Mr. Angel’s Syllabus
AP European History
West Jessamine High School – Rm. 206
(859) 887-2421 ext 3606 chad.angel@jessamine.kyschools.us
Remind 101: Text: @angeleuro To: 81010
Class Description
This class introduces students to the political, economic, religious, social, intellectual, and artistic trends that shaped Europe from
1450 to the present. Students should acquire knowledge of the basic chronology of events and movements from this period as well as
develop the ability to analyze historical documents and express historical understanding in writing. As part of the Advanced
Placement program, the course prepares students for the AP European History exam. All students are expected to take the exam.
Outline of Course Materials and Resources
McKay. A History of Western Society since 1300, 11th ed. (2013)
Sources of the Western Tradition: Volume II, From the Renaissance to the Present, 8th ed. Perry (2012)
Makers of the Western Tradition: Portraits from History. Volume II, 7th ed. (1997)
AP European History simultaneously:
1) Divides the material into four sections:
◦ First Quarter Term - 1450–1648
◦ Second Quarter Term - 1648–1815
◦ Third Quarter Term - 1815–1914
◦ Fourth Quarter Term - 1914–Present
2) Explores Five Major Themes:
◦Interaction of Europe and the World (INT)
◦Poverty and Prosperity (PP)
◦Objective Knowledge and Subjective Visions (OS)
◦States and Other Institutions of Power (SP)
◦Individual and Society (IS)
3) Develops Nine Historical Thinking Skills (within four major categories):
I. Chronological Reasoning
◦Historical Causation: Identifying the short term and long term causes and effects.
◦Patterns of Continuity and Change over Time: Recognizing how continuity and change may both be present in any era.
◦Periodization: Evaluating various models of periodization and recognizing relevant turning points.
II. Comparison and Contextualization
◦Comparison: Understanding the similarities and differences between different accounts and periods.
◦Contextualization: Understanding the larger context of a document or individual’s actions.
III. Crafting Historical Arguments from Historical Evidence
◦Historical Argumentation: Assembling various explanations of an event and constructing interpretations
of the event (especially as it applies to conflicting historical evidence).
◦Appropriate Use of Historical Evidence: Extracting useful evidence from sources and evaluating the
features of the evidence (including point of view, format, purpose, limitations, context).
IV. Historical Interpretation and Synthesis
◦Interpretation: Analyzing diverse historical interpretations and understanding how historian’s interpretations change over
time.
◦Synthesis: Creating an understanding of the past from a wide variety of evidence, while applying insights
about the past to other contexts and circumstances
Resources and Materials:
All students are expected to be prepared when coming to class: The following should be brought to class everyday:
o Pencil/Pen
o 3 Ring Binder specifically for this class
o College Ruled Paper
o College Ruled Notebook specifically for this class.
WJHS Social Studies Dept. Standards Based Grading Goals & Policies
Alignment of Standards
 Reference standards for each unit exam on syllabus
 All formative and summative assessments are aligned to standards
 Mastery is correct responses to 80% of questions for each standard on summative assessments
 All summative assessments will have an ACT/reading comprehension section
Remediation
 Ongoing remediation will be based on formative assessment data, and will come in various forms,
being differentiated based on the needs of the student
Reassessment
 Students will have 2 weeks from the date a summative assessment is returned to show mastery of
standards not achieved on the initial assessment (by completing a re-assessment) for full credit
toward the summative assessment grade.
 Students will need to complete all formative work aligned with the standard to be reassessed
before they can retake the assessment.
 Reassessment process completed within the two-week window can replace up to 100% of the
missing points for the specific standard on the original assessment.
 Reassessment process occurring outside the two-week window can replace up to 50% of the
missing points for the specific standard on the original assessment.
Course Distribution Breakdown
Class Activity
Summative (End of Unit Exam)
Formative (Learning Checks within each
Unit)
Finals
Activities and Projects (TBA)
Percentage of Course Grade
70% of Total Course Grade
20% of Total Course Grade
10% of Total Course Grade
Graded as either summative or formative
Expectations and Procedures: WJHS and Classroom Expectations
The founding fathers realized the U.S. needed a Constitution to establish order, provide security, and promote the common good.
We need a similar agreement in this class to accomplish the same goals. Please understand that ALL school rules will be enforced
consistently in this classroom.
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Mr. Angel’s Top Five
Turn in high-quality work to become college/career ready
Use school-appropriate language, tone, and voice levels
Be in class or with a hall pass
Follow adult directions
Treat people with respect and compassion
Class Expectations
Everyone will follow instructions given by all WJHS staff members and adult visitors.
Everyone will come to class prepared and ready to learn. Please arrive with all materials ready, personal conversations
paused, and bathroom business taken care of.
Everyone will work every day. Class time is designated for class work and activities. You will be expected to participate
and pay attention at all times. You will also be expected to work quietly, without distracting others. We will work until
the end of class, so you need to stay in your seat until you are dismissed.
Everyone will be respectful to others in the classroom. Respect for yourself, others, and the learning climate is shown
through your attitude, words, and actions. Anything that distracts you or others from the learning experience will be
considered disrespect. You are also asked to respect the property, personal space and ideas of others. Absolutely no
insulting, hurtful or provocative comments will be tolerated.
We will all take responsibility for our own actions. Only you can control your own behavior. If you misbehave, you must
accept the consequences of your actions. Excuses or blaming others is not acceptable. Any problems that you might have
in the classroom will be discussed privately, before or after class.
Behavioral/Academic Concerns
As long as you behave in a thoughtful and respectful way, problems should not occur; however, should concerns arise, they will be
addressed. I will try to initially solve conflicts with students, but there are occasions where parents and the administration should
and will be involved (fighting, overt and/or repeated disrespect, dismal grades or attendance). I encourage parental involvement
and attempt to communicate with parents on a regular basis in order to prevent potential problems. Should parents or
administrators request frequent updates or specific information, it will be provided.
Class Procedures
It is my job to provide you with a safe, organized and efficient classroom. It is your responsibility to ensure it stays that way.
First 15/Last 15
Approximately the first 5-10 minutes of class is dedicated to announcements/reminders and bellringers. You will get your bellringer
sheet from the appropriate folder will and complete the bellringer posted on the board. The last 10 minutes of class is typically used
for exit slips and a wrap-up of the day’s objectives. Please take time to clean up before leaving class. Be aware that floors and desks
are not trashcans. Please use the bin for recycling paper and plastic. Do NOT, under any circumstances, line up at the door before
the bell rings.
Absences/Late Work
 Make-up work is YOUR responsibility to get what work you missed. There is a missing work file on the back table for you to get
your work or you can talk to Mr. Angel when appropriate.
 Exams must be made up before or after school and completed before the next Unit Test.
 If you are absent the day something is due (an essay, project, etc.) you must turn in the assignment the next class period. All
missing work for the Unit MUST be completed and you must demonstrate you have “approached mastery” of the material. (Put
simply, you must demonstrate knowledge)
 Late work must be completed before you can take the Unit Exam. This work must be high quality and demonstrate that you
have “mastered” the material. It will be recorded as an incomplete until it is turned in.
Hall Passes
I don’t give them unless it is an EXTREME emergency. Please do not ask to use the bathroom during the first/last 15 minutes of
class, during presentations, or when I am giving instructions regarding an assignment. Only ask to go when you are working
independently and it won’t disrupt the class. Thanks in advance for your cooperation to keep our class running smoothly! It is best
to go to the bathroom or water fountain before or after class.
Coming to Attention
When you see me at the front of the room, it is a signal that we need peace and quiet throughout the classroom. There should be
no talking, no one out of their seat, and all eyes on the teacher.
Emergency Procedures
It is imperative that you follow directions during a drill or actual emergency. I am responsible for your well-being, so please quickly
proceed to and remain in the assigned location for the duration of the drill/emergency.
 Fire: turn left out of the classroom, down the stairs, exit the building, congregate away from the building and look for our class
placard.
 Severe Weather: turn right out of the classroom and tuck against the lockers.
 Earthquake: get into “tucked” position under your desk.
 Lockdown: move to the front/right corner of our classroom and remain silent until an officer physically enters our room with the
“all clear.”
Teacher-Student-Guardian Agreement for Mr. Angel’s Class
I, Chad Angel, in striving for each student’s success in my class will provide high quality and varied learning instructional
opportunities so that each student will have a chance to learn. I will hold high expectations for all students in a supportive
environment. I will communicate with students and guardians regularly about student progress.
Teacher’s Signature: __________________________________
I, ____________________________, have received the syllabus and Parent Letter for Mr. Angel’s class. I understand that in order for
me to be successful in this class, I must complete the required activities. I agree to follow the rules of conduct and work
cooperatively with everyone involved in this class. I will practice initiative and responsibility for my education and learning. I agree
that I will share this syllabus with my parents so that they will provide the necessary assistance and support.
Student’s Signature: ____________________________________
I, __________________________, have reviewed the syllabus for Mr. Angel’s class. I understand what is required for my child to be
successful. I understand that working cooperatively with Mr. Angel will ensure that my student is learning in this class.
Parent/Guardian Signature: _________________________________
______________________________________________________________
(Parent/Guardian Phone #)
______________________________________________________________
(Parent/Guardian Email)
Is there anything special I should know about you/your child in order to make this class more beneficial
to him/her? (Please describe in the space provided below.)
Course Outline
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First Quarter
Unit I: A Society Awakens, 1450 – 1556
Major Topics:
• Renaissance Society: Political, Economic, Cultural Causes
• Major Voices: Machiavelli, Castiglione, Valla, Della Mirandola
• Northern and Southern Renaissance Art Works
• New Monarchs and Their Tactics (Louis XI, Henry VII, Ferdinand and Isabella)
• European Exploration: Causes and Consequences (Columbian Exchange, Price Revolution)
• Problems of the Catholic Church
• Voices of Reform: Erasmus, More
• Luther’s Reformation and the Growth of Protestantism (Calvin, Anabaptists, Henry VIII)
• The Revolution in Science: Copernicus Speaks from the Grave
• The Empire Strikes Back: The Catholic Church’s Counter Reformation—Jesuits, Trent, Index of Books
• Protestant Reformation’s Effect on Daily Life
Unit II: The Age of Religious Tension, 1556 – 1648
Major Topics:
• Two Key Issues: Absolutism and Religious Uniformity
◦French Wars of Religion, Bourbon Rule (Henry IV, Louis XIII)
◦Elizabeth vs. Philip II
◦The Stuarts vs. Parliament in Great Britain
◦The Dutch Golden Age
◦Thirty Years’ War
• Business: Mercantilism, joint stock, rise of cities
• Scientific Inquiry: Kepler, Galileo, Newton, Vesalius, Harvey, Bacon, Descartes
• Witch-hunting
• Mannerist/Baroque Art
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Second Quarter
Unit III: Society in Transition, 1648 – 1750
Major Topics:
• Louis XIV’s Absolutist France
• Absolutism in the East: Prussia, Russia, Austria (and not Poland)
• Rejecting Absolutism: Great Britain and Netherlands
• Enlightenment Thinkers (Locke, Smith, Montesquieu, Voltaire, Diderot, Rousseau, Beccaria)
◦Women’s roles in the Enlightenment
◦Enlightened absolutists in Eastern Europe
• Rococo and Neo-Classical Art
• Compare the lives of the popular classes and the elite class
• War of the Austrian Succession/Seven Years’ War
• Agricultural Revolution, cottage industry, banking
Unit IV: An Age of Revolution, 1750 – 1815
Major Topics:
• Industrial Revolution in Great Britain
• Issues of Industrialization: Urbanization, Sanitation, Labor Movements
• French Revolution
◦Prelude: Three Estates, Debt, Discontent
◦1789
◦Moderate achievements: Civil Constitution, Declaration of the Rights of Man, const. 1791
◦Radical politics: Republic, Economic Policies, Cultural Revolution, CPS, Thermidor
◦Napoleon: Child of the Enlightenment or Last Enlightened Despot
• Congress of Vienna: Metternich and Conservatism
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3rd Quarter
Unit V: Introduction to the Age of Isms, 1815 – 1830
Major Topics:
• Continental Industrialization
• Conservatism, Interventionism
◦Metternich
◦Burschenschaften, Decembrist Revolts
◦Tory vs. Whig (Peterloo Massacre)
• Nationalism
◦Greek Revolt
• Liberalism
◦Bentham, Mill, Malthus, Ricardo
• Socialism
◦Saint-Simon, Owen, Fourier
• Romanticism
◦Goethe, Shelley, Friedrich, Delacroix, Beethoven
Unit VI: An Age of Change, 1830 – 1871
Major Topics:
• British Reform 1832
◦Factory Acts
◦Corn Laws Revoked
◦Chartist Complaints
• The Modern (Middle Class City)
◦City Features
• 1848 Revolutions; History Fails to Turn
• Louis Napoleon
◦Economic Reform, Political Stability, Rebuild of Paris (Modern City)
• Challenges to conventional thought: Marxist Socialism, Darwinian theory
• Crimean War Destroys the Concert System, Allows for Unification Movements
• Realist politics
◦Cavour’s Italian Campaign
◦Bismarck’s Realpolitik
◦Hungarian Challenges to Austria; Dual Monarchy
◦Alexander II’s Reform in Russia
• Medical Improvements: Pasteur, Lister
• Realist Art and Literature.
Unit VII: An Age of Questioning, 1871 – 1914
Major Topics:
• Second Industrial Revolution
◦Economic Changes, Effects on Working Class, Gender Roles
◦Conditions of the Modern City, Reform Movements
• Handling Discontent at Home
◦Britain: Home Rule for Ireland?
◦Germany: Kulturkampf, Rise of the Social Democrats
◦France: Third Republic, Paris Commune, Dreyfuss Affair
◦Russia: Conservative Rule
• Challenging Intellectual Conventions
◦Atomic Age: Curie, Planck, Einstein
◦Nietzsche
◦Freud
• Impressionist and Post Impressionist Art
• Women’s Rights? Pankhursts, Fawcett, Emily Davison
• Jews: Dreyfuss, Herzl
• Diplomatic Issues:
◦Bismarck’s Alliances and the Balance of Power
◦Bismarck Fired, Wilhelm II’s Rise
◦Balkan Instability
• Imperialism: Motives, Proponents, Opponents, Technological Advantages, Resistance
• Russian Revolution of 1905
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4th Quarter
Unit VIII: A Time of Crisis, 1914 – 1939
Major Topics:
• Long and Short Term Causes of the Outbreak of WWI
• Fighting of WWI (Technology, Tactics)
◦Total war on the Home Front
◦Social Causes Shelved (Women’s Rights, Irish Nationalism, Individual Rights)
• Versailles Conference and Peace Treaty
• Russian Revolutions of 1917
◦First and Second Revolutions
◦Bolshevik Consolidation of Power/Civil War
◦Rules of Lenin and Stalin
• Instability of the 1920s
◦Economic Problems (Depression, Dawes Plan)
◦Political Uncertainty (Versailles, League Of Nations)
◦Fragile Coalition Governments Adopted Keynesian Economic Theories
◦Totalitarian States Emerged (Fascist Italy, Nazi Germany, Franco’s Spain)
• Culture of the 1920s (Lost Generation, Dadaism, Surrealism, Bauhaus)
Unit IX: A Time of Tragedy and Triumph, 1938 – 2010
Major Topics:
• Aggression and Appeasement—Road to War
• Major Events of WWII
• Nazi Policies on Race and Conquered Territories
◦Holocaust
• War Conferences: Seeds of the Cold War
• US and Soviet Influences on Europe
◦Truman Doctrine, Containment, Airlift, NATO
◦COMECON, Warsaw Pact, Iron Curtain politics
▪Khrushchev’s policies
• Decolonization: Algeria, India, Palestine
• European Economic Unity
• Society post 1945: Feminism, Cradle to Grave Care, Green Parties, Right Wing Movements
• Collapse of the Soviet Order (Gorbachev)
◦Eastern Europe Collapses
• Yugoslavia’s Ethnic Issues
• Putin’s Rule of Russia
• Crisis in the Ukraine