AP European History
J. Beaton
Jocelyn.Beaton@sd41.bc.ca
Tutorials: Wednesdays 11:40-12:20
Or by appointment
EUROPEAN HISTORY
COURSE SYLLABUS 2012-2013
Figure 1 19th Century European Imperialism
History should not be memorizing names and dates and battles, nor should it be a series of endless
droning lectures whose point is often missed because one is busy taking note. History is not just a
chronicle of things past, but is the key to understanding the present. History is the tragedies, which
have rent our souls, and the triumphs that lie before us. As such, our class format will be heavily
based on discussions, debates, critical thinking, projects and individual written analysis of historical
sources. For success in our classroom, however, you must come to class. WE NEED YOU!
Come to class prepared, having done your best to analyze and summarize assigned readings in
order to participate in lively, intelligent and challenging discussions. No subject is taboo, if
approached in an academic manner. Controversy and differing opinions are the instigators of healthy
discussion and essential to the accumulation of collective knowledge.
My hope is that our
conversations will inspire you to extend your learning beyond the classroom by engaging your friends
and family in discussions about not just the history of Western & Eastern Europe, but all history and
how it shaped our present (for good and bad), and perhaps our future.
COURSE GOALS & OBJECTIVES
AP European History (APEH) reflects the content of a typical university level undergraduate survey
course in European History. The major difference between History 12 and AP European History is in
the amount of reading and depth of focus. APEH stresses higher order thinking skills through
participation in a rigorous academic environment. The main goal of APEH is to increase the student’s
understanding of European History with the objective of having students pass the AP European
History Examination in May, 2013.
This course examines the cultural, intellectual, economic, political, and social developments that were
essential in shaping the modern world since 1450. An in-depth examination of the creation of
contemporary institutions (like education, and infrastructure), individualism as a force for progress,
changes in gender roles, the rise of the nation-state, the shifting role of the military as well as the
evolution of forms of artistic expression and intellectual discourse, creates a deeper understanding of
the historical context that lead to the rise of the West.
Historical literacy is the primary focus of the course. Effective communication of ideas and historical
interpretations of primary and secondary sources are necessary for both breadth and depth of
historical understanding. The skill of primary source analysis is necessary for the Document Based
Question (DBQ) essay on the exam, and daily use of historical materials will provide practice using
evidence to construct plausible arguments. Students will become expert at identifying and interpreting
the content and context of maps and graphics, statistical tables, points of view, and how to correctly
cite these sources. Cultural artifacts - art, literature, music, architecture - will be examined and
analyzed according to the course themes and topics. Just as the spoken word is a vital part of
effective communication, written communication is necessary to demonstrate mastery of content and
analytical thinking. As with speaking, writing will be a regular component of class.
MAJOR THEMES IN EUROPEAN HISTORY
APEH is organized around 3 basic themes within the time frame of 1450 to the present. Questions
on the AP exam often require students to inter-relate categories or follow developments through
several chronological periods. For this reason, the course will attempt to equally stress the following
3 themes throughout the period 1450 to the present.
Thematic Outline
1. Intellectual and Cultural History - secularization of learning and culture; developments in
literacy, education and communication; scientific and technological development and their
consequences; major trends in art and literature; intellectual and cultural developments and their
relationship to social values and political events; changes in elite and popular culture;
developments in social, economic and political though including ideological developments in the
West.
2. Political and Diplomatic History - rise of the modern state in its various forms; colonialism,
imperialism, decolonization and global interdependence; evolution of political elites and the
formation of political parties and other forms if mass politics; extension and limitations of rights
and liberties; growth and changing forms of nationalism; forms of political protest, reform and
revolution; domestic and foreign policy relationships; origins, expansion and restraint of conflict -
civil war, national war, treaties, balance-of-power diplomacy, and international organizations
3. Social and Economic History - character and changes in agriculture production and
technologies; urbanization and its consequences; development of social class structure; shifts in
wealth and poverty; disease and health care practices - sanitation, famine, population;
mercantilism and commerce; demographic developments; industrialization and consequences;
growth and interdependence of world markets; private and state roles in economic development;
race, ethnicity, and attitudes
CONTENT
There are 8 major units in this course:
UNIT ONE:
Introduction & Historical Context – the Middle Ages
The Renaissance
The Reformation & Religious Wars
UNIT TWO:
Exploration, Absolutism & Constitutionalism
The Scientific Revolution, Revolutions & European Expansion
UNIT THREE:
The Revolutionary Period and Napoleonic Era
UNIT FOUR:
Industrialization, Urbanization and Revolution
19th Century Politics, Nationalism and Imperialism
UNIT FIVE:
Industry, Empire and Everyday Life
UNIT SIX:
World War I, The Russian Revolution and the Reconstruction
UNIT SEVEN:
The Age of Catastrophes
Remaking Europe in the Shadow of the Cold War
UNIT EIGHT:
Post Industrial Society, The End of the Cold War & Emerging Democracies
COURSE MATERIALS
Primary Texts:
Mckay, Hill, Buckler, Crowston, Wiesner-Hanks and Perry, A History of Western Society: Since
1300 for Advanced Placement, 10th Edition
Throughout the course, we will also use other resources parts to supplement McKay
Secondary Texts & Source Readings:

Teacher Assigned Readings: a collection of primary and secondary source print readings,
art collections, and online sites will be provided for most units to supplement the above
readings
Free Online Resource for Students
www.bedfordstmartins
*
A comprehensive list of valuable websites to support students will be provided the first week of
classes.
EVALUATION & ASSESSMENT
The course is divided into 8 major units and each unit will conclude with a Multiple Choice Exam and
include an analytical and interpretive essay (Free Response Question from previous AP exams) or a
document based analytical paper (Document Based Question from a previous AP exam). The tests
will be rigorous in order to prepare students for the AP Exam in May 2013. Moreover, tests are
designed to give students frequent experience with the types of multiple choice questions, free
response questions (FRQ), and document based questions (DBQ) that will appear on the exam.
Formative and summative assessments will be used throughout the course to check for
understanding and to measure progress.
Grading Categories:
Essays
(DBQs, FRQs)
Multiple Choice Tests
Assignments, Projects, Socratic Seminars
30%
30%
40%
Tests:
A summative assessment (i.e., test) will occur at the end of each unit and a cumulative project will
take place at the end of the course. These summative assessments will cover materials from the
primary text and any other assigned supplemental readings, discussions and lectures/notes.
Classroom Assignments/Activities:
Assignments from each unit will include mapping work, timelines, DBQs, FRQs, assigned readings,
notebook assignments, vocabulary cards, study guides, debates, Socratic seminars, role plays,
historical simulations, video critiques and research projects. Students work collaboratively on many
classroom activities.
Socratic Seminars:
Many classes will follow a Socratic seminar format based on the essential questions developed to
guide reading and analysis. Initially, I will lead these seminars using the guided reading questions
(from the syllabus) so that students develop interpretive, analytical and evaluative skills to become
expert at historical thinking. Eventually, students will prepare and lead the seminars.
Homework:
Over 80% of all homework will consist of assigned readings. Formative assessment of reading will
occur regularly. The rest of homework will be the completion of any projects/assignments, or
preparation for classroom seminars.
Academic Dishonesty:
Academic dishonesty is taken very seriously – as it is in universities. Honesty is fundamental to any
student’s intellectual and academic development. Acts of academic dishonesty undermine the culture
of education and learning, harming your development and academic skills. Any form of academic
dishonesty will be dealt with according to district and school policy.
Late Assignments:
From time to time our lives can become overwhelming and you may not be able to complete a project
on time. In those RARE instances, you are responsible for contacting me WELL BEFORE THE DUE
DATE, to make alternate arrangements.