Advanced Placement European History Syllabus OVERVIEW The AP European History course is a fast paced one semester course on the block schedule open to seniors who are qualified or have recommendations from their 11th grade History teachers. The course will cover the period from the Renaissance (approximately 1450 to the present in preparation for taking the AP Test in May. The course will combine lectures, seminars, reading and writing assignments developed to help you do the very best on both of these difficult tests. Students who make three or above on the AP test can earn up to six semester credit hours at most Universities in the public university system. (Some Universities require a score of four to get credit.). The following syllabus is designed to prepare you for the majority of the assignments and readings for the course, but may be adjusted by the instructor because of school calendar factors. The Goals and objectives of this course are established by the State Department of Public Instruction in conjunction and with the permission of the College Board. The goals and objectives will be briefly identified by number and description within each unit. A more detailed description is provided at the end of this document reprinted from the State Department of Public Instruction’s guide. UNIT ONE-SEVEN DAYS-Quick overview of European History from Charlemagne to the High Middle Ages, then in depth reviews of the Renaissance and Reformation. Goals 1-6, examples- Objective 1.01 (cause and effect-ex. Italy’s central location’s in beginning the Renaissance) Obj. 3.05 (gender roles and their effect on Ren. And Reformation.) Obj. 5.04 (the idea of virtu and the Renaissance Man.) Text: A History of the Modern World, chs. 5-12. Authors: Palmer, Coulton and Kramer, 9th Edition Additional Readings: Most of our readings can be found in our supplemental texts Great Issues in Western Civilization Since 1500, 2nd Ed.Editors: Brian Tierney, Donald Kagan and L. Pearce Williams (hereinafter Tierney) and The Humanities, v. 2, 5th Ed., Authors: Mary Witt, Charlotte Brown, Roberta Dunbar, Frank Tirro, and Ronald Witt, (hereinafter Witt.) Tierney-p. 25, Oration on Man, Mirandola, Tierney-p. 30, Books on a Family, Alberti, Tierney-p. 39, The Discourses, Machiavelli, Tierney-p. 75, Luther’s 95 Theses. Films: Masters of Illusion, James Burke, narrator, National Museum UNIT TWO-FOUR DAYS-Religious Wars, Political Wars and Politiques. Goals 2-4, examples- Objective 2.06 (origins of war and civil conflict-ex. Dutch reason’s for rebelling against Spanish.) Text: Palmer, Coulton and Kramer, chs. 13-16 Additional Readings: Handout of Edict of Nantes, Henry IV, 1598, from Western Societies, A Documentary History Brian Tierney and Jane Scott, 1984. Additional Assignments: Essay One, you will be expected to write AT LEAST four essays each quarter. These essays will be derived from either free response essays or Document Based Question essays released by ETS Advanced Placement Board. You will usually have a choice of essays (not the case with DBQs). Check your calendar for when these are due. Also review handout on writing essays, expectations and requirements handed out to you on your first day. UNIT THREE-FIVE DAYS-Absolute Monarchs and Parliamentary Disputes Goals 1-3, examples Obj. 2.07 (balance of power through William of Orange’s moves to keep Louis XIV in check,) Ob. 2.10 ( minority persecutions and their effects with Louis expulsion of the Huguenots and Spain’s persecution of Marannos and Moriscos.) TEXT: Palmer, Coulton and Kramer, chs. 17-22 Additional Readings: Tierney-p. 181, Politics drawn from the Holy Scripture- Bishop Boussuet; Tierney-p. 201-from The Splendid Century-W.H. Lewis, Witt-p. 189-from the Memoirs of Louis de Rouvoy, Duc de Saint Simon. Additional Assignments: Document Based Essay- writing a document based essay is an integral part of the course and the AP exam. It will require you to develop a thesis, synthesize information, group and analyze documents and use selected quoted material to examine a particular historical question. Your first DBQ will not be timed, but there will be a timed DBQ somewhere in second quarter. Please refer to the calendar for when this assignment is due. Also review grading guidelines from AP Central either on the internet or from the handout at the first of the semester. UNIT FOUR-FOUR DAYS-The Transformation of Eastern Europe Goals 1, 4-5, examples Obj. 4.02 (state roles in public economic activity through the policies of Peter the Great), Obj. 5. 04 ( relationship between intellectual developments, values and politics describe through Peter the Great’s forced transformation of Russia.) TEXT- Palmer, Coulton and Kramer, chs. 23-27 Films: Peter the Great, Discovery Channel Production, Amadeus-selected clips. UNIT FIVE-EIGHT DAYS-Scientific Revolution and Enlightenment Seminar Goals 1, 3, 5-6, examples Obj. 5.02 (shift of intellectual ideas brought on by scientific discoveries), Obj. 6. 02 ( impact of secularization of learning as demonstrated by popularization of scientific learning.) TEXT: Palmer, Coulton and Kramer, chs. 28-39 Additional Readings: Tierney-p. 258, Galileo, Tierney-p. 372, Essay Concerning Human Understanding, Locke, Witt, p. 191, The Would be Gentleman, Moliere, Witt, p. 235, selections from Voltaire’s Candide. Additional readings handout. Additional Assignments: This part of the course will be taught in seminar or padeia style. Each of you will be assigned a section of the readings either in the text or some other source to present to the class. Your main objective is to provoke discussion about the main elements of the reading. Reciting passages will not get you a good grade, getting an involved intellectual discussion going, will. The instructor will present a more traditional overview of mid-18th century politics and Enlightened Despotism before the presentations begin. Films: Burke’s Infinitely Reasonable, from The Day the Universe Changed, series UNIT SIX-FIVE DAYS-The French Revolution GOALS 1-6, examples Obj. 2.02 (the modern state and Robespierre’s ideas on the Terror), Obj. 3.04, (urbanization and the role of the sans culottes on the Rev.) TEXT: Palmer, Coulton and Kramer, chs. 41- part of 46 Additional Readings: handouts from Leo Gershoy’s The Era of the French Revolution 1789-1799. These handouts include Sieyes, What is the 3rd Estate, p. 119, The Rights of Man, p. 129, Tennis Court Oath, p. 125. Films: excerpt from Danton and The Scarlet Pimpernel Additional Assignments: Essay III- a free response essay choice from a list of at least four. UNIT SEVEN-FOUR DAYS-The Napoleonic Era Goals 1-2, 5, examples Obj. 2.05 (Nationalism and Napoleon’s unintentional role in spreading its values), Obj. 5.04 (intellectual developments effect on political events described through discussion on Napoleon as Enlightened Despot or Romantic.) TEXT: Palmer, Coulton and Kramer, 47-51 Additional Readings: Instructor’s Handout-Discussion on whether Napoleon was a Dictator or Democrat; Last Enlightened Despot or First Romantic; Tyrannical Conqueror or Freedom Loving Liberator; Lawmaker or Lawbreaker; Military Genius or Lucky General; European Internationalist or Corsican Nationalist; Conservative or Revolutionary. Additional Assignments: Book Report due- You are to read an historical novel from the list that was given to you at the first of the quarter. (However, the instructor is willing to consider your own choice as long as you are not reading it for another class.) You are to write a paper of approximately five pages that a) summarizes the novel, b) critiques the novel and c) examines the historical accuracy of the novel. See the handout on Historical Novels for more detail. UNIT EIGHT-SIX DAYS-The Industrial Revolution, the Age of Isms and Metternich Goals 2-5, examples Obj. 2.07 (International organizations and Metternich’s Quadruple Alliance), Obj. 3.02 (Sanitation and health care changes with the Ind. Revolution), Obj. 4.06 ( Economic theories of Smith, Ricardo and Malthus), Obj. 5.04 ( intellectual developments and its impact on Nationalism, Socialism, and the arts.) TEXT: Palmer, Coulton and Kramer, 52-57 and ch. 61 Additional Readings: Tierney, p. 405, Report on the State of the Children Employed, Witt, p. 335, The Communist Manifesto, excerpts Instructor’s handouts on Romanticism Film: Burke’s film on the Industrial Revolution, from The Day the Universe Changed Additional Assignments: Essay Four-FRQ-see choices from instructor’s handout. END OF FIRST QUARTER UNIT NINE-SIX DAYS-Revolution of 1848 and the Rise of Nationalism Goals 2, 4-5, examples Obj. 2.05 (Nationalism’s changes after Rev. of 1848), Obj. 4.05 (The Zollverein and Prussian industrialism impact on unification.) TEXT: Palmer, Coulton and Kramer, chs. 58-60, 62-67, and 69-70. Additional Readings: Handout, Bismarck’s Iron and Blood Speech Films: Bismarck, from the Learning Corporation, Revolutions of 1848, Zenger Media UNIT TEN-FOUR DAYS-La Belle Epocha 1871-1914 Goals 1-6, examples Obj. 6.03 ( Social Darwinism’s impact on social values) Obj. 5.06 (the conflict between religion and new discoveries in biology, anthropology and psychology.) TEXT: Palmer, Coulton and Kramer, chs. 71-77 Films: Burke’s film on Darwinian Revolution, from The Day the Universe Changed Optional films: Murder by Decree, My Fair Lady UNIT ELEVEN-SEVEN DAYS-Imperialism in Africa and Asia Goals 1-5, examples Obj. 1.05 (Technology’s effect on Imperialism), Obj 2.03 (Colonial rivalries as European nations jockey for ‘their place in the sun.’), Obj. 4.05 ( the impact of colonies on agriculture and industrial production in Europe.) TEXT: Palmer, Coulton and Kramer, chs. 78-84 Additional Readings: Tierney, p. 525, White Man’s Burden by Kipling, handout from instructor by Hobson on Imperialism. Additional Assignments: Essay One for Second Quarter-FRQ-see choices from instructor’s handout. UNIT TWELVE-EIGHT DAYS-The Great War, Versailles and the Russian Revolution Goals 1-5, examples Obj. 1. 03 ( How sociology, psychology, geography and economics played a role in beginning World War I), Obj. 2. 04 (the Russian Revolution and the revolutionary process), Obj. 4.04 (How World War I impacted the ideas of mass production and consumer goods and services.) TEXT: Palmer, Coulton and Kramer, chs. 85-96 Additional Readings: Tierney, p. 493, from State and Revolution, by Lenin, Witt, p. 398, from Civilization and its Discontents, by Freud, Witt, p. 443, from Ulysses, by James Joyce. Additional Assignments: a Document Based Question, timed and done in class (class time permitting.) Films: ‘Age of Empire’ & ‘War and Depression’ from the History of the World Series, BBC production. Nicholas and Alexandra, a documentary from National Geographic Paths of Glory, MGM production Animal Farm, Turner Broadcasting Production UNIT THIRTEEN-THREE DAYS-Rise and Fall of Social Democracy Goals 2-4, examples Obj. 2.10 (The extension of personal liberties and its subsequent demise due to economic considerations as seen in the Weimar Republic.) TEXT: Palmer, Coulton and Kramer, chs. 97-102. Additional Assignments: Essay Three, a FRQ assigned UNIT FOURTEEN-SIX DAYS-The Rise of Totalitarianism and the Second World War. Goals 1-6, examples Obj. 3.06 (Hitler’s rise by using prejudices against the Jews and others) Obj. 5.04 (Fascism as an intellectual and social development.), Obj. 2.06 Technology’s effect on Hitler’s war machine and the U.S. role in negating that effect.) TEXT: Palmer, Coulton and Kramer, chs. 103-108 Additional Readings: Tierney, p. 808, from Hitler’s speeches, Witt, p. 396 from Mein Kampf, by Hitler. Films: selections from Saving Private Ryan, Schindler’s List, The Big Red One, Frank Capra’s Why We Fight Series, UNIT FIFTEEN-FIVE DAYS-The Cold War and the Reconstruction of Europe-1945-75. Goals 2-4, examples Obj. 4.01 ( analyze the role of competition between East and West in the Cold War) Obj. 4.05 ( the impact of the loss of colonies on countries like England and France.) TEXT: Palmer, Coulton and Kramer, chs. 109-115, 119 & 120 Additional Readings: Tierney, p. 860, from Churchill’s Iron Curtain Speech, Handout, Stalin’s Reply to Churchill, Witt, p. 495, Camus’ Myth of Sisyphus. Additional Assignments: Essay Four, a choice between an FRQ and a DBQ for a final practice essay. UNIT SIXTEEN-THREE DAYS-The End of the Cold War and the Transformation of Eastern Europe. Goals 5-6, examples Obj. 6.06 (the effect of the end of the Cold War on Eastern Europe) TEXT: Palmer, Coulton and Kramer, chs. 121-128 Additional Assignments: Book Report due, see handout on requirements. FINAL REVIEW AND EXAMS-THREE DAYS ADDENDUM FROM THE STATE GUIDE ADVANCED PLACEMENT EUROPEAN HISTORY Advanced Placement European History is a college level survey course that covers the time period from approximately 1450 until the present. The course will cover economic, social, cultural, intellectual, political, and diplomatic themes in European History. Students will be expected to develop analytical thinking and persuasive writing skills in dealing with historical evidence and interpretation. AP European History may be taught (1) in order of goals, (2) chronologically, or (3) thematically. Strands: Geographical Relationships, Intellectual, Cultural, Political, Diplomatic, Economic, and Social development Competency Goal 1: Historical Tools and Practices: The learner will identify, analyze and synthesize the methods and tools valued by historians in order to investigate the themes of history. Objectives 1.01 Define the concepts of cause and effect, time continuity, perspective, and periodization. 1.02 Analyze and interpret primary and secondary sources to compare views, trace themes, and detect bias. 1.03 Relate psychology, geography, art, literature, political science, sociology, and economics to the study of history. 1.04 Evaluate themes of society, technology, economics, politics, and culture as they relate to the development of Europe. 1.05 Examine the indicators of European civilization including writing, labor specialization, cities, technology, trade, and political and cultural institutions. Competency Goal 2: Formation of Governments and Diplomacy: The learner will investigate the development of European governments, their historical interrelationship, and their connections to Europe today. Objectives 2.01 Trace the development of the European political structure as they emerge from the Middle Ages and as it evolves into the nation-state. 2.02 Analyze the rise of the modern state in its various forms. 2.03 Compare and contrast the political relationships among European nations and their influence and expansion throughout the world: colonialism, imperialism, decolonization in global interdependence. 2.04 Exhibit an understanding of the revolutionary process, political protest and reform as they pertain to the development of European nation-states. 2.05 Analyze and explain the growth and changing forms of nationalism. 2.06 Demonstrate an understanding of varying origins, developments, technologies and consequences of war and civil conflicts. 2.07 Differentiate efforts to balance power and restrain conflict through treaties, diplomacy, and international organizations. 2.08 Evaluate the evolution of political elites and the development of political parties, ideologies and other mass politics. 2.09 Examine domestic and foreign policies and their interrelationship. 2.10 Summarize the extension and limitation of personal, civic, economic, and political rights and liberties, including political persecutions. Competency Goal 3: Patterns of Social Order: The learner will investigate European social organization from approximately 1450 to the present, in order to understand shifts in power and status. Objectives 3.01 Trace the shift in social structures from hierarchical orders to modern social classes with an emphasis on the changing distribution of wealth and poverty. 3.02 Analyze the influence of sanitation and health care practices on society including, but not limited to, the impact of food supply, diet, famine, and disease. 3.03 Examine the development and transformation of racial and ethnic group identities. 3.04 Evaluate the role of urbanization in transforming cultural values and social relationships. 3.05 Analyze gender roles and their influence on the dynamics of domestic and public life. 3.06 Identify the changing definitions of and attitudes toward main stream groups and groups, characterized as the “other.” 3.07 Assess the causes and consequences of change in demographic structure and reproductive patterns of Europeans. Competency Goal 4: Development of European Economic Systems: The learner will investigate and understand the formation of European economic systems. Objectives 4.01 Analyze growth of competition and interdependence in national and world markets. 4.02 Evaluate the private and state roles in economic activity from the Renaissance to the present. 4.03 Understand the development, rewards and benefits and the consequences of European Industrialization. 4.04 Assess the economic and social impact of mass production, and the consumption of commercial goods and services. 4.05 Examine the causes and effects of the agricultural, industrial and commercial revolutions and their impact upon European states and their colonies. 4.06 Evaluate the various economic theories and key economists and their impact upon European economic systems. Competency Goal 5: Evolution of Intellectual Movements: The learner will demonstrate an understanding of the various intellectual themes and movements and their impact on the political, social, and economic events in Europe. Objectives 5.01 Trace the development of social, economic and political thought. 5.02 Examine the various intellectual movements as extensions of, or a shift from, other intellectual movements. 5.03 Identify key personalities and groups associated with various intellectual movements, and the diffusion of their ideas among different social groups. 5.04 Analyze the relationship between intellectual developments, social values and political events. 5.05 Understand the social, economic, and political conditions that prompted developments in literacy, education, communication, science and technology. 5.06 Assess the impact of religious thought and institutions upon European intellectual movements. Competency Goal 6: Cultural History: The learner will demonstrate how cultural innovation and development impacted European History. Objectives 6.01 Trace the evolution of major movements in literature and the arts. 6.02 Examine the impact of secularization of learning and culture on the arts. 6.03 Analyze the relationship between cultural developments, social values and political events. 6.04 Identify and analyze changes in European culture and their impact upon elite and popular classes. 6.05 Evaluate the impact of global expansion on European culture. 6.06 Explain the impact of geographical differences upon the cultural development of Europe. 6.07 Assess the impact of religious thought and institutions on European culture.