2007 – 2008 Center for the Humanities (10) Syllabus

Advanced Placement European History

Syllabus

The Syllabus’ schedule is only a guideline, as real life often dictates the need for flexibility. The amount of class discussion time that is spent on the supplementary readings depends on the extent to which the lecture material is completed. Certain reading assignments and an occasional practice DBQ may be cancelled if we fall behind.

Note: When you read any of the supplemental readings, unless otherwise noted, focus on the introductions to the readings and one or two main ideas from each selection. Limit your note taking on the supplemental authors to just a few lines from each reading. Occasionally listed supplemental readings are for my use only. Expect to be given supplemental readings beyond what is given here on occasion.

I suggest that you read the relevant readings in Kagan before it is discussed in class; then, after it is discussed, skim, taking notes as necessary during the second reading. Focus on concepts, not specific statistics. When you read Weber, Sherman, Kishlansky, or Perry focus on the introductions to the readings (or drawings) and one or two main ideas for each selection. Limit your note taking on Weber (et al…) to just a few lines from each reading.

Semester One

Unit 1: The High Middle Ages Review and The Renaissance.

Readings and essays

WEEK / TOPIC / READINGS Primary & Secondary / ESSAY or ACTIVITY
Unit 1 / The High Middle Ages Review and The Renaissance
1 / Summer Assignment review & discussion / Canterbury Tales, modern version to be read over the summer / Chaucer Character paper, Medieval Terms, Questions, and (3) Maps due on day one.
1 / Geographical bases of European history. Themes in European history / Palmer, 1-7 / Draw a map of Europe freehand without aids
1 / Late Middle Ages / Kagan, ch.9 Pp. 290 - 310 / DBQ Tutorial: Middle Ages, Dark Ages, or Golden Age.
1 / Summer Review Presentations – to be announced -
2 / Sherman, 217-18 (Medieval Life), 342-3 (Triumph of Death).
2 / Sherman, 263-4, Raphael 264, van Eyck 258-9 (Vergerio) / Art Essay (with Art teacher).
2 / Italian Renaissance / Kagan, ch.10 Pp. 333-337 Machiavelli, The Prince, Baldesar Castigione, The Book of the Courtier,
Kishlansky,Petrarch, Letters / Comparative paper Machiavelli and Othelllo. Renaissance Women group decision making activity
3 / Northern Renaissance / Kagan, ch. 10 Pp.337-347, Jacob Sprenger, The Hammer of Witches / Comparative essay, Wycliffe & Hus;
Read Around
3 / Renaissance Politics / Primary Source: Perry, ch. 9 “Francesco Guicciardini, The Greatness of Lorenzo de Medicis,” / Comparative short essay Desiderius Erasmus and Albrecht Durer.
3 / The Renaissance Man / Primary Source: Excerpts from various sources including: Benedetto Dei, “Florence, 1472; Anonymous “The Wealth of the Church; Pico della Mirandola, “Oration on the Dignity of Man;” Marsilio Ficino, “The Soul of Man;” Vespasiano, “The Rule of Cosimo de’ Medici;” Girolamo Savonarola, “This Will Be Your Final Destruction;” Leonardo da Vinci, “The Notebooks of a Universal Man:” Baldasare Castiglione, “On the Nature and Purpose of Women and Men;” Desiderius Erasmus, “In Praise of Folly.” / Writing Lab 1: Develop Renaissance Concepts.
Debate: Which of the two families the Borgias or the Medici, best typified the enlightened despot of Machiavelli?
4 / Commercial Expansion/The New World / Secondary Sources: Sherman, Chapter 1 “Jacob Burckhardt, “The Civilization of the Renaissance in Italy”; “Peter Burke, The Myth of the Renaissance”; “Federico Chabod, Machiavelli and the Renaissance.” Exploration & Commercial Expansion 305-07; Palmer 106-34. Weber “Toscaneli 32-4, Columbus, 34-6; / Debate: The Treaty of Tordesillas unfairly divided the world between Spain and Portugal.
Unit 2 / The Reformation/Catholic Reformation/Religious Wars
Primary Sources: Readings from Sherman, Chapter 2: “John Tetzel, The Spark for the Reformation: Indulgences”; “Marin Luther, Justification by Faith”; “Martin Luther, Condemnation of Peasant Revolt”; “John Calvin, Institutes of the Christian Religion: Predestination”; “Constitution of the Society of Jesus”; “Teresa of Avila, The Way of Perfection”; “Peter Paul Rubens, Loyola & Catholic Reform” Weber “Calvin 71-3, Henry VIII, 97-8; “Ignatius of Loyola, Trent” / Primary Source Analysis (see questions in assignments);
Debate: Was the Reformation a political or religious movement?
Excerpts from various sources including: Argula von Grumbach, letters and other writings’ various Catholic and Protestant illustrations; Caravaggio, The Calling of St. Matthew; Giovanni Bernini, The Ecstasy of St. Teresa; Catholic and Protestant church architecture. / Article review: see packet.
Secondary Sources: “John C. Olin, The Catholic Reformation”; “Steven E. Ozment, The Legacy of the Reformation”; Marilyn J. Boxer and Jean H. Quataert, Women in the Reformation” / Simulation: Trial of Martin Luther
Excerpt from … Steven Ozment, Burgermeister’s Daughter: Scandal in a 16th century German Town / Article Review: see packet.
4 / Protestant Reformation & Radical Reformation / Kagan, ch.11 Pp. 366-379 / Debate: Luther vs. Calvin
4 / English and Catholic Reformation / Kagan, ch.11 Pp. 366-379
5 / Religious Conflict and the Thirty Years War / Kagan, ch.12 Pp. 388-394 & 404-406. Kishlansky, Francois Hotman, Francogallia, Henry IV, Edict of Nantes, William of Orange, The Apology, Cardinal Richelieu, The Political Testament, Hans von Grimelhausen, Simplicissmus / Debate: The political revolutions included within the Thirty Years War were nothing more than a continuation of Protestant and Catholic struggles of the Reformation.
5 / Art / Various Catholic and Protestant illustrations; Caravaggio, The Calling of St. Matthew; Giovanni Bernini, The Ecstasy of St. Teresa; Catholic and Protestant church architecture [ / DBQ Exercise: The class practices working step-by-step with a DBQ from a previous AP Exam. They receive an entire DBQ or, more often, several documents from a DBQ. They have about 15 minutes to identify groups and/or point of view. Then, in groups of two or three, students compare their work before debriefing as a class. No reading is assigned today to give students a chance to catch up and prepare for the test
5 / MC Exam and Free Response Essay / none / Free Response: Analyze the existing conditions that led to the Thirty Years War;
Read Around.
Unit 3 / Political Philosophy and Organization in the Sixteenth and Seventeenth Centuries
Pirmary Sources
(from Sherman, Chapter 5) “John Locke, Second Treatise of Civil Government: Legislative Power”
Excerpts from various sources, including Elizabeth I, Armada speech and Golden speech; Jacques Benigne Bossuet, Political Treatise on Kingship; Duc d’ St. Simon, Memoirs; James I, True law of Free Monarchies and Speech to Parliament; Thomas Hobbes, Leviathan; John Locke, An Essay Concerning Human Understanding; Philipe du Plessis-Mornay, Defense of Liberty Against Tyrants; Jean Domat, “On Social Order and Absolute Monarchy” / Primary Source Analysis: See questions in assignments section.
Secondary Sources “G. Durand, Absolutism: Myth and Reality”; “George Macauley Trevelyan, The English Revolution, 1688-1689” / Debate: Whose view of Absolutism was correct: John Locke’s or Thomas Hobbe’s?
6 / Struggles in Eastern Europe / Kagan (11) 367
Supplemental: Kishlansky ((14) 461-2; Palmer 160-1, 204-5, 210-11
6 / Rise of European Nation States / Kagan, ch.12 Pp.395-404, Kishlansky, Thomas Hobbes, Leviathan, James I, True Law of a Free Monarch, Philippe Duplessis-Mornay, A Defense of Liberty Against Tyrants / Article Review: See class packet.
6 / Absolutism and Constitutionalism in England and France / Kagan, ch.13 Pp.416-445 Kishlansky, John Locke, The Second Treatise on Government
Sherman 346-7 (Locke), Perry 24-7 (Hobbes), 27-9 (English Dec. of Rights). / Debate: Spanish imperial policies created a class structure that still causes instability in Latin America.
7 / The Zenith of the Royal State: The Age of Louis XIV/ The Wars of Louis XIV & the Mercantile Wars / Kagan (13) 432-444, Supplemental: Palmer 161-3, 182-90, Weber 178 (Bossuet).
Palmer 190-7 / Synthesis: small-group discussions, charts on monarchy and rule, chronology. Short-answer essays.
7 / The Aristocratic Dutch Republic / Kagan (15) 482-484; Palmer 163-9
7 / Absolutism in the East / Kagan, ch.15 Pp.490-502 / Thematic Essay (Write two questions in preparation, answering with introductions and outlines of the answer
7 / Art as an expression of the period / (14) 446 / DBQ;
Read Around.
8 / MC Exam and Free Response Essay / none
Unit 4 / Society, Science, and Philosophy in the Sixteenth Through Eighteenth Centuries
Primary Sources:
Readings from Sherman, Chapters 6 & 8 Rene Descartes, Discourse on Method”; “Galileo Galilei, Letter to Christina of Tuscany: Science and Scripture”; “The Papal Inquisition of 1633: Galileo Condemned”; “Sir Isaac Newton, Mathematical Principles of Natural Philosophy”; “Immanuel Kant, What is Enlightenment”; “Denis Diderot, Prospectus for the Encyclopedia of Arts and Sciences”; “Voltaire, Philosophical Dictionary: The English Model”; “Mary Wolstonecraft, A Vindication of the Rights of Woman”; “jean Jacques Rousseau, The Social Contract” / Primary Source Analysis: See assignment section.
Excerpts from various sources, including… Arthur Young, Beggers, Rags, and Misery; Jean Jacques Rousseau, Emile; Pierre de Beaumarchais, Marriage of Figaro; Joseph II, Catherine II, and Frederick the Great, selected letters; Adam Smith (selections); Baron d’Holbach, Common Sense; Cesare Beccaria, Essay on Crimes and Punishments; Baron de Montesquieu, The Spirit of Laws; David Hume, An Enquiry Concerning Human Understanding; De Condorcet (selections) / Article Review: see packet;
Primary Source Analysis: See assignments section.
8 / Secondary Sources Readings from Sherman, Chapter 8: “Bonnie S. Anderson and Judith P. Zinsser, Women in the Salons”
Excerpts from Richard Holmes, “Voltaire’s Grin; H. M. Scott Enlightened Absolutism / Debate: Did Voltaire’s philosophical letters on the English set the tone for the French Revolution?
8 / Scientific Revolution / Kagan, ch.14 Pp.448-469, Kishlansky, Galileo Galilei, Letter to the Grand Duchess Christine, Rene Descarte, Discourse on Methods / The Scientific Revolution: foundations, development, confrontation, and institutionalization. Charts on contributions; importance of reasoning. Individual case studies: Bacon, Descartes, Newton, Spinoza, Leibniz. DBQ practice using the Women in Science DBQ from the 1997 AP European History Exam; Read Around.
Galileo Trial class simulation;
Primary Source Analysis: See assignments section.
8 / Revolutions in Agriculture and Industry, and Urbanization / Kagan, ch.16 Pp. 526-540
9 / The Enlightenment/”Philosophes” of the 18th Century / Kagan, ch.18 Pp.590-607 Kishlansky, Voltaire, Candide, Jean-Jacque Rousseau, The Social Contract, Cesare Beccaria, On Crime and Punishment / DBQ: European conflict in the Americas;
Read Around
9 / Emergence of Austria and Prussia / Kagan(15) 496-501 Palmer 221-34; Sherman 6-8 (von Hornick “Austria Over All…”) / Primary Source Analysis: See assignments section.
9 / 1714 Europe: Westernization of Russia / Kagan(15) 501-507
9 / Enlightened Despots Absolute Monarchs / Kagan, ch.18 Pp.590-607 Kishlansky, Catherine the Grreat, Memoirs, Maria Theresa, Testament, Viscount Bolinggbroke, The Idea of a Patriot King Kishlansky (Catherine the Great Memoirs, Maria Theresa Testament, Viscount Bolingroke The Idea of a Patriot King);
Palmer 326-42; Weber 249-66 (Frederick the Great, Joseph II, Catherine II). / Debate: Which monarch best represents the spirit of the Enlightenment: Catherine the Great or Frederick the Great
11 / Decline of Poland and Sweden / Kagan(15) 490-92, 495-96, Kishlansky (18) 597-08, (18) 612-13, Palmer 211-19, 245-9, 273-85,
10 / Islam and the Ottoman Turks: Rise and Fall of an Empire. / Kagan (15) 492-95
10 / Society and Economy in the Old Regime / Kagan, ch.16 Pp.514-540, Mother Goose Peasant Tales reading packet / Mother Goose Peasant Tales Free Response Essay;
Witch-hunts (discussion and documents). Literature: Shakespeare, Cervantes, and Milton. Lives of peasants and the urban poor (readings and discussion). Organizing question for class discussion: What do we make of the juxtaposition of great men of letters and women witches in this chapter?
10 / The Arts from the Renaissance through the Baroque / Palmer 403-15
10 / Marriage, Family, and Education / Kagan, ch.16 Pp. 519-524 / DBQ, Literacy in the French Old Regime, Family Life in the Old Regime skits
10 / MC Exam and Free Response Essay / none / Free Response: Compare the reigns of Catherine, Frederick, and Theresa.
Read Around.
END FIRST GRADING PERIOD
Unit 5: French Revolution Part I / French Revolution
Primary Sources: Readings from Sherman, Chapters 9 & 10 “Arthur Young, Travels in France: Signs of Revolution”; “Maximilien Robespierre, Speech to the National Convention, February 5, 1794; The Terror Justified”; Joseph Fouche, Memoirs: Napoleon’s Secret Police” / Primary Source Analysis: See assignment section.
Excerpts from various sources including…Cahiers of various French towns and regions; Marquis d’Argenson, Corruption of the French Court; writings by other nobility, Abbe Sieyes, What Is the Third Estate?; National Convention, various decrees; Madame Jeane Marie Roland, Reflections on Louis XVI; Committee of Public Safety, various decrees; Napoleon, letters and journals / Debate: The essential cause of the French Revolution was a collision between a powerful, rising bourgeoisie and an aristocracy defending its privileges.
Secondary Sources: “Ruth Graham, Loaves and Liberty; Women in the French Revolution”; “Louis Bergeron, France under Napoleon: Napoleon as Enlightened Despot”; “Martyn Lyons, Napoleon Bonaparte and the Legacy of the French Revolution”; “Bonnie G. Smith, Women and the Napoleonic Code”; “Hajo Holborn, The Congress of Vienna” / Article Review: See class packet.
Excerpts from various sources, including… George Rude, The Crowd in the French Revolution; various graphs, maps, paintings, and political cartoons. / Primary Source Analysis: See assignments section.
11 / Causes of the French Revolution (note political groups and chronology) / Kagan, ch.19 Pp.624-644 Kishlansky: Abbe de Sieyes, What is the Third Estate,The Declaration of the Rights of Man and Citizen, DeGouge, Declaration of the Rights of Women / Assigned role to play as you follow the stages of the Revolution: urban poor, rural peasant, cardinal, village priest, aristocracy, bourgeois, military officers, foot soldier, observers (American, Austrian, and English), Olympe de Gouges, Abbe Sieyes, members of the National Assembly, the Committee of Public Safety, and Lafayette. Students keep journals of their reactions to the events of the Revolution, reflecting on their goals, actions, reactions, and fears at different stages. Various characters read to the class from their journals each day.
Primary Source Analysis: See assignments section.
12 / The French Revolution / Kagan, ch.19 Pp.644-660, Kishlansky, Edmund Burke, Reflections on the Revolution in France / George Rude, “The Crowd in the French Revolution”; various graphs, maps, paintings, and political cartoons. Students develop their roles by using textbooks, primary sources, other classroom materials, and the Internet to gather information. They work in groups to develop their information. Roundtable discussion of results.
Article Review: See class packet.
12 / MC Exam & Free Response Essay / none / Free Response: Connecting the rise of the Third Estate to the Terror.
Read Around.
FALL BREAK
French Revolution Part II / Napoleon, and the Congress of Vienna
13 / Age of Napoleon / Kagan, ch.20 Pp. 666-684, Kishlansky, Jakob Walters, Memoirs (of Napoleon’s retreat) / Primary Source Analysis: See assignments section.
14 / Student assessment and evaluation of Napoleon’s career. Class Activity: Students create a chart comparing France under the Old Regime, the first revolution, and the Empire. The class discusses the categories needed for an effective chart.
ESSAY SET: Centuries of Change: 1)The Right to Rule 2) Women's Rights 3)Napoleon's Fate
14 / Congress of Vienna / Kagan, ch.21 Pp.704-714 / Analysis of the treaty; comparison of Vienna and the Treaty of Westphalia; discussion of statecraft using Metternich, Castlereagh, Louis XIV, and Napoleon. Read aloud portions from Paul Johnson’s Birth of the Modern, which describes the participants and milieu of the Congress of Vienna
Schivelbusch Tastes of Paradise
15 / Conservative Order / Kagan (21) 705-732, Kishlansky (22) 745-46; Palmer 474-7; / DBQ;
Read Around.
15 / Revolutionary Art / Art Essay
16 / MC Exam and Free Response Essay / none
Unit 6 / Romanticism, Semester Synthesis
16 / Romanticism / Kagan,ch.20 Pp.684-696
Primary Sources: Student-selected poetry and prose (with English co-teacher), music (coordinated with music/orchestra teachers), paintings (includes Delacroix’s Liberty Leading the People and Greece on the Ruins of Missolonghi, Friedrich’s The Wanderer, and David’s portraits of Napoleon and Marat). / Primary Source Analysis: See assignments section.
Art Study: See packet.
Recitations – see Assignment Section.
17 / MC Exam and Free Response Essay / none / Essay: The Great Reform Bill of 1832
17 / Semester Review / none
18 / Final Exam Week / none / Timed DBQ: Evaluate the political, social, and cultural reforms Enlightenment thinkers sought in 18th century European Society.
Possible Read Around.
18 / Review of Exam and DBQ
END SECOND GRADING PERIOD / End 1st Semester
Unit 7 / Post-Napoleonic Europe to Mid-Century, Revolution, Unification, Industrialization, Nationalism 1815-50
Kagan 21 & 22
Palmer Chapter 11, part 53, “Advent of the Isms” / Debate: Did the writings of More and other utopian thinkers lead to the revolutions of 1848?
Primary Sources: “Prince Klemens von Metternich, Secret Memorandum to Tsar Alexander I, 1820: Conservative Principals”; “The Carlsbad Decrees, 1819: Conservative Repression”; “Jeremy Bentham, English Liberalism”; “The Economist, 1851, Liberalism: Progress and Optimism”; “The First Chartist Petition: Demands for Change in England”; “Annual Register, 1848: An Eyewitness Account of the Revolution of 1848 in Germany”
Secondary Sources: Readings from Sherman Chapter12: “Jonathan Sperber, The European Revolutions, 1848-1851”; “John Weiss, The Revolutions of 1848” / Primary Source Analysis: See assignments section.
DBQ: Discuss whether chartism should be viewed as a revolutionary movement or were their goals essentially moderate.
Read Around.
Article Review: See class packet.
19 / Revolutions of 1830s and 1848 / Kagan, ch.21 Pp.715-730 and 760-772. Kishlansky, J.S. Mills, On Liberty, Pierre Proudhon, What is Properety, Marx and Engels, Communist Manifesto / Hegelian Dialectic: Diagramming the past according to Hegel’s theory. Analyzing excerpts from the Communist Manifesto.
19 / Economic Advances and Industrial Society / Kagan, ch.22 Pp. 742-759, Kishlansky, Adam Smith, The Wealth of Nations, Engel, Condition of the working Class in England. Ricardo, Iron Law of Wages, Malthus, Essay on Population / DBQ: Middle class workers additudes towards work in the 19th century.
Possible Read Around.
19 / The Industrial Revolution. Groups answer the question Why England
20 / Nationalism and Unification / Kagan, ch21. Pp.780-790 / Debate: Cavour’s policies of unification were more humanitarian than Bismarck’s.
21 / Nationalism: Russia, France, and Germany / Kagan, ch.23 Pp.791-805 Kishlansky, Bismarck, Reflections and Reminiscences / Free Response; The Paris Commune