Syllabus
14-Mar-16
Humanities II – AP European History; Literature
Teachers: Mr. Jonathan Horner; Mrs. Liz Lawrence
Mobile: 919-272-3502; Mobile: 919-219-8530
E-mail: jhorner@trinityacademy.com; llawrence@trinityacademy.com
School Year: 2012-13
Course Description
This course is an interdisciplinary study of historical, philosophical, and literary issues in Western Civilization from
1450 to the end of the 20th century. Major historical events and literary works are used as a structural guide. A
distinctive feature of this course is the evaluation of the intellectual, cultural, political, diplomatic, social, and
economic themes within historical time periods. Primary source readings will include influential manuscripts,
letters, documents, other forms of prose, and verse of influential as well as lesser known individuals specific to the
time periods. Students will be exposed to the complexity of the English language as evidenced by its evolution in
texts from the Renaissance to modern day. This two-semester course provides instruction in literature and
composition. Historical context will serve as a structural guide to studying the literary works. Students enrolled in
this course will have successfully completed English 9.
ACADEMIC HONOR CODE
Academic integrity lies at the heart of learning. Members of the Trinity Academy of Raleigh community are
expected to uphold the highest standards of honesty. Initial and repeated violations of the Academic Honor Code
may result in academic and disciplinary consequences including a zero on the assignment, ASD, suspension and/or
expulsion from Trinity Academy of Raleigh.
Readings
Summer
 Ch 11 in Spielvogel

Required Texts
 Kishlansky, Mark A, and Victor L. Stater. Sources of the West: Readings in Western Civilization I & II.
 Spielvogel, Jackson J. Western Civilization: Since 1300 7th Edition. Wadsworth Pub Co, 2009.
 Macbeth by William Shakespeare
 The Inferno by Dante Alighieri
 A Tale of Two Cities by Charles Dickens
 Frankenstein by Mary Shelley
 A Separate Peace by John Knowles
 Pygmalion by George Bernard Shaw
Materials
 3-ring binder and loose-leaf paper
 USB Flash drive (2 GB is adequate)
 50 4 x 6 note cards (colors or white, lined) for research paper
 Plastic Ziploc bag or note card carrying case
1
Humanities II
Syllabus
14-Mar-16
Class Procedures & Conduct:
 Bring your book, notebook, pencils, and pens (black or blue ink) to every class.
 Be seated and ready to work before the tardy bell rings.
 Constructively contribute to class discussion.
 Do not distract others.
 Behave.
Learning Objectives
History
 To develop an understanding of some of the principal themes in modern European history.
 To develop an ability to analyze historical evidence and historical interpretation.
 To develop an ability to express historical understanding in writing.
 To learn how to write clearly, intelligently, and correctly.
 To demonstrate understanding of selected European literature through interpretation and analysis.
 To prepare for and successfully pass the AP European History Exam
Literature
 recall story elements, characters, and facts from literary works.
 generate supportable thesis in reaction to works of fiction.
 contribute complex discussion questions.
 present a five-minute oral presentation in response to discussion questions or fictional works.
 extrapolate and justify themes from works of common or well-known poetry.
 derive justifiable criticisms of a literary work by combining textual analysis with facts about the author.
 write a comparative essay.
 improve verbal and written communication through dialogue, presentations, essays and projects.
Composition
 generate a cohesive thesis statement on a given topic.
 produce five-paragraph essays during in-class writing.
 create reaction papers of greater than five paragraphs
 seamlessly integrate textual references.
 write in the third person/literary tense.
 produce original, cohesive, short works of fiction in the Western style.
 conduct research for and write an 8- to 10-page research paper, including a ten-minute oral presentation, on
an original thesis. The oral portion will be performed in accordance with standards set in Rhetoric.
 write original poetry.
Assessments (HISTORY)
Reading/Weekly Quizzes: Reading will be done each night for maximum comprehension at the end of
the year. The Pacing Guide at the end of the Syllabus will provide a framework for the student’s nightly
reading. Students are expected to come to class prepared to discuss the reading. There will be a weekly quiz
on the reading. The timing (day) of the quiz is at the discretion of the teacher and students should be
prepared to be assessed on the reading up to any given day during the week.
Essays: The honors students will be asked to write about one essay per week. Regular section students will
be asked to write one every two (2) weeks. The length of the essay will depend on the question asked, and
the amount of information available to the student at that time. These essays will be graded and discussed
regularly to improve student writing. The prompts will be pulled from AP approved (style) thematic free
response questions (FRQ).
2
Humanities II
Syllabus
14-Mar-16
Tests: Tests will consist of around 30 multiple choice questions. Each test will be cumulative to aid the
student’s retention of the material.
DBQs: Students in the honors section of this course will write a minimum of four (4) Document Based
Questions (DBQ). The primary purpose of the document-based essay question is not to test students’ prior
knowledge of subject matter but rather to evaluate their ability to formulate and support an answer from
documentary evidence. The students will learn to write these essays over the course of the year. Each
semester the student will receive a mandatory prompt and their choice of one (1) from other DBQs
provided on a semi-chapter basis. The ability to write this type of an essay question will prepare the
students effectively, not only for the remainder of their course load here, but also for college and their
careers.
Assessments (LITERATURE)
Formal Writing Assignments: Developing writing skill requires much writing and re-writing. It is
expected that students will invest sufficient time and energy in order to improve their writing throughout
the course of the year. Many homework and in-class assignments are short in the interest of encouraging
students to enjoy creating works with words. Other longer or more difficult writing assignments will be
graded as quizzes or tests. For these assignments, there will be a 10-point per day penalty (one full letter
grade) for late papers.
Students will work on one major Humanities research paper this year, a shared venture between History and
Literature classes. An information packet will be provided when the project is assigned.
Tests: Tests will cover all material in a unit of study. Students should expect at least two tests per quarter.
In certain cases, a formal writing assignment may take the place of a test.
In-class Essays: One class day per week will be spent writing an essay on a topic relevant to the current
literary unit of study. Honors students’ requirements will require more in-depth analysis of the subject and
they will also be responsible for longer page-lengths.
Quizzes: Reading quizzes will be given periodically. These unannounced reading checks (pop quizzes) will
be given to ensure careful reading. Students should come to class prepared to discuss the assigned reading.
3
HISTORY
Tests
40%
Essays
Reviews
Homework
Quizzes
Total
20%
10%
15%
15%
100.00%
LITERATURE
Formal Writing
Assignments
Tests
In-class Essays
Quizzes
Homework
TOTAL
30%
A=
90-100%
20%
20%
20%
10%
100%
B=
C=
D=
F=
80-90%
70-80%
65-70%
0-65%
Humanities II
Syllabus
Date
8/229/4
14-Mar-16
Spielvogel
Major Concepts & Dialogue
questions
Chapter 12 – Recovery and Rebirth: The Age
of the Renaissance (33)
Meaning and Characteristics of the
Italian Renaissance
The Making of Renaissance Society
The Italian States in the Renaissance
The Intellectual Renaissance in Italy
Kishlansky
Essays, Art &
Supplemental Material
48 - Christine de Pizan,
From The Book of the City
of Ladies: Advice for a Wise
Princess
PPT – Renaissance
Art/Architecture
51 – Francesco Petrarca,
Letters
Pico della Mirandola, On the
Dignity of Man
54 – Niccolo Machiavelli,
The Prince
Introduction to the DBQ
55 - Desiderius Erasmus,
From The Praise of Folly:
On Popular Religious
Practice
Martin Luther, Ninety-five
Theses on the Power and Efficacy
of Indulgences
Account of an Italian Jew
Expelled from Spain
The Artistic Renaissance
The European State in the Renaissance
The Church in the Renaissance
9/59/17
Chapter 13 – Reformation and Religious
Warfare in the Sixteenth Century (34)
What were the chief ideas of the
Christian humanists, and how did they
differ from the ideas of the Protestant
reformers?
Martin Luther and the Reformation in
Germany
The Spread of the Protestant
Reformation
The Social Impact of the Protestant
Reformation
The Catholic Reformation
Politics and the Wars of Religion in the
16th Century
9/199/28
Chapter 14 – Europe and the World: New
Encounters, 1500-1800 (31)
Why did the Europeans begin to
embark on voyages of discovery and
expansion at the end of the fifteenth
century?
The Portuguese and Spanish Empires
How did the arrival of the Dutch,
British, and French on the world scene
in the 17th and 18th centuries affect
Africa, India, SE Asia, China, and
Japan?
63 – Martin Luther, The
Freedom of a Christian and
Of Marriage and Celibacy
64 – John Calvin,
Institutes of the Christian
Religion
Michel de Montaigne, From
Essays: On the Fallibility of
Human Understanding, 1580
Music of the Reformation
DBQ – The Witch or The
Reformation
65 – Ignatius Loyola,
Spiritual Exercises
66 – Teresa of Avila, The
Life of St. Teresa
57 – Christopher
Colombus, Letter from the
First Voyage
DBQ – The Spanish
Conquistadors
60 – Barolome de Las
Casas, Apologetic History of
the Indies
61 – Bernal Diaz, The
True History of the Conquest
of New Spain
The Impact of European Expansion
4
Humanities II
Syllabus
Date
10/110/12
14-Mar-16
Spielvogel
Major Concepts & Dialogue
questions
What was mercantilism, and what was
the relationship to colonial empires?
Chapter 15 –State Building and the Search
for Order in the Seventeenth Century (38)
What economic, social, and political
crises did Europe experience in the first
half of the seventeenth century?
Absolutism in Western Europe
Absolutism in Central, Eastern, and
Northern Europe
Limited Monarchy and Republics
Flourishing European Culture
10/1610/25
Chapter 16 – Toward a New Heaven and a
New Earth: The Scientific Revolution and
the Emergence of Modern Science (23)
What developments during the Middle
ages and the Renaissance contributed to
the Scientific Revolution of the
seventeenth century?
Kishlansky
Essays, Art &
Supplemental Material
72 - Henry IV, From Edict PPT – Mannerism &
of Nantes: Limited
Baroque Art
Toleration for the Huguenots DBQ – Dutch Republic
75 – James I, True Law of (mandatory)
free Monarchy
78 – Thomas Hobbes,
Leviathan
79 - John Locke, From
Second Treatise of Civil
Government
80 - Moliere, From Le
Bourgeois Gentilhomme,
1671
82 – Galileo Galilei,
Letter to the Grand Duchess
Christina
83 – Rene Descartes,
Discourse of Method
Nicolaus Copernicus, From
Commentariolus, ca. 1519
Francis Bacon, On Superstition
and the Virtue of Science, 1620
DBQ – Women in Science
85 – Adam Smith, The
Wealth of Nations
A Revolution in Astronomy
Advances in Medicine and Chemistry
Women in the Origins of Modern
Science
Descartes, Rationalism, and a New
View of Humankind
The Scientific Method and the Spread
of Scientific Knowledge
10/2611/2
Chapter 17 – The Eighteenth Century: An
Age of Enlightenment (27)
What intellectual developments led to
the emergence of the Enlightenment?
Who were the leading figures of the
Enlightenment?
Culture and Society in the
Enlightenment
How did popular religion differ from
institutional religion in the eighteenth
5
89 – Voltaire, Candide
90 - Jean-Jacques
Rousseau, The Social
Contract, 1762
PPT – Rococo,
Neoclassicism
91 - Baron de
Montesquieu, From The
Spirit of Laws: On the
Separation of Governmental
Powers, 1748
95 – Cesare Beccaria, On
Humanities II
Syllabus
Date
14-Mar-16
Spielvogel
Major Concepts & Dialogue
questions
century?
What is the relationship between the
Scientific Revolution and the
Enlightenment?
11/611/16
Chapter 18 – The 18th Century: European
States, International Wars, and Social Change
(31)
What were the main developments in
France, Great Britain, the Dutch
Republic, the Mediterranean states, and
the Scandinavian monarchies in the 18th
century?
Kishlansky
Essays, Art &
Supplemental Material
Crimes and Punishments
96 - Marquis de
Condorcet, The Progress of
the Human Mind, 1793
86 – Catherine the Great,
Memoirs
87 – Maria Theresa,
Testament
Edmond Williamson, Births
and Deaths in an English Gentry
Family, 1709-1720
John Locke, Some Thoughts
Concerning Education, 1693
Mary Wortley Montagu, On
Smallpox Inoculations, ca. 1717
John Wesley, From A Plain
Account of the People Called
Methodists: The Ground Rules for
Methodism, 1749
What do historians mean by the term
enlightened absolutism, and to what
degree did 18th century Prussia, Austria,
and Russia exhibit its characteristics?
DBQ - Gin
Wars and Diplomacy involving a
balance of power
What changes occurred in agriculture,
finance, industry, and trade in the 18th
century?
Who were the main groups making up
the European social order in the 18th
century, and how did they conditions in
which they lived differ both between
groups and between different parts of
Europe?
11/2612/4
Chapter 19 – A Revolution in Politics: The
Era of the French Revolution and Napoleon
(29)
American Revolution
French Revolution
Age of Napoleon
97 – Abbe de Sieyes,
What is the Third Estate?
PPT – Art of the French
Revolution
98 - National Assembly
of France, From
Declaration of the Rights of
Man and of Citizen, 1789
Commissioners of the Third
Estate of the Carcassonne,
From Cahier de Doleances, 1789
In what ways were the French
Revolution, the American Revolution,
and the 17th century English revolutions
alike? In what ways were they
different?
12/612/13
Chapter 20 – The Industrial Revolution and
its Impact on Society (26)
Industrial Revolution in Great Britain
6
Edward Rigby, On Taking of
the Bastille and Its Aftermath,
1789
DBQ – Literacy in the
French Old Regime
100 – Arthur Young,
Political Arithmetic
102 – Sir Edwin
Robert Malthus, From An
Essay on the Principle of
Population, 1798
Humanities II
Syllabus
Date
14-Mar-16
Spielvogel
Major Concepts & Dialogue
questions
The Spread of Industrialization
What effects did the Industrial
Revolution have on urban life, social
classes, family life, and standards of
living?
12/141/7
Kishlansky
Essays, Art &
Supplemental Material
Chadwick, Inquiry into the
Condition of the Poor
Robert Owen, A New View of
Society, 1813-1816
103 – Friedrich Engels,
The Condition of the
Working Class in England
DBQ – Manchester
(mandatory)
What were working conditions like in
the early decades of the Industrial
Revolution, and what efforts were made
to improve them?
106 – Alexis Soyer,
Modern Housewife; Isabella
Beeton, Mrs. Beeton’s Book
of Household Management
What role did government and trade
unions play in the industrial
development of the Western world?
107 – Documents of the Irish
Potato Famine
Chapter 21 – Reaction, Revolution, and
Romanticism, 1815-1850 (31)
108 – J. S. Mill, On Liberty Klemens von Metternich,
Memoirs
109 – Pierre Proudhon,
The Conservative Order
What is Property?
The Ideologies of Change
110 – The Great Charter
Giuseppe Mazzini, The Young
Italy Oath
Revolution and Reform (1830-1850)
The Emergence of an Ordered Society
PPT – Romanticism
The Mood of Romanticism
1/91/22
Chapter 22 – An Age of Nationalism and
Realism, 1850-1871 (31)
France under Napoleon III
Unification of Italy and Germany
What efforts for reform occurred in the
Austrian Empire, Russia, and Great
Britain between 1850 and 1870?
Industrialization and the Marxist
Response
Science and Culture in the age of
Realism
7
Heinrich von Gagern, Letter
to His Father
Sounds of Romanticism:
Beethoven, Berlioz
112 - Karl Marx and
Friedrich Engels, From
The Communist Manifesto,
1848
Louis Napoleon, Proclamation
to the People
PPT – Realism in Art
113 – Alexander II and
Prince Kopotkin, The
Emancipation of the Serfs
114 - Otto von Bismarck,
Speech Before the Reichstag:
The Welfare State is Born,
1883
116 - Charles Darwin,
From The Origin of Species:
On Natural Selection, 1859
Humanities II
Syllabus
Date
1/231/31
14-Mar-16
Spielvogel
Major Concepts & Dialogue
questions
Chapter 23 – Mass Society in an “Age of
Progress,” 1871-1894 (30)
The Growth of Industrial Prosperity
The Emergence of a Mass Society
The National State
2/42/13
Chapter 24 – An Age of Modernity and
Anxiety, and Imperialism 1894-1914 (34)
What developments in science,
intellectual affairs and the arts in the late
19th and early 20th centuries “opened the
way to a modern consciousness,” and
how did this consciousness differ from
earlier worldviews?
Kishlansky
115 – Pope Leo XIII,
Rerum Novarum
117 - Friedrich
Nietzsche, From the Gay
Science: God Is Dead,
the Victim of Science,
1882
118 - Sigmund Freud,
From The Interpretation of
Dreams, 1900
119 – E. Sylvia
Pankhurst, History of the
Suffrage Movement
Essays, Art &
Supplemental Material
PPT – Victorian Art
Eduard Bernstein,
Evolutionary Socialism
Emile Zola, “J’Accuse” the
French Army: The Dreyfus Case,
1898
Leo Pinsker, From AutoEmancipation: A Russian Zionist
Makes the Case for a Jewish
Homeland, 1882
PPT – Modernism in the
Arts: Naturalism, Symbolism,
Impressionism, and PostImpressionism and abstract
painting
121 - J. A. Hobson,
From Imperialism, 1902
What gains did women make in their
movement for women’s rights?
122 – Cecil Rhodes,
Confession of Faith
How did right-wing politics affect the
Jews in different parts of Europe?
124 – Rudyard Kipling,
“The White Man’s Burden
New Imperialism
International Rivalry and the Coming of
War
2/142/27
Chapter 25 – The Beginning of The 20th
Century Crisis: War and Revolution (32)
What were the long-range and
immediate causes of WWI?
127 – Ernst Junger, Storm
of Steel
The Great War
128 - Woodrow Wilson,
The Fourteen Points, 1918
War and Revolution in Russia
Peace Settlement
8
126 – Voices from the
Battle of the Somme
129 - Vladimir I. Lenin,
On Russian Autocracy,
1903
Sir Edward Grey, The British
Rationale for Entering World
War I, 1914
Helena Swanwick, The War in
Its Effect Upon Women, 1916
A Defeated Germany
Contemplates the Peace Treaty,
1919
DBQ – German Aircraft
WWI
Humanities II
Syllabus
Date
3/13/12
14-Mar-16
Spielvogel
Major Concepts & Dialogue
questions
Chapter 26 – The Futile Search for a New
Stability: Europe Between the Wars, 19191939 (33)
What was the impact of World War I,
and what problems did European
countries face in the 1920s?
The Democratic States
The Authoritarian and Totalitarian
States
The Expansion of Mass Culture and
Mass Leisure
Cultural and Intellectual Trends in the
Interwar Years
3/133/25
Chapter 27 – The Deepening of the
European Crisis: World War II (33)
Prelude to War
The Course of WW II
How was the Nazi empire organized?
What was the Holocaust, and what role
did it play in Nazi policy?
3/274/16
130 - John Maynard
Keynes, From The
Economic Consequences of the
Peace: An Analysis of the
Versailles Treaty, 1920
Sir Percy Malcolm Stewart,
From First and Second Reports
of the Commissioner for the Special
Areas…1934
131 – Winifred Holtby,
Women and a Changing
Civilization
PPT – Expressionism,
Dadaism, Surrealism,
Functionalism
132 – Benito Mussolini,
Fascist Doctrine
PPT – Radio and Movies
133 - Adolf Hitler, From
Mein Kampf: The Art of
Propoganda, 1924
135 - Winston Churchill,
Speech Before the House of
Commons, June 18, 1940
136 – Adolf Eichmann,
Testimony
Vladimir Tchernavin, From I
Speak for the Silent: Stalinist
Interrogation Techniques Revealed,
1930
The Nuremburg Laws, The
Centerpiece of Nazi Racial
Legislation, 1935
Traian Popovici, From Mein
Bekenntnis: The Ghettoization of
the Jews, 1941
Aftermath of the War
PPT – Propaganda Posters
Chapter 28 – Cold War and a New Western
World, 1945-1970 (32)
141 – Winston Churchill
– The Iron Curtain
161 – Nikita
Khrushchev, Report to the
Communist Party Congress
George C. Marshall, An
American Plan to Rebuild a
Shattered Europe, June 5, 1947
USA and Canada begin a new era
Generals Leslie Groves and
Thomas F. Farrell, Witnesses to
the Birth of the Atomic Age, July
18, 1945
Postwar Society and Culture in the
Western World
PPT – Abstract
Expressionism, Pop Art
Decolonization
Recovery and Renewal in Europe
Chapter 29 – Protest and Stagnation: The
Western World 1965-1985 (24)
What were the goals of the revolt in
sexual mores, the youth protest and
student revolts, the feminist movement,
and the antiwar protests?
A Divided Western World
9
Essays, Art &
Supplemental Material
Home front in Western Nations and
Japan
Development of the Cold War
4/174/29
Kishlansky
137 - Virginia Woolf, A
Room of One’s Own
138 - Alexander
Solzhenitsyn, From One
Day in the Life of Ivan
Denisovich: The Stalinist
Gulag, 1962
The Helsinki Final Act: Human
Rights and the Fundamental
Freedoms Enunciated, 1975
PPT – Postmodernism,
deconstruction, magic
realism, serialism, minimalism
Humanities II
Syllabus
Date
14-Mar-16
Spielvogel
Major Concepts & Dialogue
questions
The Move to Détente in the Cold War
Society and Culture in the Western
World
5/15/7
Chapter 30 – After the Fall: The Western
World in a Global Age (Since 1985) (28)
What reforms did Gorbachev institute
in the Soviet Union, and what role did
he play in the demise of the Soviet
Union?
Age of Terrorism
Western Culture Today
The Digital Age
Kishlansky
Essays, Art &
Supplemental Material
139 – Jean-Paul Satre –
Existentialism
140 – Simone de
Beauvoir, The Second Sex
143 - Mikhail Gorbachev,
From Perestroika: New
Thinking for Our Country
and the World, 1987
Solidarity Union, Twenty-One
Demands: A Call for Workers’
Rights and Freedom in a Socialist
State, 1980
147 - Kofi Annan, The
Fall of Srebrenica: An
Assessment, 1999
Amartya Sen, A World Not
Neatly Divided
148 - Report of the 9/11
Commission
DBQ - Sudan
Globalization
*Due to the discussion heavy nature of this class, all material coverage dates are tentative and subject to change at
teacher’s discretion.
10
Humanities II
Syllabus
Aug 22-24
Aug 27-31
Sept 4-7
Sept 10-14
Sept 17-21
Sept 24-28
Oct 1-5
Oct 8-12
Oct 15-19
Oct 19
Oct 24-26
Oct 29-Nov 2
Nov 5-9
Nov 12-16
Nov 19-23
Nov 26-30
Dec 3-7
Dec 10-14
Dec 17-19
Dec 20-Jan 2
Jan. 3-4
Jan 7-11
Jan 11
Jan 14-18
Jan 22-25
Jan 28-Feb 1
Feb 4-8
Feb 11-15
Feb 19-22
Feb 25-Mar 1
Mar 4-8
Mar 11-15
Mar 15
Mar 19-22
Mar 25-29
Apr 1-8
April 9-12
April 15-19
April 22-26
Apr 29-May 3
May 6-10
May 13-17
May 20-24
May 28-Jun 1
11
14-Mar-16
Discussion of Brave New World
Excerpts from More’s Utopia and Orwell’s 1984
Utopias and dystopias, continued
Conditioning, class
conflict, knowledge
control, religion & ritual
Discussion of Macbeth
Aristotelian tragedy, tragic
hero
Excerpts from Castiglione’s The Courtier
Excerpts from Cervantes’ Don Quixote
End of First Quarter
Analysis of Dickens’ A Tale of Two Cities
Codes of conduct
Excerpts from Dante’s The Inferno
School Closed
Excerpts from Dante’s The Inferno
Italian Renaissance church
views, morality
Discussion of Stevenson’s “Dr. Jekyl and Mr. Hyde”
Duality of human nature
School Closed
Research Paper Handoff from History
End of Second Quarter
Analysis of Shelley’s Frankenstein
Romantic poetry unit covering Blake, Wordsworth,
Coleridge, Byron, Shelley and Keats
Discussion of Joyce’s “Araby”
Discussion of Knowles’ A Separate Peace
French revolution, doubles
Research methods,
organization
Gothic novel, romantic
movement
Memoir
WWII literature: the effects
of war on sanity, coming of
age
Analysis of Pygmalion
End of Third Quarter
Analysis of Pygmalion
Artist as creator, individual
School Closed
Analysis of Much Ado About Nothing
transformation
Renaissance comedy
Research Paper Presentations
Oral reports
EXAM WEEK
Class SELAs – No Classes
End of Fourth Quarter
Humanities II