Mr. Grenz
AP European History 2012-2013. Room 410
253-931-4719 xtn. 1410. mgrenz@auburn.wednet.edu
Availability:
Before school 7:30-8:00am
After School M-Th. 2:35-3:30pm
During planning 1st period (8:05-9:00)
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Advanced Placement European History is a class for dedicated, disciplined, and motivated students. You will be expected to work hard and be
prepared for class every day. This is a college-level class in which you have an opportunity, if you desire, to take the AP exam to earn college
credit. This syllabus will continue to help you understand both what my expectations are and how you can be a successful and positive member
of this class. In AP European History, you will learn how to become effective communicators, critical thinkers, and creative and collaborative
members within this class.
CLASSROOM RULES AND EXPECTATIONS
THE BIG FIVE:
1. Be Respectful (of others and your environment)
2. Be Positive
3. Be Prepared
4. Be Punctual
5. Be a Contributor

Additionally, all AHS rules as outlined in the student handbook are in full effect.
GRADING POLICY
Grades in this class are based on the number of points students accumulate during the semester. Grades will be based on the following criteria
and broken down into two categories:
1. Tests and quizzes
2. Daily Work (chapter packets - vocabulary, questions, notes, maps, etc) and other assignments
** FYI – There is a loss of 10 points for each unexcused tardy and absence.
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100-93 = A
77-73 = C
92-90 = A72-70 = C-
89-88 = B+
69-68 = D+
GRADE SCALE
87-83 = B
67-60 = D
82-80 = B59-0 = F
79-78 = C+
There will very few EXTRA CREDIT opportunities throughout the year. If extra credit is assigned, help yourself and your grade by completing it and turning it in.
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ABSENT WORK
If a student has an excused absence, IT IS THE STUDENT’S RESPONSIBILITY to get make-up work from the teacher. Not only that,
it is the students’ responsibility to turn in the make-up work on time.
2. NO LATE WORK WILL BE ACCEPTED.

If you were absent and need to turn in absent work, be sure to (1) write the word “absent” and (2) the date absent at the top of the
make-up assignment.

Turn this into the “absent” work bin upon the required due date.

If this procedure is not followed by you, I will not accept your work.
3. I am always available after school if you need help on make up work. You may not make up work from days missed due to an unexcused
absence or tardy. Students who choose to skip class will find it very difficult to pass the course.
4. Get any missed lecture notes from a classmate.
SWIFT WEBSITE
If you are absent, or misplace an assignment, you can go to my SWIFT website on the school’s main web page:
http://www.auburn.wednet.edu/ahs/. The URL for my SWIFT website is: http://swift.auburn.wednet.edu/auburnhs/mgrenz/index.php
ATTENDANCE/TARDY POLICY
1. Successful students are prompt, punctual, and prepared. Arrive to class on time and be prepared to learn. The following actions will result
in a loss of 10 points per infraction: (1) Unexcused absences, (2) Unexcused tardies, (3) being sent out of the classroom, (4) sleeping during
class or disrupting the learning environment (cell phones or CD/music players), (5) breaking any of the “big five” rules, (6) using
inappropriate language, (7) being unprepared for class.
2. Consequences:
a. Loss of 10 points & a verbal warning (tardy #1)
b. Lunch detention (tardy #2, unexcused absence #1)
c. Friday night school/call home (3+ tardies, 2+ unexcused absences)
HALL PASSES
Students MUST HAVE a student planner in order to leave class. You should take care of any personal business before class. Additionally, hall
passes will not be allowed for students who are unprepared for class….so bring your materials and assignments.
SUPPLIES/MATERIALS
Bring the following list of items daily to class:
(1) Your textbook – “Western Civilization” 6th Ed. Jackson J. Spielvogel – The book website is listed below:
http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534646026&discipline_number=21
(2) A binder or folder in which your AP Euro materials can be stored
(3) Lined notebook paper
(4) A pen or pencil
(5) Assignments, homework, and any associated reading currently assigned.
Failure to be prepared will cost 10 points per infraction.
1.
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SYLLABUS OUTLINE
Attached to the syllabus are several things.
1.
A course description and outline.
2.
A course component and learning outcome outline for each class unit.
3.
A letter home to your parent/guardian which outlines and explains the objectives and goals of the class. Please have this signed and returned
to me no later than __________________.
THE AP TEST THIS YEAR
The national Advanced Placement test is made up to two general parts: (1) An 80-question multiple choice section (55 minutes – 50% of overall
score); (2) a 3-question essay section (2 hours, 10 minutes – 50 % of overall score). I will have questions for you that are similar to the multiplechoice questions you will see on the test. They are usually not very easy and often the answers are VERY specific. The tests in class are to see
what you know, and to train you in answering in a style.
There are two kinds of essays on the AP test. “Free response” questions are open-ended essays. A typical question would be “To what extent
and in what ways may the Renaissance be regarded as a turning point it the Western intellectual and cultural tradition?” You will have to answer
2 of 6 possible free-response essays on the test. Yes, we will go over answers to questions like this. I will show you examples from past AP
tests. Sometimes I will give you the same question used in a previous AP test to help you learn the style.
Additionally there will be a “Document Based Question” (DBQ) on the test designed specifically to test your ability to work with historical
evidence. You will only get one question. If you learn how to write the essays then the DBQ is a matter of putting the data from the documents
into your essay. We will practice this continuously in class beginning 2 nd semester.
This year’s exam
Date: The exam the 2011-2012 school year will be WEDNESDAY May 15th, IN THE AFTERNOON
AP Address: http://www.collegeboard.com/student/testing/ap/about.html
You can get sample test questions, look at the testing schedule in May, specific information for all AP subjects, and answers to other AP-related
questions you may have.
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UNIT TESTS
Please plan ahead and study hard for the unit tests. They are difficult and are built on the national AP Euro Examination model (except on a
smaller scale due to time constraints). If you are absent the day of a test, you may only take the make-up test if you have an excused absence the
day of the test. Plan on taking the test your first day back in class after your return.
The unit tests will cover TWO chapters and will consist of the following:
1. 35 multiple choice questions (from both chapters) – 25 minutes
2. One essay question (from three essay options) – 25 minutes
Each test will be worth 100 points.
Additionally, your most recent chapter packet will be due at this time as well.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------QUIZZES
ONE to THREE times per week, I will randomly quiz you to make sure you are keeping up on your readings, taking accurate notes, doing your
vocabulary, and answering your questions from the question packets. The quizzes will usually be at the beginning of class right after the bell has
rung. The moral here is: BE PREPARED. If you are prepared, the quizzes should be easy for you. The quizzes consist of 10 multiple choice
questions.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ESSAYS
Again this is a college level class. And as is expected in college, you will be writing A LOT of essays. We will be working on essay
construction during class constantly throughout the year. This will help tremendously in preparing for the AP exam in May and also help you
become a more competent and communicative writer.
As we get further along it will be necessary for you to remember what we have done before. So the first essay might be: “Discuss how
Renaissance art and the humanist movement reflect the political, economic, and social developments of the period?” It is specific to the chapter.
Later, as we get into, say, the Reformation, the questions could be: “Compare the importance of the invention of the printing press within
Renaissance intellectual life and thought to that within Reformation intellectual life and thought.” This requires linking ideas, themes and
information from different chapters. To quote from the AP Course Description: “Essay questions are designed, additionally, to make it possible
for students from widely differing courses to demonstrate their mastery of historical interpretation and their ability to express their views and
knowledge in writing.” Please note the words “historical interpretation”. You must develop a point of view about issues.
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------------------------------------------------------------------------------------------------------------------------------------------------------------------------------CHAPTER PACKETS
For each chapter you will turn in a chapter packet worth 100 points. Each chapter packet that you turn in will consist of the following items IN
THIS ORDER: 1. Lecture Notes (in chronological order)
2. Chapter Vocabulary
3. Chapter Reading Questions
4. Chapter Review Packet
If the packet is due the day of a test, put it together in order BEFORE the bell rings to begin class. Consequently we will be able to begin the
test on time.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------LECTURE NOTES

You will be required to take detailed notes just about every day during lectures this year.

Don’t just copy the overhead or Powerpoint screen!! Take detailed notes from what I am saying!

I will collect your notes, along with the rest of your chapter packet, the day of a unit test, grade them, and return them promptly.

Please have these properly headed (Name, Date, Period number) in the upper right hand corner of your paper and stapled in chronological
order upon turning in. (if you don’t use the pre-printed powerpoint outline I provide to you!!)

Written notes are helpful in studying and reviewing. In college it will be important that you have notes because you will have so many
different things to know. Notes will also help you prepare for the AP exam in May.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------VOCABULARY
For each chapter you will have a multi-page vocabulary packet which is divided up into the different sections you are to be reading. At the top of
the first page I have provided this information to you. So when your reading homework is assigned as “read sections 1 & 2 for tomorrow” you
can refer to the top of your vocabulary sheet for the specific page numbers in which I’m referring to. For example:

Section 1 pg. 313 (Meaning & Characteristics of the Italian Renaissance/The Making of Renaissance Society)

Section 2 pg. 320 (The Italian States in the Renaissance)

Section 3 pg. 324 (The Intellectual Renaissance in Italy)

Section 4 pg. 330 (The Artistic Renaissance)

Section 5 pg. 337 (The European State in the Renaissance)

Section 6 pg. 342 (The Church in the Renaissance)
Your vocabulary will be due the day the rest of your packet is due. DO NOT GET BEHIND IN YOUR DAILY WORK. Procrastination in this
class will kill you.
** You will not be allowed to type your answers. They must be NEATLY hand-written.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------READING QUESTIONS
Additionally, for each chapter you will have a multi-page question packet which will have 3-5 questions for each section of the chapter. Just like
the vocabulary packet, at the top of the first page I have provided the page number and section names for you. So when your reading homework
is assigned as “read sections 1 & 2 for tomorrow” you can refer to the top of your question packet sheet for the specific page numbers in which
I’m referring to.
Your question packets will be due the day your packet is due. Again, DO NOT GET BEHIND IN YOUR DAILY WORK.
*** By consistently doing your vocabulary and questions accurately and on time, you will be able to keep up with class, improve you chances for
success, and enable you to know what is going on in class and realize what I’m talking about during lectures. DO NOT IGNORE THESE
ASSIGNMENTS. They will end up being a significant portion of your grade and are most helpful for the unit, semester, and national AP tests.
** Again, you will not be allowed to type your answers. They must be NEATLY hand-written.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------CHAPTER REVIEW PACKET
Also, in addition to your lecture notes, vocabulary, and reading questions, you must submit your chapter review packet with your complete
chapter packet. Each chapter review packet consists of the following questions: matching, multiple-choice, completion, and chronology.
** This will be graded in class the day your packet is due (or the day before if scheduled during a test day).
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------HOMEWORK
You will be expected to work on AP Euro every night for 1-2 hours in order to keep up with the pace of class. Please don’t get behind in your
assigned readings, chapter vocabulary or chapter questions. If you do fall behind, you will find it very difficult and time-consuming in order to
“catch up”.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------CHEATING
Cheating consists of turning in work not completed by you, copying answers from another student or source…..etc. If you are caught cheating,
you will receive a ZERO on that assignment/test/quiz and will be subject to appropriate disciplinary proceedings, including possible failure of
this class. So the bottom line is this: DON’T DO IT!! I will have no problem failing a cheating student in this class for the semester or school
year.
I will now explain more……..
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Auburn High School
Advanced Placement European History
Michael Grenz
September, 2012
Dear Parent or Guardian:
Please take a moment to look over the information about the Advanced Placement European History class
attached to this letter. I encourage you to refer to this information throughout the year (particularly the
syllabus) if you have any questions or concerns about the course. I also encourage you to contact me directly
if you have any questions or concerns that aren’t addressed in the handouts.
A primary objective for this class is to prepare students for the national AP European History exam offered
in May. Success on this exam can earn students college credit. For this reason, the standards are high;
students must demonstrate knowledge of European history as well as an ability to think and write critically
about a wide range of historical topics. In order to prepare for this exam AP European history students will
be expected to read and take notes on approximately 800 pages of college-level text, take approximately 40
short quizzes, eighteen unit tests, two comprehensive exams, write approximately 30 essays, and participate
in a wide range of classroom activities over the course of the school year. It can seem a little overwhelming
to students and parents at first. I assure my students that using the information provided to manage time and
develop consistent work habits will result in success in this class. Every year the vast majority of AP Euro
students do quite will and benefit enormously from this class. They enjoy the challenges, appreciate the
rewards and pass the national exam in May. However, occasionally students do struggle. AP Euro is not a
particularly good “fit” for students who struggle with getting assignments in on time and are not particularly
self-motivated or organized. Please discuss with your student what undertaking an academic challenge like
this represents in terms of time and energy and counsel them accordingly.
I’m looking forward to another great year and want to thank you in advance for your interest in support.
Again, I encourage you to contact me if you have any questions or concerns regarding Advanced Placement
European History. Please sign and return this letter.
Sincerely,
Michael Grenz
Student Name ____________________________________________________________________
Student Signature ______________________________________________ Date _______________
Parent/Guardian Signature _______________________________________ Date _______________
Course Name: Advanced Placement European History
Grade Level(s): 10th Grade
Course Description: The study of European history from 1450 to the present introduces students to cultural,
economic, political, and social developments that played a fundamental role in shaping the world in which they live.
Without this knowledge, we would lack the context for understanding the development of contemporary institution, the
role of continuity and change in present-day society and politics, and the evolution of current forms of artistic
expression and intellectual discourse. In addition to providing a basic narrative of events and movements, the goals of
the AP program in European History are to develop (a) an understanding of some of the principal themes in modern
European history, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express
historical understanding in writing.
The program prepares students for intermediate and advanced college courses by making demands upon them
equivalent to those made by full year introductory college courses. Students will learn to assess historical materials,
their relevance to a given interpretive problem, their reliability, and their importance, and to weigh the evidence and
interpretations presented in historical scholarship. This course will develop the skills necessary to arrive at
conclusions on the basis of an informed judgement and to present reasons and evidence clearly and persuasively in
essay format.
COURSE OUTLINE
1. Recovery and Rebirth: The Age of the Renaissance
I. Meaning and Characteristics of the Italian Renaissance
II. The Making of Renaissance Society
A. Economic Recovery
B. Social Changes in the Renaissance
C. The Family in Renaissance Italy
III. The Italian States in the Renaissance
A. The Five Major States
B. Independent City-States
C. Warfare in Italy
D. The Birth of Modern Diplomacy
E. Machiavelli and the New Statecraft
IV. The Intellectual Renaissance in Italy
A. Italian Renaissance Humanism
B. Education in the Renaissance
C. Humanism and History
D. The Impact of Printing
V. The Artistic Renaissance
A. Art in the Early Renaissance
B. The Artistic High Renaissance
C. The Artist and Social Status
D. The Northern Artistic Renaissance
E. Music in the Renaissance
VI. The European State in the Renaissance
A. The Growth of the French Monarchy
B. England: Civil War and a New Monarchy
C. The Unification of Spain
D. The Holy Roman Empire: The Success of the Habsburgs
E. The Struggle for Strong Monarchy in Eastern Europe
F. The Ottoman Turks and the End of the Byzantine Empire
VII. The Church in the Renaissance
A. The Problems of Heresy and Reform
B. The Renaissance Papacy
2. Reformation and Religious Warfare in the Sixteenth Century
I. Prelude to Reformation
A. Christian or Northern Renaissance Humanism
B. Church and Religion on the Eve of the Reformation
II. Martin Luther and the Reformation in Germany
A. The Early Luther
B. The Rise of Lutheranism
C. Church and State
D. Germany and the Reformation: Religion and Politics
III. The Spread of the Protestant Reformation
A. Lutheranism in Scandinavia
B. The Zwinglian Reformation
C. The Radical Reformation: The Anabaptists
D. The Reformation in England
E. John Calvin and Calvinism
IV. The Social Impact of the Protestant Reformation
A. The Family
B. Education in the Reformation
C. Religious Practices and Popular Culture
V. The Catholic Reformation
A. Revival of the Old Orders
B. The Society of Jesus
C. A Revived Papacy
D. The Council of Trent
VI. Politics and the Wars of Religion in the Sixteenth Century
A. The French Wars of Religion (1562-1598)
B. Philip II and the Cause of Militant Catholicism
C. The Revolt of the Netherlands
D. The England of Elizabeth
3. Europe and the New World: New Encounters, 1500-1800
I. On the Brink of a New World
A. The Motives
B. The Means
II. New Horizons: The Portuguese and Spanish Empires
A. The Development of a Portuguese Maritime Empire
B. Voyages to the New World
C. The Spanish Empire in the New World
III. New Rivals On the World Stage
A. Africa: The Slave Trade
B. The West in Southeast Asia
C. The French and British in India
D. China
E. Japan
F. The Americas
IV. Toward a World Economy
A. Economic Conditions in the Sixteenth Century
B. The Growth of Commercial Capitalism
C. Mercantilism
D. Overseas Trade and Colonies: Movement Toward Globalization
V. The Impact of European Expansion
A. The Conquered
B. The Conquerors
4. State Building and the Search for Order in the Seventeenth Century
I. Social Crises, War, and Rebellions
A. The Witchcraft Craze
B. The Thirty Years’ War
C. A Military Revolution?
D. Rebellions
II. The Practice of Absolutism: Western Europe
A. Absolute Monarchy in France
B. The Reign of Louis XIV (1643-1715)
C. The Decline of Spain
III. Absolutism in Central, Eastern, and Northern Europe
A. The German States
B. Italy: From Spanish to Austrian Rule
C. Russia: From Fledgling Principality to Major Power
D. The Great Northern States
E. The Ottoman Empire
F. The Limits of Absolutism
IV. Limited Monarchy and Republics
A. The Weakness of the Polish Monarchy
B. The Golden Age of the Dutch Republic
C. England and the Emergence of Constitutional Monarchy
V. The Flourishing of European Culture
A. The Changing Faces of Art
B. A Wondrous Age of Theater
5. The Scientific Revolution and the Emergence of Modern Science
I. Background to the Scientific Revolution
A. Ancient Authors and Renaissance Artists
B. Technological Innovations and Mathematics
C. Renaissance Magic
II. Toward a New Heaven: A Revolution in Astronomy
A. Copernicus
B. Brahe
C. Kepler
D. Galileo
E. Newton
III. Advances in Medicine and Chemistry
A. Paracelsus
B. Vesalius
C. William Harvey
D. Chemistry
IV. Women in the Origins of Modern Science
A. Margaret Cavendish
B. Maria Merian
C. Maria Winkelmann
D. Debates on the Nature of Women
V. Toward a New Earth: Descartes, Rationalism, and a New View of Humankind
VI. The Scientific Method and the Spread of Scientific Knowledge
A. The Scientific Method
B. Spread of Scientific Knowledge
VII. Science and Religion in the Seventeenth Century
A. Spinoza
B. Pascal
6. The Eighteenth Century: An Age of Enlightenment
I. The Enlightenment
A. The Paths to Enlightenment
B. The Philosophes and Their Ideas
C. The Social Environment of the Philosophes
II. Culture and Society in the Enlightenment
A. Innovations in Art, Music, and Literature
B. The High Culture of the Eighteenth Century
C. Crime and Punishment
D. The World of Medicine
E. Popular Culture
III. Religion and the Churches
A. The Institutional Church
B. Popular Religion in the Eighteenth Century
7. European States, International Wars, and Social Change
I. The European States
A. Enlightened Absolutism?
B. The Atlantic Seaboard States
C. Absolutism in Central and Eastern Europe
D. The Mediterranean World
E. The Scandinavian States
F. Enlightened Absolutism Revisited
II. Wars and Diplomacy
A. The War of the Austrian Succession (1740-1748)
B. The Seven Years War (1756-1763)
C. European Armies and Warfare
III. Economic Expansion and Social Change
A. Growth of the European Population
B. Family, Marriage, and Birthrate Patterns
C. An Agricultural Revolution?
D. New Methods of Finance
E. European Industry
IV. The Social Order of the Eighteenth Century
A. The Peasants
B. The Nobility
C. The Inhabitants of Towns and Cities
8. A Revolution in Politics: The Era of the French Revolution and Napoleon
I. The Beginnings of the Revolutionary Era: The American Revolution
A. The War for Independence
B. Forming a New Nation
C. The Impact of the American Revolution on Europe
II. Background to the French Revolution
A. Social Structure of the Old Regime
B. Other Problems Facing the French Monarchy
III. The French Revolution
A. From Estates-General to a National Assembly
B. Destruction of the Old Regime
C. The Radical Revolution
D. Reaction and the Directory
IV. The Age of Napoleon
A. The Rise of Napoleon
B. The Domestic Policies of Emperor Napoleon
C. Napoleon’s Empire and the European Response
9. The Industrial Revolution and its Impact on European Society
I. The Industrial Revolution in Great Britain
A. Origins
B. Technological Changes and New Forms of Industrial Organization
C. Britain’s Great Exhibition of 1851
II. The Spread of Industrialization
A. Limitations to Industrialization
B. Centers of Continental Industrialization
C. The Industrial Revolution in the United States
D. Limiting the Spread of Industrialization to the Nonindustrialized World
III. The Social Impact of the Industrial Revolution
A. Population Growth
B. The Growth of Cities
C. New Social Classes: The Industrial Middle Class
D. New Social Classes: Workers in the Industrial Age
E. Standards of Living
F. Efforts at Change: The Workers
G. Efforts at Change: Reformers and Government
10. Reaction, Revolution, and Romanticism, 1815-1850
I. The Conservative Order (1815-1830)
A. The Peace Settlement
B. The Ideology of Conservatism
C. Conservative Domination: The Concert of Europe
D. Conservative Domination: The European States
II. Ideologies of Change
A. Liberalism
B. Nationalism
C. Early Socialism
III. Revolution and Reform (1830-1850)
A. Another French Revolution
B. Revolutionary Outbursts in Belgium, Poland, and Italy
C. Reform in Great Britain
D. The Revolutions of 1848
E. The Maturing of the United States
IV. The Emergence of an Ordered Society
A. New Police Forces
B. Prison Reform
V. Culture in an Age of Reaction and Revolution: The Mood of Romanticism
A. The Characteristics of Romanticism
B. Romantic Poets
C. Romanticism in Art
D. Romanticism in Music
E. The Revival of Religion in the Age of Romanticism
11. An Age of Nationalism and Realism, 1850-1871
I. The France of Napoleon III
A. Louis Napoleon: Toward the Second Empire
B. The Second Napoleonic Empire
C. Foreign Policy: The Mexican Adventure
D. Foreign Policy: The Crimean War
II. National Unification: Italy and Germany
A. The Unification of Italy
B. The Unification of Germany
III. Nation Building and Reform: The National State in the Mid-Century
A. The Austrian Empire: Toward a Dual Monarchy
B. Imperial Russia
C. Great Britain: The Victorian Age
D. The United States: Slavery and War
E. The Emergence of a Canadian Nation
IV. Industrialization and the Marxist Response
A. Industrialization on the Continent
B. Marx and Marxism
V. Science and Culture in an Age of Realism
A. A New Age of Science
B. Charles Darwin and the Theory of Organic Evolution
C. A Revolution in Health Care
D. Science and the Study of Society
E. Realism in Literature
F. Realism in Art
G. Music: The Twilight of Romanticism
12. Mass Society in an “Age of Progress”, 1871-1894
I. The Growth of Industrial Prosperity
A. New Products
B. New Markets
C. New Patterns in an Industrial Economy
D. Women and Work: New Job Opportunities
E. Organizing the Working Classes
II. The Emergence of Mass Society
A. Population Growth
B. Emigration
C. Transformation of the Urban Environment
D. Social Structure of Mass Society
E. The “Woman Question”: The Role of Women
F. Education in the Mass Society
G. Mass Leisure
III. The National State
A. Western Europe: The Growth of Political Democracy
B. Central and Eastern Europe: Persistence of the Old Order
13. An Age of Modernity, Anxiety, and Imperialism, 1894-1914
I. Toward the Modern Consciousness: Intellectual and Cultural Developments
A. Developments in the Sciences: The Emergence of a New Physics
B. Toward a New Understanding of the Irrational
C. Sigmund Freud and Psychoanalysis
D. The Impact of Darwin
E. The Attack on Christianity
F. The Culture of Modernity: Literature
G. Modernism in the Arts
H. Modernism in Music
II. Politics: New Directions and New Uncertainties
A. The Movement for Women’s Rights
B. Jews within the European Nation-State
C. The Transformation of Liberalism: Great Britain and Italy
D. France: Travails of the Third Republic
E. Growing Tensions in Germany
F. Austria-Hungary: The Problem of the Nationalities
G. Industrialization and Revolution in Imperial Russia
H. The Rise of the United States
I. The Growth of Canada
III. The New Imperialism
A. Causes of the New Imperialism
B. The Scramble for Africa
C. Imperialism in Asia
D. Responses to Imperialism
E. Results of the New Imperialism
IV. International Rivalry and the Coming of War
A. The Bismarckian System
B. New Directions and New Crises
14. The Beginning of the Twentieth-Century Crisis: War and Revolution
I. The Road to World War I
A. Nationalism
B. Internal Dissent
C. Militarism
D. The Outbreak of War: The Summer of 1914
II. The War
A. 1914-1915: Illusions and Stalemate
B. 1916-1917: The Great Slaughter
C. The Widening of the War
D. A New Kind of Warfare
E. The Home Front: The Impact of Total War
III. War and Revolution
A. The Russian Revolution
B. The Last Year of the War
C. Revolutionary Upheavals in Germany and Austria-Hungary
IV. The Peace Settlement
A. Peace Aims
B. The Treaty of Versailles
C. The Other Peace Treaties
15. The Futile Search For a New Stability: Europe Between the Wars, 1919-1939
I. An Uncertain Peace: The Search for Security
A. The French Policy of Coercion (1919-1924)
B. The Hopeful Years (1924-1929)
C. The Great Depression
II. The Democratic States
A. Great Britain
B. France
C. The Scandinavian Example
D. The United States
E. European States and the World: The Colonial Empire
III. Retreat from Democracy: The Authoritarian and Totalitarian States
A. Fascist Italy
B. Hitler and Nazi Germany
C. The Soviet Union
D. Authoritarianism in Eastern Europe
E. Dictatorship in the Iberian Peninsula
IV. The Expansion of Mass Culture and Mass Leisure
A. Radio and Movies
B. Mass Leisure
V. Cultural and Intellectual Trends in the Interwar Years
A. Nightmares and New Visions: Art and Music
B. The Search for the Unconscious in Literature
C. The Unconscious in Psychology: Carl Jung
D. The “Heroic Age of Physics”
16. The Deepening of the European Crisis: World War II
I. Prelude to War (1933-1939)
A. The Role of Hitler
B. The “Diplomatic Revolution” (1933-1936)
C. The Path to War in Europe (1937-1939)
D. The Path to War in Asia
II. The Course of World War II
A. Victory and Stalemate
B. The War in Asia
C. The Turning Point of the War (1942-1943)
D. The Last Years of the War
III. The New Order
A. The Nazi Empire
B. Resistance Movements
C. The Holocaust
D. The New Order in Asia
IV. The Home Front
A. The Mobilization of Peoples
B. Frontline Civilians: The Bombing of Cities
V. Aftermath of the War: Cold War
A. The Conference at Tehran
B. Intensifying Differences
C. The Emergence of the Cold War
17. Cold War and a New Western World, 1945-1970
I. Development of the Cold War
A. Confrontation of the Superpowers
B. Globalization of the Cold War
II. Europe and the World: Decolonization
A. Africa: The Struggle for Independence
B. Conflict in The Middle East
C. Asia: Nationalism and Communism
D. Decolonization and Cold War Rivalries
III. Recovery and Renewal in Europe
A. The Soviet Union: From Stalin to Khrushchev
B. Eastern Europe: Behind the Iron Curtain
C. Western Europe: The Revival of Democracy and the Economy
D. Western Europe: The Move toward Unity
IV. The United States and Canada: A New Era
A. American Politics and Society in the 1950s
B. Decade of Upheaval: America in the 1960s
C. The Development of Canada
V. Postwar Society and Culture in the Western World
A. The Structure of European Society
B. Creation of the Welfare State
C. Women in the Postwar Western World
D. The Permissive Society
E. Education and Student Revolt
F. Postwar Art and Literature
G. The Philosophical Dilemma: Existentialism
H. The Explosion of Popular Culture
18. The Contemporary Western World, Since 1970
I. Toward a New Western Order
A. The Revolutionary Era in the Soviet Union
B. Eastern Europe: The Revolutions of 1989 and the Collapse of the Communist Order
C. The Reunification of Germany
D. The Disintegration of Yugoslavia
E. Western Europe: The Winds of Change
F. The Unification of Europe
G. The United States: Turmoil, Tranquility, and Terrorism
H. Contemporary Canada
III. After the Cold War: New World Order or Age of Terrorism?
A. The End of the Cold War
B. An Age of Terrorism?
C. Terrorist Attack on the United States
D. The West and Islam
IV. New Directions and New Problems in Western Society
A. Transformation in Women’s Lives
B. Guest Workers and Immigrants
C. The Environment and the Green Movements
V. Western Culture Today
A. Postmodern Thought
B. Trends in Art, Literature, and Music
C. Varieties of Religious Life
D. The World of Science and Technology
E. Popular Culture: Image and Globalization
VI. Toward a Global Civilization
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Course Units:
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Renaissance and Reformation
Exploration and Absolutism
Scientific Revolution and Enlightenment
Eighteenth Century politics and Social Change and the French Revolution
Industrial Revolution and Reaction, Revolution, and Romanticism
Nationalism, Realism, and Mass Society 1850-1894
Modernity, Imperialism and World War I
Between the Wars and World War II
Cold War and the Contemporary World since 1973