Wyoming High School AP European History Textbook: 1. R.R. Palmer, Joel Colton and Lloyd Kramer, A History of the Modern World; 9th edition 2. John Merriman, A History of Modern Europe; 2nd edition Primary Sources: http://www.fordham.edu/halsall/mod/modsbook.html Course Themes: Due to the scope and content of this course, one cannot approach or understand the development of European History without using overarching themes. Success in this course with be predicated on a student’s ability to draw from particular historical events and relate them to the following themes: 1. 2. 3. Intellectual and Cultural History A. Describe the changes in religious thought and institutions B. Analyze the secularization of learning and culture C. Identify scientific and technological developments and analyze their consequences. D. Identify major trends in literature and the arts E. Explain intellectual and cultural developments and their relationship to social values and political events F. Describe major developments in social, economic, and political thought G. Describe major developments in literacy, education, and communication H. Analyze the process of diffusion of new intellectual concepts among different social groups I. Identify changes in elite and popular culture, such as new attitudes toward religion, family, work, and ritual J. Explain the impact of global expansion on European culture Political and Diplomatic History A. Describe the rise and functioning of the modern state in its various forms B. Analyze the relations between Europe and other parts of the world: colonialism, imperialism, decolonization, and global interdependence C. Describe the evolution of political elites and the development of political parties and ideology D. Analyze the extension and limitation of rights and liberties (personal, civic, economic, and political); majority and minority political persecutions E. Describe the growth and changing forms of nationalism F. Compare and contrast forms of political protest, reform, and revolution G. Compare and contrast the relationship between domestic and foreign policies H. Identify and analyze efforts to restrain conflict: treaties, balance-of-power diplomacy, and international organizations. I. Describe the origins of, technology, and the consequences of war and civil conflict. Social and Economic History A. Describe the role of urbanization in transforming cultural values and social relationships B. Analyze the shift in social structures from hierarchical orders to modern social classes: the changing distribution of wealth and poverty C. Describe the influence of sanitation and health care practices on society; food supply, diet, famine, disease, and their impact D. Analyze the development of commercial practices and their economic and social impact E. Analyze the origins, development, and consequences of industrialization F. Analyze the changes in the demographic structure of Europe, their causes and consequences G. Analyze gender roles and their influence on work, social structure, family structure, and interest group formation H. Describe the growth of competition and interdependence in national and world markets I. Compare and contrast private and state roles in economic activity J. Analyze the development of racial and ethnic group identities Course Outline 1st Semester: 1400-1830 Unit I: Foundations (4 weeks, 20 classes) Readings: Palmer Chapter 1 – The Rise of Europe Chapter 2 – The Upheaval of Christendom, 1300-1560 Chapter 3 – Economic Renewal & Wars of Religion, 1560-1648 Merriman Culture during the Two Reformations, pp. 127-132 Primary Source Readings: Augustine of Hippo, The City of God; Machiavelli, The Prince; Jan Hus, Final Declaration; de las Casas, Apologetic History of the Indies; Erasmus, In Praise of Folly; Martin Luther, On Marriage and The Freedom of a Christian; John Calvin, Institutes; Henry IV, The Edict of Nantes Assignments, Activities, and Readings of Note: The Protestant Revolt: A Move Towards the Unknown; Peasants: The Other Side of Civilization; Western Civilization Slide Collection: view slides of historical depictions of events and art during the era Evaluations: Multiple Choice Tests; Free Response and Document-Based Essay Questions (ex. 1982: Child Rearing Among British Upper Classes, 1993: Purposes and Values of Renaissance Education) Unit II: The Nation-State (6 weeks, 28 classes) Readings: Palmer Chapter 4 – The Establishment of West-European Leadership Chapter 5 – The Transformation of Eastern Europe, 1648-1740 Chapter 6 – The Struggle for Wealth & Empire Merriman The Rise of England, pp. 183-190 The English Civil War, pp. 230-242 Primary Source Readings: Bossuet, Political Treatise on Kingship; Louis XIV, Revocation of the Edict of Nantes; Montaigne, Of Cannibals; Petition of Right; English Bill of Rights; Dutch Declaration of Independence Assignments, Activities, and Readings of Note: The development of Absolutism: Henry IV to Louis XIV; The Elbe-Triest Line – Analyzing the economic and social impact of agricultural divisions of Eastern and Western Europe; Western Civilization Slide Collection: view slides of historical depictions of events and art during the era. Evaluations: Multiple Choice Tests; Free Response and Document-Based Essay Questions (ex. 2004: Attitudes and responses to the poor in Europe, 1450-1700; 1987: Variations in the levels of literacy in Old Regime France) Unit III: The Enlightenment & French Revolution (6 ½ weeks, 34 classes) Readings: Palmer Chapter 7 – The Scientific Revolution Chapter 8 – The Age of Enlightenment Chapter 9 – The French Revolution Chapter 10 – Napoleonic Europe Chapter 11 – Reaction vs. Progress, 1815-1848 Merriman Chapter 10 – Eighteenth Century Economic & Social Change Industrial Work and Workers, pp. 579-591 The Middle Classes, pp. 618-623 Middle Class Culture, pp. 624-632 Primary Source Readings: Montesquieu, The Spirit of Laws; Rousseau, The Social Contract; The August 4th Reforms; The Oath of the Tennis Court; Wollstonecraft, A Vindication of the Rights of Women; Sieyes, What Is the Third Estate?; Robespierre, Speech to the National Convention; Bentham, On the Principle of Utility; excerpts from Parliamentary debates on Factory Legislation and Mines Acts; Testimony on the impact of Industrialization on the physical condition of workers Assignments, Activities, and Readings of Note: Analysis of a Cahiers of the Third Estate; Crane Brinton’s “Anatomy of a Revolution” – students apply Brinton’s theory of democratic revolution to the United States and France; Group research and presentations on important Rationalist, Empiricist, and Enlightenment philosophers; The Emerging Political Spectrum; Assessing working conditions during the Industrial Revolution; Comparison Chart of Joseph II and Catherine the Great; R.R. Palmer: The Age of Democratic Revolution; Western Civilization Slide Collection: view slides of historical depictions of events and art during the era Evaluations: Multiple Choice Tests; Free Response and Document-Based Essay Questions (ex. 2001: Views on the character and condition of Greeks in the Ottoman Empire; 1997: Attitudes and reactions toward the participation of women in the sciences during the 17th and 18th centuries; 1991: The views of those addressing slavery during the Enlightenment and French Revolution) 2nd Semester: 1830-Present Unit IV: The Age of Revolutions (5 weeks, 25 classes) Readings Palmer Chapter 12 – Revolution & the Reimposition of Order, 1848-1870 Chapter 13 – The Consolidation of Large Nation-States, 1859-1871 Chapter 14 – European Civilization, 1871-1914: Economy & Politics Chapter 15 – European Civilization, 1871-1914: Society & Culture Merriman The Political Unification of Italy, pp. 708-719 The Unification of Germany, pp. 720-735 Primary Source Readings: Fichte, Addresses to the German Nation; Arndt, The German Fatherland; Hertzl, The Jewish State; The Austrian Constitution of 1867; Nietzsche, Also sprach Zarathustra (selections), Parable of a Madman; Schopenhauer, On the Sufferings of the World; John Henry Newman, Faith and Private Judgment; Bismarck, Blood and Iron Speech; Marx, The Communist Manifesto Assignments, Activities, and Readings of Note: The Revolutions of 1848: A Case study in Nationalism; Shapers of Nationalism; Analysis of the 1861 Emancipation Manifesto of the Russian Serfs; Analysis of the Ems Dispatch; Musical comparison of Triumphal, Cultural, and Liberal Nationalism; Western Civilization Slide Collection: view slides of historical depictions of events and art during the era; Comparison of nationalism using the 1992, 1994, and 1999 DBQ’s. Evaluations: Multiple Choice Tests; Free Response and Document-Based Essay Questions (ex. 2002: Issues raised by the growth of Manchester during the 19th century Industrial revolution; 1998: Views of those concerned about the problems of political, economic, and social order of the German states before 1848) Unit V: The Emergence of Modern Europe (6 ½ weeks, 33 classes) Readings Palmer Chapter 16 – Europe’s World Supremacy, 1871-1914 Chapter 17 – The First World War Chapter 18 – The Russian Revolution & the Soviet Union Chapter 19 – The Apparent Victory of Democracy Chapter 20 – Democracy and Dictatorship Merriman Social Change (2nd Industrial Revolution), pp. 831-846 Cultural Changes, pp. 847-851 The Consumer Explosion, pp. 852-856 Primary Source Readings: Bolshevik Party Platform of 1905; Lenin, April Theses, Hanging Order of the Kulaks; Mussolini, Fascism; Hitler, National Socialism Assignments, Activities, and Readings of Note: Revisionist Socialism: Roots and Fruits; The Alliance System: A search for security; The Sidney Bradshaw Fay Thesis on the start of World War I; Application of Crane Brinton’s “Anatomy of a Revolution” to the Russian Revolution; Research and presentation of art movements of the 20th century; Comparison of editorials in London Times on the Munich Conference; Films: The Hangman & Sgt. Schultz; Western Civilization Slide Collection: view slides of historical depictions of events and art during the era Evaluations: Multiple Choice Tests; Free Response and Document-Based Essay Questions (ex. 1990: The ways in which the defenders of the Spanish Republic represented their aims and attitudes; 1999: Russian perceptions on the conditions of Russian peasantry; 2003: Changing views on the “Civil Peace” in Germany, 1914-1918) Unit VI: Europe in the Postwar Era (3 weeks, 16 classes) Readings Palmer Chapter 21 – The Second World War Chapter 22 – The Postwar Era: Cold War and Reconstruction Chapter 23 – Empires into Nations: The Developing World Chapter 24 – A World Endangered: Coexistence & Confrontation in the Cold War Chapter 25 – A World Transformed Merriman Economic and Social Stability, pp. 1077-1082 Changing Contours of Economic Life, pp. 1281-1286 Opposition to Globalization, pp. 1356-1357 The Threat of Terrorism, pp. 1358-1363 Primary Source Readings: Baruch, Proposals to Control Atomic Energy; de Beauvoir, The Second Sex; Sartre, The Philosophy of Existentialism; 1992 Maastricht Treaty Assignments, Activities, and Readings of Note: The Cold War: Who was responsible?; The United Nations and Collective Security; Schlesinger Jr., The Origins of the Cold War; Western Civilization Slide Collection: view slides of historical depictions of events and art during the era Evaluations: Multiple Choice Tests; Free Response and Document-Based Essay Questions (ex. 2003: French views of the Vichy regime, 1940-1944; 2005: Views regarding Western European unity, 1946-1989) Presentations & Study Groups: At the end of each unit, your study group will give a 45 minute presentation about a topic of your choice. I will provide a list of suggested topics, but you may “go off the board” and present your own findings as well. The presentations should seek to develop one of the course themes presented at the beginning of this syllabus. These should be informative and enriching. The idea is to expand our knowledge of European history and to complement what we are learning. Each group will make two presentations the course of the year. If you choose to subdivide the work in some manner that is perfectly acceptable, as long as you understand that the entire group will receive a grade. Presentations will be worth 200 points. Attendance & Make-up Work: Miss class as little as possible. You are responsible for everything you miss. Do not expect me to remind you about homework, quizzes, etc. How to Read Palmer: Rapidly survey the reading assignment. Briefly review the Study Questions and Key Sentences from the study guide. Study questions will focus you in on the most important aspects of each section. The key discussion questions will draw the reader’s attention to the central ideas in each section. These sentences are meant to be analyzed and discussed. Notice the headings in large type at the beginning of each section. Notice subdivisions. How is the assignment organized? In your notes, write down information about the source: Text. pp. 42-49. Do this for every reading assignment! Next, write a one-sentence summary of the contents of the reading, describing what Palmer is attempting to do in this period. All of this should take no more than a few minutes. Next, read the section, taking notes on the more specific information. Take down specific information such as names, dates, and events. Attempt to take notes in an outline form using proper indentation and organization. Notations should be brief and in your own terminology. As you get better at reading, develop additional questions that may arise in your mind note connections to material that we have already read. Underline the most important factual information or themes.