AP® European History, 2012-2013
Instructor:MichaelMartin,Room608,Period3
MATCertifiedinTAG,SocialStudies(7‐12),Art(P‐12)
"Man'smind,oncestretchedbyanewidea,neverregainsitsoriginaldimensions."
JusticeOliverWendellHolmesJr.,“TheGreatDissenter”oftheU.S.SupremeCourt(1902–1932)
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Required Text and Supplemental Texts: A) SCHOOL ISSUED: R. R. Palmer, (Yale), Joel Colton, (Duke), Lloyd Kramer, (UNC, Chapel Hill). History of the Modern World, 10/e ISBN: 0‐07‐325720‐4, McGraw‐Hill Higher Education: © 2007. Replacement Cost is $102, (which is 91.25 plus shipping cost) o http://highered.mcgraw‐hill.com/sites/0073106925/student_view0/ 10th ed., 2007 B) Required and Recommended Reading for AP Euro: 1) Required Summer Reading Choice, (One of the following 3 books): (a) William Manchester. A World Lit Only By Fire. Little Brown and Company: New York and Boston, © 1992,1993 (b) Reston, JR., James. (2005). Dogs of God Anchor, a div. of Random House: New York. [ISBN 1‐4000‐3191‐5] (c) Crowley, Roger. (2005). 1453 Hyperion: New York, New York [ISBN 1‐4013‐0850‐3] 2) Recommended or Suggested (a) Machiavelli, Nicollo (1469‐1527), The Prince (b) Voltaire (1694‐1778), Candide 3) Thomas More, Utopia, Penguin Classics, © 1965 C) Recommended Review & Study Materials: 1) Practice test questions, and essays (a) Any practice test on www.apcentral/collegeboard.com (b) CD‐‐A Student’s Guide to Modern European History by Robert Sanderson (c) All previous tests and DBQ questions from class (d) Practice tests and DBQ questions are posted @ www.thecaveonline.com which is hosted by my AP Summer Institute Instructor Larry Treadwell in Fort Lauderdale D) Below are other equivalent textbooks: 1) Spielvogel, Jackson, Western Civilization (Any Ed, Third through Seventh, publ. by West, Thompson, or Cengage) & Documents for Western Civilization (soft cover accompanies textbook) 2) Civilization in the West, Combined Volume (5th through 7th Edition) Civilization in the West, Mark A Kishlansky; Patrick J Geary; Patricia O'Brien New York : Pearson Longman, ©2006 2
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Course Description: Welcome to APEH (Advanced Placement European History) A) We will study well‐known “Western personalities”, writers and philosophers of European history: particularly Humanists and Reformers from the Renaissance, Reformation/Counter–
Reformation, Absolute Monarchies, the Enlightenment Era, the Scientific Age of Reason, and Industrial Revolution, as well as from the Modern Age, WWI, WWII, and beyond, etc. B) With collaborative effort between students and teacher, your goal is to prepare yourself to score a “4” or “5” on the national AP Exam in May. C) Regardless of your score on the AP exam in May, your equally important goal for taking this AP class is to condition yourself for future academic rigor and success in college. Finally, as a result of fully participating in this experience, you will be challenged to grow in the following ways: 1) You will also experience personal, intellectual and social growth 2) You will be a more informed, precision thinker about Modern European Civilization. 3) You will learn to effectively read, write, study, and discriminate between points of view. D) It’s your opportunity: I invite you to take full advantage of this opportunity to engage in your own in‐depth investigation of the most significant developments in Europe, from roughly 1400 to the Present. The likelihood of excelling with a “4” or “5” on the AP Exam will correlate with a motivated student’s passion, and effort to accelerate his or her own research and notation, to think with analytical clarity, and to transfer understandings to new situations and problems. E) A successful student will: 1) . . . Read, re‐organize (or “unpack” and repack) the content. 2) . . . Construct timelines and flow charts that chronicle and compare events. 3) . . . Identify, classify, and categorize the developments in Western Europe from 1450 4) . . . Understand, analyze, and evaluate principal themes, issues, and modern debates of European history. 5) . . . Study historical evidence and express historical understandings or reflections in writing. 6) …research your own questions, terms, and concepts to produce a fuller understanding. 7) …In addition to memorizing the events of history, you will interpret causes of events, not only by summarizing text passages in your own wording [at a minimum], but we ask students to research, analyze, and grapple with conflicting accounts of history written from different points‐of‐view found in multiple primary and secondary sources. F) College Board Euro Themes: We ask you to identify and analyze developments under six broad themes identified by the College Board for this course, and thematically paired as follows: cultural & intellectual, social & economic, and the political & diplomatic. III) Course Goals and Assessments. Students will practice: A) Critical Reading & Writing: Students will be writing the Document Based Questions (DBQ) and the Free Response Questions (FRQ): B) To succeed in APEH on multiple‐choice tests and essays, students will practice: 1) Correctly citing explicit content of European History from documents 3
2) Closely examining, analyzing, and writing analytical essays to: interpret and draw conclusions from source documents from reprints of Document Based Questions (DBQ) 3) Discerning point‐of‐view (POV): Source documents are written from multiple perspectives, be they religious, ethnic, cultural, social and political. They are reprinted on your handouts and in your text. Three questions that you must always ask of the documents, i.e. what does a document say; who wrote it; and what gives them the right to say that? 4) Writing clear and coherent essays is CRUCIAL, for which you state a thesis, then support it with explicit points of evidence from the documented records. C) Expect homework almost every night. If you will work hard during the week, you may have only leisurely reading on the weekend. At least we will attempt to be “caught up” each week. With homework added to reading time, students should plan to average around 30 minutes to an hour of nightly homework on most nights. I understand that there may be nights when HW is not possible, but depending on your speed, an excelling student should count on reading and preparing for class an average of about 3 to 6 hours per week TOTAL outside of class. [Please review my student–parent letter on this]. Any rare night that there is not a reading of an assigned text passage, students should review what was presented in class, and update notes and outlines of the current unit. The adventure proves to be difficult, but very rewarding. Weighted Grading Categories for Assessments: At Northview there is an established tradition of using a variety of performance assessments and product rubrics to evaluate students’ processes & products that show what they know. There will be some conventional quizzes and “tests” as well as performance tasks, “FRQ” or “DBQ” essays, presentations, and “seminar‐style” discussions, for which students’ participation is measured and recorded as a component of their final numerical grade in the course. I calculate using 100PT grades within various weighted categories. The weighted breakdown is as follows: (Projected totals and percentages are rounded to the nearest whole number and subject to affect of less or more opportunities in one or another area, based on the delivery items in that component category under the time constraints): Big “Opportunities” (@ 100pt each, 60pt m/c and 40pt essay) = 40% (UNIT TESTS include 8 to 10 Unit Tests, which includes a first semester mid‐term). Quizzes 10% Class Assignments CW, HW 10% (Includes pop quiz questions, essays, source analyses, maps, timelines, concept organizers) Performance Tasks (DBQ and Summer Work) 20% Semester Exam 20% (Cumulative Assessment; in the spring will be a performance assessment) Honor Code: Please consult the Northview High School Student Handbook for any information not covered here. The obvious examples of honesty & integrity would apply in the handbook and in my class: As a rule––unless you are specifically directed by me to share your work with others in a paired activity––you should keep your eyes on your own paper, write your own responses without copying others’ work, and summarize in your own words. Please give credit where credit is due. *Plagiarism is further defined by Merriam‐Webster’s high school dictionary as, to steal and to pass off as one’s own the ideas or work of another; or to commit literary theft. (1996: Harcourt Brace) Acts of plagiarism include but are not limited to using words or ideas from a published source without proper citation; or using, copying, or turning in the work of another student. 4
Acts of plagiarism include but are not limited to the following actions: (1) using words or ideas from a published source without proper documentation; (2) using the work of another student (i.e., copying the other student’s homework, composition, project, etc.); (3) using excessive editing suggestions of another student, teacher, parent, or paid editor. Unless directly stipulated by the teacher, collaboration on written work will not acceptable. Students who willingly provide other students with access to their work are in violation of the Northview Honor Code as well. In order to avoid plagiarism, the student must document all sources consulted or used in the preparation of a document or a presentation. This includes sources from the Internet. Under Federal “Fair Use” Policy, pictures do not need to be cited when used in presentations or projects, and are for classroom instructional use only. This policy could differ with other classroom contexts, and from teacher to teacher. School Policies: Again, you will be responsible for following all other school‐wide policies as outlined in the student handbook including the school‐wide tardy policy. Electronic devices should be silenced and stowed away. From time to time, we will use laptops in class. Cell phones do not work inside the classroom anyway. I will permit you to have capped bottled water only, with which to hydrate your brain. Please do not eat snacks, and drink sugary drinks in here. *(Exception if you are diabetics w note) Make‐up Work and Recovery Policy: Fulton BOE Policy states, “It is a student's responsibility to contact the teacher or teachers to request make‐up work. The contact should be made on the day the student returns to school unless the teacher allows a longer time per teacher discretion. . . . Make‐up work must be completed by the student within the time specified by the teacher.” A student may initiate the recovery process for major grade only (for a course grade of 74 or below, a failing grade for a unit test or major project, or with a significant drop in numerical grade), please see the student‐parent handbook, printed in agenda, or talk to me in person. You must have attempted all assigned work, initially, in order to qualify. Student must have no zeros and come to the teacher to initiate recovery. For excused absences that result in missed quizzes, tests, and in‐class presentations, you have the same number of days as your absence to make up the work upon your return.* *Exception would be a preannounced and prescheduled assignment that was due on the day that you missed. That sort of assignment is due immediately on the day that you return; unless you were so ill that you could not do school work during your absence, for which I would need a personal parent note. For unexcused absences, late work, or late make‐up work: For all three circumstances, the policy of our social studies department policy on late work will apply, which is: Students will be required to submit work on the due date. Late work will be accepted for only 1 day after the due date, and is counted 30% off.* On any day after that first day grace period, your grade would start at a maximum of 50%, with your opportunity to turn in work beyond the first 24 hours grace based on my discretion, and a case‐by‐case evaluation of the circumstances. *(Or, first day back from your excused absence during which you missed a preannounced turn‐in date) “What are we doing today?” Exactly how we study, read, watch & write in this classroom: D) Daily source document read and response in DOCUMENT JOURNAL BLOG: Each day you will have a source document reading assignment assigned the night before a class meeting or in class during each day. BLOG responses are due at midnight on the assigned day. On the HHS BLOG site, you will write a paragraph that addresses the following: 1) WHO wrote it? And, to whom is it addressed? Who’s the audience? 2) WHAT’S the main point? Identify the thesis–theses of the reading? 5
3) WHAT ELSE (details), WHEN, WHERE, & HOW expressed? What vital details, terms, & concepts am I learning from the reading? When & where was this written? What’s the medium: newspaper, article, book, etc? Questions? 4) WHY, or so what? What specifically is the POINT OF VIEW? Who wrote it? Why does he or she have the right to say that? What is the writer’s purpose? What “world view” or perspective links the document with others that I have read? 5) Reaction to your classmates’ questions and reactions? You are expected to read the assigned textbook passages before you come into class [see parent‐student letter] E) The “DBQ”: Using the AP® Document Based Question format and College Board‐AP® instructions for preparing them, students will practice writing the “DBQ” in order to develop their writing acumen. 1) DBQ Grouping and the “Rule of Threes” (or “FOURS”): Note: For the National AP® Exam, students should thoroughly familiarize with material and DBQ rubric posted at: http://apcentral.collegeboard.com/apc/public/repository/05831apcoursdesceuroh_4318.pd
f To earn a score of “6” to “9” on the DBQ in this classroom, students must identify and support a thesis with at least three thematic prongs that sets up conditions for an essay that includes at least three (if not four) distinct document “groups”. These groupings must be interpolated by the student with an explanation of at least three (3) Points‐of‐View (“POV”). Students must cite and interpret at least two (2), if not three supporting documents for each thematic grouping. Therefore, I am asking the students to write at least six DBQ essays in preparation for the May test. Whenever possible, identify POV in every document. 2) Free Response Questions (FRQ): For the purposes of student training for writing the DBQ and the Free Response Question (FRQ), I am also instituting the “Rule of Three” on the FRQ meaning that an APEH student should always endeavor in their essays: to write a tri‐fold thesis that explicitly identifies three views of the historical events in the question. Additionally, the student is asked to attempt to provide three supporting sources to support each perspective. F) Maintain ongoing study outline of “Cornell notes” while reading your textbook. In TWO columns, and–or in TWO colors of pen, outline the chronological events of history. Important events, terms and concepts are recorded in the 1st column, and your extended explanations, questions, reactions, additions and subtractions along the way are recorded in the 2nd column or in another color. A great idea is to read with access to a computer so that you can quickly find supporting primary source documents while studying a unit. G) Reserve the right to offer randomized pop quizzes in class OR BLOG? The assigned class readings are the minimum required of you. A pop quiz is a good indicator that you know and understand what was contained in the readings. Pop quizzes will be counted in the same category with the nighttime BLOG entries. If I am convinced that we are all reading assigned material & keeping up BLOG route, then no quiz. If it appears to me that folks are NOT reading assigned material, then we will have random pop quizzes. H) “Mini‐Performance Tasks,” e.g. Movie/Article/Website Reviews/Role‐Play Debates: For each of these opportunities, I will provide a separate handout which provides the details on the topics, structure and the assessment criteria for your written and verbal responding to the intended tasks. During the course of the semester, each student must write ONE PAGE critical reviews, or bullet point outlines of course–related movies/documentaries /articles/websites/issue debates 6
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“Pair & Share” Enrichment Research Project…expressed as a poster board OR Power Point Presentation: Working individually or in pairs, students will complete one research topic paper with accompanying Power Point presentation. Designed to ignite student interests, the topics pool will consist of relevant questions around the “6 themes” of European History. J)
Please visit local area art and history museums and the Holocaust Museum Exhibition at KSU Center: The College Board recommends that students study directly from actual sources, exhibits, and artworks (when and wherever possible) so that their learning can be made real and multi‐dimensional. To increase chances of success on exam, students should visit at least one museum per semester, and receive extra‐credit for extra visits. Pending approval, I would like to schedule a one‐day class fieldtrip to the HIGH Museum in around February to visit “Treasures of the Louvre: Art of French Kings”. I encourage you to go anytime before. IV) School Supplies for This Course [all supplies can be found at Staples]: 1) USB Memory Key, at least 4gig 2) Different colors of medium ballpoint pens [blue, black, and red, for peer‐editing essays]. 3) Two (2) colors highlighters for highlighting thesis statements & facts [yellow & blue or pink] 4) ONE dedicated 2½ inch 3‐Ring binder with loose‐leaf paper. 5) TWO types of Avery brand section dividers (alphabetic AND–OR numeric one)*  I would like for you to: Divide your notebook into TWO broad categories according to a system that you establish and can understand. I will “show & tell” my setup. (a) Broad section #1 [8 UNIT NAMED tabs for example]: Include all teacher productions, handouts, articles here, arranged chronological or “THEMATIC” units. (b) Broad section #2 [5 plus tabs] would be for filing all of your graded productions: Suggested TAB as follows: to save arranged by my Grading Categories, DBQs, FRQs, Reviews, and Tests, etc. 6) Assorted Rainbow Color Index Cards to create “SPRITE” or “PIRATE” THEME flashcards. 7) One 12‐pack color pencils and fine‐tip color markers (Sharpies are more permanent) 8) Leave textbook at home. Bring the Document Source book. V) Attendance, Rules, Consequences, Procedures, and Summary of General Info A) Attendance: Your success and grade in this AP course hinges on attendance, preparation, and participation: Being present in this class and being prepared for all lectures, readings, and assessments is vital to your success in this course. Most classroom experiences are impossible to reproduce exactly. Participation points, activities, notes, and assessments missed for unexcused absences cannot be made up. For unavoidable prearranged excused absences, the student must please contact the instructor by e‐mail in advance of the pre‐planned absence. For “sick,” please e‐mail me after you have chosen to stay home from school that day. B) “The Magnificent Seven” RULES–Of course all handbook rules and policies apply, but PLEASE: 1) BE ON TIME: inside the classroom when the bell rings. 2) RAISE YOUR HAND for one‐at‐a‐time comments. 3) RESPECT OTHERS’ dignity, personal space, comments & ideas. 4) ATTEMPT ASSIGNMENTS WITHOUT COMPLAINT. Save the energy! 5) Be quiet and attentive during all teacher‐directed lecture and video. 6) Water bottles only (Please no food or sugary drinks) C) Consequences for minor violations the seven rules above (or of classroom procedures below). 7
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FIRST OFFENSE: Warning  
SECOND OFFENSE: Warning with Parent Contact  
THIRD OFFENSE: 20min PRIVATE DETENTION in 522 (8:00‐8:20, or 3:45‐4:10)