European History AP 2013-2014 Syllabus

Instructor: Ms. E. Breault

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Overview

The Advanced Placement program, administered by the College Board, is an opportunity for students to study college-level material while still in high school. It is a bridge from high school to college. The culmination of the course is the Advanced Placement European History exam, which is currently held in May. Students who successfully complete the exam may be eligible for college credit, as well as being able to place out of the introductory level course, depending on the college or university they attend.

The primary focus of Advanced Placement European History course will be to provide students with a critical and analytical survey course. Like an introduction to European history course at the college level, this AP course covers more than 550 years of history – from the Renaissance through the modern period – in 32 weeks of study!

The focus of the course is to teach students to analyze and understand European history from anintellectual/cultural, political/diplomatic, and social/economic standpoint; master a significant amount of historical information; and write critical essays. Skills covered are critical, expository essay writing, and analyzing primary sources for use in research projects and on exams.

The course is broken up into a series of units from the renaissance through the modern era. For each unit, students are expected to read a significant amount on their own, as well as be prepared for discussions and activities that will enhance their learning and comprehension of European history. Each unit will conclude with an exam that includes Advanced Placement-style multiple-choice questions and either a free response essay or a document-based question. In addition, several short writing assignments and one major research project will be completed over the course of two semesters. The research paper will be in an area of interest to the student.

This course is open to any student who has successfully completed World History and United States History with a “B” or better, or the permission of the instructor.

Requirements:

You are also strongly encouraged to purchase a flash drive (aka thumb or jump drive) for this course and to back up all materials so that when your computer's hard drive crashes. . .

Primary Text Book

Spielvogel, Jackson J. Western Civilization Since 1300. 8th Ed. Boston: Wadsworth Cengage Learning, 2012.

Supplemental Readings

Kagan, Donald, Steven Ozment, and Frank M. Turner. The Western Heritage. 7th ed. Upper Saddle River: Prentice Hall, 2001.

Lualdi, Katharine J. Sources of The Making of the West: Peoples and Cultures. Vol. 22: Since 1340. Bedford/St. Martin’s, 2003.

Additional articles and primary sources will be distributed throughout the course to augment the texts mentioned above.

The AP Exam

This class is an elective. As such, your decision to sign up for this experience is a tribute to your quest for knowledge and willingness to challenge yourself in a college-level course in this, your senior year. With that said, this course is designed to prepare you for the College Board’s Advanced Placement® European History exam. All of the readings, exercises, and exams are constructed with an eye towards making you prepared to be successful on this particular exam. As such, you will need a very good reason for not taking the AP exam in May 2014. The expectation is that you will take the exam.However, even if you do not sign up for the exam, ALL students will take a full practice exam one week prior to the scheduled exam.

Grading

Grades are calculated using a weighted point system. All assignments, quizzes, essays, projects, and tests are given a point value. Assessments and extended work are worth 60%; Classwork/Participation are worth 20%; Homework assignments are worth 20%. Grades for the marking period are determined based on the following:

•A = 100-90%;

•B = 89.99-80.00%

•C = 79.99-70.00%

•D = 69.99-60.00%

•E = 59.99% or less

• Exams Each unit of study will conclude with an exam. Exams will train students in the AP- style of writing and to familiarize them with AP questions. To that end, exams are administered in two class periods. Day one will consist of either a Free Response Question (FRQ) or a Document-Based Question (DBQ) from a released AP exam; day two will consist of a selection of released AP multiple-choice questions and other comparable multiple-choice questions from other sources. As such, students will have an opportunity to write approximately six FRQs and four DBQs under exam conditions during the course.

Projects

Students will be required to do several minor and major projects throughout the course. These projects will include, but are not limited to, analyzing document-based questions, incorporating primary sources into a critical essay, analyzing primary sources, writing as an historical figure, DBQ practice, take-home essays, and researching major social, political, and economic events of specific time periods.

In addition to the above, students will be required to write a review of two articles from a history periodicals during each semester and a research paper that will conclude during the second semester. Along with the major research paper, students will present their paper to their class colleagues following the Advanced Placement exam in May.

Select an article from the list belowORfrom the list I gave you for extra credit. Prepare and deliver to your classmates a 15-minute presentation on the article. Submit a three- page analysis of the article to the lone adult in the room.

FIRST-SEMESTER READINGS

  1. Bernard, George. W. “The Fall of Anne Boleyn.”
  2. Darnton, Robert. ‘Workers Revolt: The Great Cat Massacre."
  3. Fox-Genovese, Elizabeth. “Women and the Enlightenment.”
  4. Gillis, John R. "Courtship Rituals and the Basis of Marriage."
  5. Gould, Stephen J. “The Upwardly Mobile Fossils of Leonardo’s Living Earth.” From: Leonardo’s Mountain of Clams and the Diet of Worms.
  6. Graham, Ruth. “Loaves and Liberty: Women in the French Revolution.”
  7. Ives, E. W. “The Fall of Anne Boleyn Reconsidered.”
  8. Jones, Chris. “Mary Wollstonecraft’s Vindications and their Political Tradition.”
  9. Kelly-Gadol, Joan. “Did Women Have a Renaissance?”
  10. Kennedy, Emmet. “Revolutionary Festivals” and “De-Christianization.” From: A Cultural History of the French Revolution.
  11. Kleinbaum, Abby. “Women in the Age of Light.”
  12. Larner, Christina. “Who Were The Witches?”
  13. Levy, Darlene Gay, and Harriet Branson Applewhite. “Women and Political Revolution in Paris.”
  14. McManners, John. "Death’s Arbitrary Empire."
  15. O’Neill, Daniel. “John Adams vs. Mary Wolstonecraft on the French Revolution and Democracy.”
  16. Rudé, George. “The French Revolution: The Political Riot; The Food Riot; The Labor Dispute.” From: The Crowd in History: A Study of Popular Disturbances in France and England, 1730-1848.
  17. Sharpe, James. “Witchcraft.”
  18. Wilson, Peter H. “The Causes of the Thirty Years War.”

SECOND-SEMESTER READINGS

  1. Aries, Philippe. “The Twentieth Century Way Of Death”.
  2. Bridenthal, Renate. “Something Old, Something New: Women Between The Two World Wars”.
  3. Brown, Kenneth D. “Toys And War”
  4. Corbin, Alain. “A Redefinition Of Disgust.”
  5. Cronin, Mike. “Projecting the Nation Through Sport and Culture: Ireland, Aonach Tailteann, and the Irish Free State, 1924-32.”

1. Doherty, Gabriel. “National Identity and the Study of Irish History.”

  1. Fisher, Marc. “Fire And Ash”.
  2. _____. “Germans And Jews”.
  3. Goubert, Jean-Pierre. “The Rise Of Modern Medicine”.
  4. Hauner, Milan. “Did Hitler Really Want World Dominion?”
  5. Koontz, Claudia. “Mothers In The Fatherland: Women In Nazi Germany”.
  6. McBride, Theresa M. “A Woman’s World: Department Stores And The Evolution Of Women’s Employment, 1870-1920”.
  7. McKendrik, Neil. “The Origins Of Consumerism”.
  8. McKibbon, Ross. “Why Was There No Marxism in Great Britain?”
  9. Mosse, George. “Friendship and Nationhood: About the Promise and Failure of German Nationalism.”
  10. _____. “The Mystical Origins Of National Socialism”.
  11. _____. “Nationalism And Respectability: Normal and Abnormal Sexuality in the Nineteenth Century.”
  12. Murray, Williamson. “The Gathering Storm: From World War I to World War II.”
  13. Omissi, David. “Europe Through Indian Eyes: Indian Soldiers Encounter England and France, 1914-1918.”
  14. Parrella, Anne. “Murder And The Family”.
  15. Poiger, Uta G.. “Music And Gender In Postwar Germany: Rock ‘N’ Roll”.
  16. Rosenthal, Bernice Glatzer. “Love On The Tractor: Women In The Russian Revolution And After”.
  17. Townshend, Charles. “The Irish Republican Army and the Development of Guerrilla Warfare, 1916-1921.”
  18. Veitch, Colin. “’Play Up! Play Up! And Win The War!’ Football, The Nation, And The First World War, 1914-15”.
  19. Walvin, James. “The Rise Of Sports.”

Caveats and Fair Warnings

While I will make every effort to adhere to the timetable and assign within this syllabus, please note that changes and alterations are bound to occur. I reserve the right to substitute, add, or drop reading assignments as I see fit during the course of the year. I appreciate your willingness to be flexible.

Unit Content

Unit I: The Later Middle Ages, Renaissance, Reformation and Religious Wars

(3 September - 3 October)

This introductory unit is our entrée into modern Europe. Generally speaking, the renaissance is considered by most historians the beginning of the modern period. To that end, we will be examining the end of feudal politics and the reasons for the rise of this ‘awakening’ among the various classes of late medieval Europe. In particular, the concepts of individualism and humanism as espoused by major thinkers of the time like Petrarch, Bruni, and Erasmus will be investigated. In addition we will compare and contrast the Southern Renaissance (i.e. Italy) to that of the Northern Renaissance through religion, art, and family. This unit will conclude with a lengthy look at the causes of and reaction to the Protestant Reformation and Catholic Counter- Reformation through the writings of Luther, Calvin, Zwingli, and Loyola; their affect on European politics; and the outcome of more than 90 years of religious conflict.

• Readings:

•Western Civilization, Ch. 11 pp. 306-315; 315-325; 326-337; Ch. 12pp. 341-347; 347-352; 352-366; 366-373; Ch. 13 pp. 377-389; 389-396; 396-398; 398-402; 402-410

•Sources of The Making of the West, The Black Death, pp. 1-4.

•Stuard, Susan, “The Dominion of Gender: Women’s Fortunes in the High Middle Ages”, p. 153. Becoming Visible: Women in European History, 2nd Ed.

•The Western Tradition, Part I. Annenberg/CPB Collection/PBS Home Video, Program 23 and 24, “The Late Middle Ages” and “The National Monarchies”.

•Craft, Dominique, “About the Essays: The Document-Based Question (DBQ) and Free Response Questions”, p.7. Teacher’s Resource Guide.

•Sources of Western Tradition, pp. 6-20

•Other readings (including, but not limited to)

•A Reformation Debate

•Obedience to "Our Holy Mother, the Hierarchical Church" (Ignatius Loyola)

•The Act of Supremacy (Henry VIII of England)

•TULIP: The Five Points of Calvinism

•Ordinances For The Regulation of the Churches (John Calvin)

•The Treaty of Westphalia

•Against the Spanish Armada (Queen Elizabeth I of England)

•Eye Witness Account of the St. Bartholomew's Massacre

Major Concepts/Ideas

• Overview of feudalism and its problems

•Individualism and humanism • Machiavelli and politics •Southern Renaissance – Why Italy? •Northern Renaissance – How does it differfrom the Renaissance in Italy? • Changes in art, architecture, and literature (Shakespeare, Cervantes, Rafael, Michelangelo, Da Vinci, and more)

Luther, Calvinism, and the Catholic Church Causes of reform The Catholic Church and the counter Reformation

English Reformation

French, Spanish, and English religious wars; Thirty Years War; Treaty of Westphalia

Unit II: The Emergence of Early Modern Nation-States and European Expansion

October

We refresh our memories about the age of exploration in the fifteenth and sixteenth centuries and its impact on global (and specifically European) trade. In particular, we will examine the reasons for some countries getting a quick jump over their competitors and the reasons for why they could not hold on to the lead. In addition, we will look at the regional issues around power consolidation and the reasons behind why each area developed as it did, with particular emphasis on England and France, and Prussia and the Holy Roman Empire.

Readings:

•Western Civilization, pp. 414-484

•Additional readings (including, but not limited to):

•The Declaration of Rights (1689)

•Jean-Baptiste Colbert on French Finances

•Louis XIV Revokes the Edict of Nantes (1685)

•Cardinal Richelieu, Political Testament

• Major Concepts/Ideas:

•European trade before Columbus; Columbian exchange; The Role of the Slave Trade; Encomienda system; Mercantilism Global trade in the era of exploration

•Oliver Cromwell, the English Civil War, and the Puritan ‘Republic’;The Restoration of the English monarchy; The Glorious Revolution

•Richelieu, Louis XIII, and the rise of the absolute monarchy in France; Le Roi Soleil, Louis XIV

•The maritime powers of England, France, and the Netherlands

•Life of the peasants and serfs; Impact of the first industrial revolution (18th century) on society; Growth of cities

•Art and Literature – The rise and fall of the Dutch Masters

Unit III: Changes in Science, Thought, and Society

November

We take a step back from politics to look at ideas. Ideas that changed humankind's understanding of our place in the greater scheme of things. In particular, the altered vision of nature and mathematics as promoted by sixteenth and seventeenth century natural philosophers, particularly the idea of the Earth revolving around the sun. But wait, there's more. Individuals began to also question the people's relationship to government, class, and each other. Even monarchs decided to get into the game. The unit concludes by examining the impact of these new concepts in science and philosophy on the different strata of society, commerce, and the family.

Readings:

Western Civilization, Ch. 16 pp. 488-511; Ch. 17 pp. 514-526; 526-536; p. 536-540; Ch. 18 pp. 543-554; 554-558; 558-565; 565-572

E.P. Thompson, “The Moral Economy of the English Crowd in the Eighteenth Century”, p. 76-136

Sources of Western Tradition, pp. 30-56; 57-94

Additional readings: David Hume, “On Miracles”; Baron de Montesquieu, “The Spirit of Laws”

Major Concepts/Ideas:

Was it a ‘Scientific Revolution’ or ‘Scientific Evolution?’

Causes of the Scientific Revolution

Copernicus, Galileo, Brahe, and the challenge to Church doctrine

Bacon, Descartes, and scientific methodology

Newton and gravity Harvey and the circulatory system Defining the Enlightenment The Philosophes The ideas of Locke, Hobbes,Rousseau, Voltaire, and more!

• Deism

• The effects of Enlightenmentthinking on society • “Enlightened” Absolutism: Frederick the Great (Prussia), Joseph II (Austria), and Catherine the Great (Russia)

• Agricultural Revolution of the eighteenth century: The enclosure movement; Population growth and urbanization;Spread of elementary schools; Creation of a consumer society; First Great Awakening (in England)

Unit IV: The French Revolution, the Napoleonic age, and the Conservative Backlash

December

Once again Europe is rocked by tumult. In this case it is the French Revolution, which upends traditional society in the name of liberty and equality. We examine the overall effect of this revolution on French and European society, but also its impact on the different groups withinFrance. We move on from the Revolution to the successful consolidation of power through a coup d'etat by Napoleon Bonaparte. In particular, we will consider the impact of Napoleon’s polices that he instituted over Europe during his 15-year reign. Finally, we finish by looking at the various reactions to the dominant thought of the eighteenth century – the Enlightenment – with a romp through the isms of the late-eighteenth century and early nineteenth century. Ideas that ultimately shape events through the middle of the twentieth century.

Readings:

•Western Civilization, Ch. 19, pp. 574-581; 581-588; 588-597; 597-601; 601-604

•Levy and Applewhite, “Women and Militant Citizenship in Revolutionary Paris”, p. 79-98 in The Other Revolution

•Sources of The Making of the West, pp.45-51

•Sources of the Western Tradition, pp. 148-150

Main Concepts/Ideas:

•Long- and short-term causes of the French Revolution: Economic, Societal, and Political

•Life under the Ancien Régime: the Aristocracy, the Church, the tradesmen, and the peasants

•The Rights of Man (and women, and other groups)

•Conditions that brought Napoleon to power

•Napoleon’s domestic and foreign policy

•Use of Art to promote the Revolution and Napoleon – Jacques-Louis David

Unit V: Nineteenth Century Europe – Industrialization, Urbanization, and Political Upheaval

January

The nineteenth century was another period of social upheaval and political instability throughout Europe. The first industrial revolution (1780-1850) and the second industrial revolution (1860- 1920) created new densely packed urban centers that were not equipped for the masses moving into them. As a result the traditional family structure was fragmented, particularly among the lower classes. New wealth was created, which undermined the traditional structure of society with those of nobility at the top. Finally, it created tensions within societies struggling to create a new political reality and between peoples attempting to create a sense of peoplehood (i.e. nation- state).

Readings:

Western Civilization: Ch. 20, pp. 607-616; 616-633; Ch. 21, pp. 637-647; 647-651; 651-657; 658-667

Sources of the Making of the West: pp. 53-64.

Sources of the Western Tradition: pp. 210-217; 232-233; and 236-238

1) Chartist petition:

2) The Chartist anthem

3) Karl Marx on Chartism

For this link scroll down to the section on Chartism:

4) Women's Suffrage:

Susan Kingsley Kent, Sex and Suffrage in Britain, 1860-1914, Princeton: Princeton University Press, 1987, chap VII, 184-219.

5) Antoinette Burton, Burdens of History: British Feminists, Indian Women and Imperial Culture, 1865-1915, Chapel Hill & London: University of North Carolina Press, 1994, Chap 2, 33-62.

• Other readings as assigned

Main Concepts/Ideas:

•Early industrialization

•Classical Economics

•Effects of industrialization on the family, women, and children

•Labor and factory legislation

•Mass migration to the cities

•Early socialism: Utopian, Anarchism, and Marx