns Luther
• Lucas Cranach the Elder. “Passional Christi und Antichristi.” Woodcut. 1521.
• Albrecht Dürer. “Market Peasants.” 1512.
• Desiderius Erasmus from The Praise of Folly: On Popular Religious Practice 1509
• Nicholas de la Fontaine The Trial of Michael Servetus in Calvin’s Geneva 1553
• “Henry VIII Triumphs over Pope Clement.” Woodcut. Ca. 1569. Foxe’s Actes and Monuments, British Museum.
• Michelangelo. “Last Judgment.” Fresco. 1534. Sistine Chapel, Rome.
• El Greco. “The Burial of Count Orgaz.” Oil on canvas. 1586. S. Tomé, Toledo, Spain.
• “Martin Luther, The Freedom of a Christian (1520) and Marriage and Celibacy (1566)”
“ • John Calvin, Institutes of Christian Religion (1534) and Catechism (ca. 1540)”
• Appropriate maps, graphs, charts, and statistical materials
WEEK FOUR - Chapter 15—The Age of Religious Wars and European Expansion
• Politics, Religion, and War
• Discovery, Reconnaissance, and Expansion
• Later Explorers
• Changing Attitudes
• Individuals in Society: Juan de Pareja
• Literature and Art
• Listening to the Past: Columbus describes his first voyage
• M/C Test on Chapters 15
• Essay Test using DBQ
• Analyze the essay samples responses
Primary Sources:
• Graf, Urs. “Witches’ Sabbat.” 1514. Albertina, Vienna.
• Dubois, François. “St Bartholomew’s Day Massacre.” Oil on canvas. Ca. 1572. Musée
Cantonal des Beaux-Arts, Lausanne.
• An Englishman’s Report on the Thirty Years’ War
• A Challenge to the Existence of Evil
• Van Nieulandt, Adriaen. “Peace of Westphalia.” 1648. Rijksmuseum, Amsterdam.
• Dürer, Albrecht. “An Oriental Ruler Seated on His Throne.” Pen and black ink.
Ca. 1495. National Gallery of Art, Washington, D.C.
• “Vasco da Gama.” Ca. 1510. Bibliothèque Nationale, Paris.
• An Englishman’s Perception of Southern Africa, 1613
• Alvise da Ca' da Mosto Description of Capo Bianco and the Islands Nearest to It: Fifteenth-Century Slave Trade in West Africa 1455-1456
• “Pepper Harvest.” Ca. 1400. Bibliothèque Nationale, Paris.
• A Contract for African Slaves, 1614
• A Papal Condemnation of Slavery, 1537
• Cortes Two Letters to Charles V: On the Conquest of the Aztecs 1521
• “An Aztec Sacrifice from the Duran Codex.” Ca. 1500. Biblioteca Nazionale, Florence
• Sahagún on the Spaniards in Mexico
• “Map of the World.” 1489. The British Library.
• “Map of Tenochtitlan.” Woodcut. 1524. AKG London
• “Map of South America in 1526.” 1526. The Hispanic Society of America, New York.
WEEKS FIVE – Benchmark Testing
WEEK SIX and SEVEN - Chapter 16—Absolutism and Constitutionalism
in Western Europe (Ca. 1589–1715)
• Absolutism
• Constitutionalism
• Listening to the Past: Glückel of Hameln
• Listening to the Past: The Court at Versailles
• M/C Test on Chapters 15 and 16
Primary Sources:
• The Digger’s Song
• “The Ranter’s Ranting.” Woodcut Ranter’s Ranting. Ca. 1650.
• Thornycroft, Hamo. “Cromwell Statue.” Statue. 1899.
• The Declaration of Breda
• Anonymous. “Procession of Charles II.” Oil on canvas. The Illustrated Pepys. Ca. 1662.
• “Conrad Russell, The Causes of the English Civil War”
• The Rise of Political Parties
• John Locke Defends the Glorious Revolution
• The Theory of Absolutism
• Jean-Baptiste Colbert, The Advantages of Colonial Trade 1664
• The Edict of 1626
• Kings Answer to God Alone
• Charles Le Brun. “Louis XIV.” Oil on canvas. Ca. 1600.
• Appropriate maps, graphs, charts, and statistical materials
WEEK EIGHT - Chapter 17—Absolutism in Eastern Europe to 1740, 565
• Lords and Peasants in Eastern Europe
• The Rise of Austria and Prussia
• The Development of Russia
• Individuals in Society: Stenka Razin, Russian Rebel
• Listening to the Past: A foreign traveler in Russia
• Absolutism and Baroque Architecture
• Essay Test using past AP College Board DBQ
• Analyze the essay samples responses from the essay above
Primary Sources
• From Michael Holford. “St. Petersburg.” Etching. Ca. 1760.
• Ludwig Fabritius, The Revolt of Stenka Razin 1670
• E. Falconet. “The Bronze Horseman.” Bronze statue. 1782. St. Petersburg.
• Peter the Great Edicts and Decrees: Imposing Western Style on the Russians
1699-1723
• “Progress Through Coercion”
• Appropriate maps, graphs, charts, and statistical materials
WEEKS NINE and TEN - Chapter 18—Toward a New World-view, 595
• The Scientific Revolution
• The Enlightenment
• Individuals in Society: Moses Mendelssohn and the Jewish Enlightenment
• The Enlightenment and Absolutism
• Listening to the Past: Voltaire on Religion
• Essay Test using past AP College Board thematic question or DBQ
• Analyze the essay samples responses from the essay above
Primary Resources
• Copernicus on the Earth’s Revolution, 1519
• Galileo Galilei. “Paintings of the Moon.” Oil on canvas. Ca. 1600. Museum of Science, Florence/Scala/Art Resource.