AP European History Syllabus 2014-2015
Instructor: Mrs. Samara Guyars
Phone: 541-830-6708
Email: guyarss@eaglepnt.k12.or.us
Website: www.ephsmrsghistory2.weebly.com
Textbook: A History of the Modern World 10th Edition by RR Palmer, Joel Colton
and Lloyd Kramer. ISBN-13: 978-0-07-325720-4
Required Materials:
IPAD- We will use your iPad every day in this class.
Spiral Notebook or loose leaf paper organized in a binder for notes
Ink pen or pencil, colored pencils, highlighter, post-it notes
Recommended Materials:
Access to computer and internet outside of school
Test preparation book (we will discuss options in class)
Required Apps (all free versions)
Notability
Brainscape
Haiku Deck
FOX and/or CNN News
Google Drive
This is a list to get you started, we will add more as the year progresses.
Goals and Objectives:
AP European History is a challenging course designed to increase a student’s
understanding and appreciation of European History from the 15th century to present
day. This course is also designed to prepare students for the AP Euro exam in May,
while simultaneously meeting the Oregon State Standards for World History. It is an
intense course that focuses on the cultural, economic, intellectual, political and social
developments that fundamentally shaped the world in which we live. These areas are
studied from a variety of perspectives with the intent of providing a balanced view of
history. This year-long course is divided into two semesters:
(1) the Late Middle Ages through the late 1800s, and
(2) the Twentieth Century to the present
Students are expected to demonstrate knowledge of basic chronology and of major
developments, discoveries, events, people, trends and key turning points from the High
Renaissance (approximately 1450) to present day.
The information presented in this course is designed to reflect current college
freshmen level History of Western Civilization type courses and help the student
develop the skills necessary to succeed in college and beyond. The major difference
between this course and a regular high school history course is the greater amount and
higher level of reading, as well as the increased depth of focus and speed of the
coverage of course material. Moreover, the AP curriculum demands higher-order
thinking skills within a rigorous academic context. Thus, students are frequently
required to analyze, synthesize and evaluate primary and secondary historical sources
(evidence), in addition to comprehending, memorizing and applying facts (the
foundation of knowledge).
Course Themes
Period 1: c. 1450 to c. 1648
Key Concept 1.1
The worldview of European intellectuals shifted from one based on the authority of
scripture and the ancients to one based on inquiry and observation of the natural
world.
Key Concept 1.2
The struggle for sovereignty within and among states resulted in varying degrees of
political centralization.
Key Concept 1.3
Religious pluralism challenged the concept of a unified Europe.
Key Concept 1.4
Europeans explored and settled overseas territories, encountering and interacting
with indigenous populations.
Key Concept 1.5
European society and the experiences of everyday life were increasingly shaped by
commercial and agricultural capitalism, notwithstanding the persistence of medieval
social and economic structures.
Period 2: c. 1648 to c. 1815
Key Concept 2.1
Different models of political sovereignty affected the relationship among states and
between states and individuals.
Key Concept 2.2
The regional and global expansion of European commerce accelerated the growth of a
worldwide economic network.
Key Concept 2.3
The popularization and dissemination of the Scientific Revolution and the application
of its methods to political, social and ethical issues led to an increased, although not
unchallenged, emphasis on reason in European culture.
Key Concept 2.4
The experiences of everyday life were shaped by demographic, environmental, medical,
and technological changes.
Period 3: c. 1815 to c. 1914
Key Concept 3.1
The Industrial Revolution spread from Great Britain to the continent, where the state
played a greater role in promoting industry.
Key Concept 3.2
The experiences of everyday life were shaped by industrialization, depending on the
level of industrial development in a particular location.
Key Concept 3.3
The problems of industrialization provoked a range of ideological, governmental, and
collective responses.
Key Concept 3.4
European states struggled to maintain international stability in an age of nationalism
and revolutions.
Key Concept 3.5
A variety of motives and methods led to the intensification of European global control
and increased tensions among the Great Powers.
Key Concept 3.6
European ideas and culture expressed a tension between objectivity and scientific
realism on one hand and subjectivity and individual expression on the other.
Period 4: c. 1914 to the Present
Key Concept 4.1
Total war and political instability in the first half of the twentieth century gave way to
a polarized state order during the Cold War, and eventually to efforts at transnational
union.
Key Concept 4.2
The stresses of economic collapse and total war engendered internal conflicts within
European states and created conflicting conceptions of the relationship between the
individual and the state as demonstrated in the ideological battle among liberal
democracy, communism, and fascism.
Key Concept 4.3
During the twentieth century, diverse intellectual and cultural movements questioned
the existence of objective knowledge, the ability of reason to arrive at truth, and the
role of religion in determining moral standards.
Key Concept 4.4
Demographic changes, economic growth, total war, disruptions of traditional social
patterns, and competing definitions of freedom and justice altered the experiences of
everyday life
Course Outline
Renaissance and
Reformation (3
weeks)
Assessments
Content
Skills
Resources
1. Multiple
choice and essay
test
1. What's the
Renaissance? How
and where did it
take place and
differ?
2. Can you tell me
the names of some
people who lived
during
the Renaissance?
What did they do?
Identify major
figures in detail,
Machiavelli etc.
3. What are some of
the changes in
society that came
about as a result of
the Renaissance?
1. Define and discuss
the characteristics of
the Renaissance.
History of the Modern
World, Palmer (2003):
Chapters 1&2
2. Compare and
contrast the changes
in Catholicism and
Protestantism
3. Analyze the
changes in society as
reflected in art,
politics, and
theology.
Primary Source
Readings: Book of the
Coutier, The Prince,
Decameron
1. Identify the factors
of early European
economic dominance.
History of the Modern
World, Palmer (2003):
Chapters 3&4
2. Class
discussions
3. Quizzes
4. DBQ
Wars of Religion;
Emergence of
Western Europe (3
weeks)
5. Reading
Guides
4. Who was Martin
Luther and what
was his impact?
What were his
differences with
Calvin and
Zwingli?
5. How did the
Catholic Church
react?
1. Multiple
choice and essay
test
1. What economic
changes stimulated
Europe?
2. Class
discussions
3. Quizzes
4. Free
Response Essay
5. Reading
Guides
Transformations in
Eastern and
Western Europe (2
weeks)
1. Multiple
choice and essay
test
2. Class
discussions
3. Quizzes
4. DBQ Essay
The Scientific
Revolution and the
Enlightenment (4
weeks)
5. Reading
Guides
1. Multiple
choice and essay
test
2. Class
discussions
2. How did
differences of
religion affect
people and history?
3. Can a small
country have a big
impact?
2. Analyze the impact
of religion on the
development of
Europe.
3. Differentiate the
distribution of power
and rights in England
and France.
4. Is England the
birthplace of
modern
democracy?
5. Why was Louis
XIV the absolute
"Sun King"?
6. Introduction to
the DBQ
4. Evaluate the
success of Louis
XIV.
1. What was the
structure of Eastern
Europe and how
was it different
from Western
Europe?
2. What is the
difference between
elite and popular
cultures?
3. Did
"globalization"
exist in the
eighteenth century?
1. Describe the
differences between
Eastern and Western
Europe.
History of the Modern
World, Palmer (2003)
Chapters 5&6
2. Demonstrate an
understanding of
social history.
A&E biography of Peter
the Great
4. Was the
eighteenth century
one long war?
A&E biography of
Elizabeth I
Primary Source
Readings: St.
Bartholomew's Day
Massacre, The Edict of
Nantes
5. Student will write a
DBQ
3. Compare and
contrast the economic
changes of the
eighteenth century
with today's world.
4. Interpret the wars
of the eighteenth
century.
1. How did modern
science evolve?
Who were the
principal players?
1. Understand and list
the steps in the
evolution of science?
History of the Modern
World, Palmer (2003):
Chapters 7&8
2. What is natural
law?
2. Demonstrate an
understanding of the
political and
scientific ideas of the
16th, 17th, and 18th
centuries.
Primary Source
Readings: Letter of
Galileo to the Grand
Duchess, Voltaire: A
Philosophical
Dictionary, John Locke,
Second Treatise of
Government, On the
Principle of
Mercantilism by Adam
Smith
The French
Revolution and the
Napoleon Era (3
weeks)
3. Quizzes and
graded class
notes
3. How did the new
thought of the age
influence ideas of
government?
4. Free
Response Essay
4. When and to
what extent were
these ideas actually
implemented?
5. Reading
Guides
1. Multiple
choice and essay
test
2. Class
discussions
3. Quizzes
3. Analyze the effect
of these ideas on
history, particularly
the eighteenth
century.
1. What was the
French Revolution?
Who were the
major players? Was
it inevitable? What
were its successes?
1. Identify the causes
and delineate the
stages of the French
Revolution.
History of the Modern
World, Palmer (2003):
Chapters 9&10
2. Who was
Napoleon? Why
was he a good or
bad influence?
3. How did the
French Revolution
and the Napoleonic
era impact the
history of Europe?
2. Judge the role of
Napoleon the man in
history.
A&E's video: "The
French Revolution"
3. Understand the
positive and negative
changes wrought by
the French
Revolution and the
Napoleonic Era.
Primary Source
Readings: The Terror
Justified by Maximilian
Robespierre, A Parisian
Newspaper Account of
the Fall of the Bastille,
Declaration of the
Rights of Man and
Citizen
1. What was the
industrial
revolution? Why
was it so
significant?
1. Specify the steps of
the Industrial
Revolution and the
many reasons why it
originated in
England.
2. Distinguish the
different natures and
structures of Marxism
and liberalism.
History of the Modern
World, Palmer (2003):
Chapters 11&12
4. DBQ
Reaction, Progress,
and Order (2 weeks)
5. Reading
Guides
1. Multiple
choice and essay
test
2. Class
discussions
2. What is Marx's
interpretation of the
Industrial
Revolution? Why
did Marxism arise
at this time?
Primary Source
Readings: TBD
3. Quizzes
5. Free
Response Essay
The Nation-State;
Italy and
Germany (2 weeks)
5. Reading
Guides
1. Multiple
choice and essay
test
2. Class
discussions
3. Quizzes
4. DBQ Essay
Economy, Politics,
Society, and
Culture: 18711914 (2 weeks)
5. Reading
Guides
1. Multiple
choice and essay
test
3. How essential to
the development of
the modern world
was western Europe
and liberalism?
4. How did the
Congress of Vienna
play out in 1830,
1848, and the rest
of the century?
What do we mean
by order and
disorder in the 19th
century?
3. Assess and critique
the successes and
failures of liberalism
and conservatism in
the 19th century.
1. What is a nationstate?
1. Define the nationstate and explain its
rise in Italy and
Germany.
2. Debate and
evaluate the legacy of
Bismarck.
2. How did the
unifications of Italy
and Germany take
place? How were
they indicative of
the historical
currents of the age?
3. To what extent
did these trends
influence AustriaHungary and
Russia?
4. Can you relate
events in the United
States, Canada, and
Japan to the trends
in western Europe?
1. How can we
define the
continuing
definition of
western culture and
civilization?
History of the Modern
World, Palmer (2003):
Chapter 13
Primary Source
Readings: TBD
3. Compare and
contrast the
development of
Germany and Italy
with developments in
Russia and AustriaHungary?
4. Reflect and
appraise the
relationships between
our study of Europe
and possibly related
other "Western"
historical
development.
1. Assess the critique
the development of
western civilization.
History of the Modern
World, Palmer(2003)
Chapters 14&15
2. Quizzes
2. What were the
dominating,
challenging, and
changing
intellectual trends
from 1871 to 1914?
2. Understand and
analyze the impact of
the major intellectual
trends that dominated
the 1871 to 1914 era.
3. Free
Response Essay
3. What economic
and demographic
trends were
influential?
4. Did democracy
advance in this
era?
3. Differentiate
European
development with the
rest of the world.
4. Debate and
evaluate the various
elements of
democratic
movements and their
success.
5. Reading
Guides
Primary Source
Readings: TBD
5. How diverse
were the
expressions of
democracy?
The Age of
Imperialism and
World War I (3
weeks)
1. Multiple
choice and essay
test
1. How did Europe
come to dominate
such a large part of
the world?
1. Classify the
various causes of
European world
dominance.
History of the Modern
World (2003)Chapters
16&17
2. Quizzes
2. Was European
domination
justified? What is
Eurocentrism?
Primary Source
Readings: TBD
3. DBQ Essay
3. Who were the
waxing and waning
powers?
2. Judge the
propositions,
accomplishments,
and failures of
imperialism.
3. Reflect on the
effect of time on our
historical evaluation.
4. What were the
causes of World
War I?
5. What were the
impacts of World
War I?
Revolution in Russia
and Stalin (1 Week)
5. Reading
Guides
1. Multiple
choice and essay
test
1. Why did such a
significant
revolution happen
in Russia?
4. Distinguish the
relative strength of
the major players in
the war.
5. Describe the
causes of World War
I.
6. Appraise the
success of the Treaty
of Versailles.
1. State the main
causes and events of
the Russian
Revolution.
History of the Modern
World, Palmer (2003)
Chapters 18&19
2. Class
discussions
3. Quizzes
2. What are the
distinguishing
characteristics of
Lenin and Stalin?
How did they differ
from Marx?
3. How did this
revolution impact
world history?
2. Appraise the work
and lives of Lenin
and Stalin.
Primary Source
Readings: TBD
1. How did the
Great Depression
effect world
history?
1. Link the impact of
the Great Depression
with other world
events.
History of the Modern
World, Palmer (2003)
Chapters 20&21
2. What is fascism
and totalitarianism
and how and why
did they develop
and differ? Can you
explain the
popularity of
Franco, Mussolini
and Hitler?
3. How did the rest
of the West react to
the rise of
totalitarianism?
4. What happened
in the clash between
the two sides? What
events stand out?
5. How did the
peace of WWI
differ from the
peace of WWII?
2. List the
characteristics of
totalitarianism and
analyze and
understand its
possible
attractiveness.
Video: ABCNEWS
"The American
Century" segment on
World War II
3. Critique the
response of the
western democracies
to the rise of fascism.
4. Indicate the main
events of the war.
Primary Source
Readings: TBD
1. How did one war
start the day after
another?
1. Discuss and
categorize the
differences between
the two big systems
of the postwar world.
3. Evaluate the
impact of the early
decades of
communism.
4. Free
Response Essay
The Rise of
Totalitarianism and
World War II (2
weeks)
5. Reading
Guides
1. Multiple
choice and essay
test
2. Class
discussions
3. Quizzes
4. DBQ Essay
5. Reading
Guides
The Cold War;
European
Integration (2 week)
1. Multiple
choice and essay
test
5. Reflect on the
cause, nature, and
impact of the
Holocaust.
6. Compare and
contrast World War I
and World War II,
particularly the
peace.
1. History of the
Modern World, Palmer
(2003) Chapter 22 and
part of 23
2. Class
discussions
3. Quizzes and
graded class
notes
4. Free
Response Essay
Collapse of
Communism and
the end of the Cold
War (1 week)
5. Reading
Guides
1. Multiple
choice and essay
test
2. Class
discussions
3. Quizzes
4. DBQ Essay
5. Reading
Guides
Exam Review (1
week)
1. Full-length
AP
examination.
2. What is the
nature of the
conflict between the
two sides in the
Cold War?
3. Can a ravaged
continent recuperate
its economic and
social vitality?
4. Did communism
succeed?
2. Evaluate
perspectives on the
Cold War, reflecting
on the advantages of
hindsight.
3. State the processes
and specifics that led
to European
revitalization.
4. Assess the
successes and failures
of communism in the
postwar era.
Primary Source
Readings: TBD
1. What attempts
were made to solve
the deadlock
between the two
major powers?
2. What was
western and eastern
Europe's role in this
war?
3. Why was there a
crisis in the Soviet
Union?
1. Distinguish the
various stages of the
Cold War.
History of the Modern
World, Palmer (2003)
Chapters 24&25
2. Interpret the effect
of the Cold War on
the rest of Europe
besides Russia.
3. Analyze and
understand and
debate the problems
of communism.
4. Debate and reflect
on the influence of a
few individuals on
history.
A&E biography of
Gorbachev
4. Can one man
(Gorbachev) change
history? Do great
men or forces make
history?
5. What happened
in Russia and
eastern Europe
from 1989 to
1991?
6. What intellectual
currents prevailed
in post-war
Europe?
1. Review chapters
2-22; 24-25.
Primary Source
Readings: TBD
5. Describe the
causes of and the
events central to the
collapse of
communism.
1. Sharpen document
based writing skills
through in-class and
group discussion of a
DBQ followed by
completing a takehome final draft.
History of the Modern
World, Palmer (2003),
various AP review
books, teacher
handouts, final exam
1. TBD
AP Project (3
Weeks)
1. Appropriate
book, research
topic, or issue
controversy.
2. Sharpen free
response writing
skills by dissecting
and examining
student essays of
different levels.
Power Point
presentation on
Impressionism,
Postimpressionism,
Dadaism, Cubism,
Surrealism, Art Deco,
Bauhaus, minimalism
and general review of
the artistic
developments and
stages 1300 to present.
1. Analyze a topic in
depth and explain that
topic through storytelling
1. Internet, teacher, and
library resources.
Grading Policy:
EPSD Performance Descriptors 2014-15
SYMBO DEFINITION
L
4
ADVANCED (Exceeds Standard) Enhanced demonstration of knowledge and skills at
grade level standard
3 (THE
TARGET)
PROFICIENT (Meets Standard) Demonstrates knowledge and skills at grade
level standard
2
DEVELOPING (Below Standard) Partially demonstrates knowledge and skills at grade
level standard
1
BEGINNING (Far Below Standard) Minimal or no demonstration of knowledge and
skills at grade level standard
Showing Proficiency
Within each standard assessed, a student must demonstrate a collection of evidence to receive
a proficiency score. If a student misses a summative assessment, they will receive a 1, indicating
no evidence of proficiency for that assessment. A student may not pass AP European History if
they are missing a summative assessment.
Late Work
AP European is a college level class with students gaining college credit from both SOU and
from the National College Board. In keeping with college level standards the maximum score a
student can receive on a late assignment is a 3. Knowledge and skills are not considered
enhanced if an assignment takes longer to complete than average. If a student turns in an
assessment late and receives less than a 3, they may complete a reassessment to get to a 3 as
the policy below states. If work is late due to illness or absence the student must work out with
the instructor a new due date.
Reassessment Policy
The purpose of retaking an assessment is to demonstrate improved knowledge and skills
related to course learning targets. Therefore, students must first demonstrate that they have
invested additional time and practice to prepare for the reassessment. Examples of additional
practice include: homework, classwork, study group, office hours, etc. These examples provide
evidence that a student has increased learning and is prepared for reassessment.
Guidelines for Reassessment
● Students must complete and submit evidence of additional practice/preparation before
requesting to be reassessed.
● Reassessments will occur within the same quarter
● Reassessments from previous quarters may occur per agreement (contract) with
teacher.
● All reassessments must occur within the same school year
Reassessment Contracts
If a student would like to retake a summative assessment, it is his/her responsibility to
complete a reassessment contract. Students may pick up contract forms from the Eagle Center
or from a clearly labeled binder in my room. This contract will include the following:
● plan of evidence to demonstrate readiness to reassess
● teacher approval of the plan with a due date
● collection of evidence and contract will be the “ticket” to reassess
I - (Incomplete)
If, in the judgment of the teacher, student work is in progress, but incomplete, an “I”
grade may be given provided:
● the student has worked cooperatively with the teacher to create a reassessment
contract
● has attended help sessions, Office Hours, or other evidence of practice
● has completed 50% of the coursework
A student is not eligible for a grade of “I” if they have not completed more than 50% of
coursework by the end of the quarter. To clear an “I” (by working with the teacher to
complete the necessary coursework), a student has ten school days after the end of the
quarter. All “I” grades that are not cleared, automatically change to an “F.” There will be
no I’s issued 4th quarter.
Failing grades
If the student is missing any summative assignment and has not worked with the teacher to
create a reassessment contract by the end of the quarter, then the grade will post as an F.
This is a college class and all summative assessments are vital. Please make sure you are
checking the website regularly and referencing the due date board in class to make sure that
you have no missing assignments.
College Credit
College credit for AP European is offered through both SOU and through the National College
Board’s AP Exam in May. More information will be given in class on how to sign up for each option if
you want to take advantage of them.
Please note, credit for SOU will only be given if the student has an average of a (3) or better for the
semester (average of 2 quarters).
Types of Proficiency Assessments:
Multiple Choice Unit Tests, DBQ Essays, Free Response Essays, Stimulus Response Essays,
Projects/Presentations, Bi-weekly Reading Quizzes, and Reading Portfolio’s (Cornell Notes and
Brainscape Questions)
AP European History
INSTRUCTOR
ROOM:
PHONE NUMBER:
E-MAIL ADDRESS:
WEBSITE:
Mrs. Guyars
L3
(541) 830-6708
guyarss@eaglepnt.k12.or.us
www.ephsmrsghistory2.weebly.com
Dear Parents,
In an effort to conserve paper this year, I have posted my syllabus online only. If you would like a
printed copy, please send me an email or have your student ask me in class. Posting the syllabus online
also serves another purpose, it allows both you and your student to become familiar with my website. This
website is updated almost daily and is a great tool for both of you to keep track of what is going on in AP
European. Please take a moment before signing below to look up my website, browse around and read
the syllabus online. Then bookmark it, or check your student’s iPad for the bookmark we created in class,
so you can reference the site anytime you need to during the year.
(WEBSITE: www.ephsmrsghistory2.weebly.com)
AP Euro is a work intensive class designed to mimic a freshman college level class. Your student
CAN earn college credit while in this class either through SOU or through the National College Board. I
will be providing information to students in class on how to register for either option. (The SOU deadline
is in Oct, the AP deadline is in Feb) Please let me know if you have questions as to which might be better
for your child.
My goal this year is to challenge your child and have them grow as a student. This class is the
first opportunity they have for Advanced Placement at the high school and I feel my job is to prepare
them for all the other AP/Honors classes they will take here. Please read the syllabus carefully. Due to
this being a college level course there are some greater expectations placed on these students in regards
to due dates and missing assignments. My door is always open. Please feel free to contact me with any
questions or concerns. Email is the preferred method of communication because I can check it many
times throughout the day and can usually respond quickly. If you would like to call me however, I will
return it as soon as the students leave for the day.
Thank you for supporting your student in challenging him or herself by taking AP. We are going
to have a great year!
My Student has shown me both the AP European Website and syllabus. A
printed copy is available upon request.
Signatures:
Parent Name _________________________ __________
Signature __________________________________Date _________________