AP European History Syllabus 2010-2011
Mr. Moore, Beaumont High School
Course Description
Advanced Placement European History is designed to prepare you for the AP European History Exam in the spring. The goal of the course is to introduce you to the political, economic, social and cultural developments that have played a fundamental role in shaping our world from 1450 to the present. You will be able to understand the principal themes of European history. In addition, you will learn how to analyze historical evidence and interpret it as well as develop an ability to express your understanding of history in writing.
This course is designed to prepare you for the AP examination. It is taught at the college level and requires a high level of personal investment to be successful. You will get out of this course what you put into it.
Course Planner and Texts
The text and primary sources listed below are by no means comprehensive. Secondary material will be drawn from other course textbooks, recent scholarship and other appropriate works. Primary sources in addition to what is listed here, most notably samples of the major art of each age, will be used. Also, student will be doing independent research and will come into contact with even more material.
Kagan, Donald, Steven Ozment, and Frank M. Turner. The Western Heritage. 10th ed. Upper Saddle River, N.J.: Prentice Hall, 2010.
Unit 1: Decline of Medieval Europe and The Renaissance
Textbook: Kagan Chapter 9, 10
Primary Source Readings:
Leon Batista Alberti, On the Family
Machiavelli’s, The Prince
Petrarch, Letter to Posterity
Erasmus, The Praise of Folly
Thomas Moore, Utopia
Castiglione, The Book of the Courtier
Hernando Cortez, Two Letters to Charles V
Unit 2: The Reformation/ Counter Reformation/ Religious Wars
Textbook: Kagan Chapters 11 and 12
Primary Source Readings:
Luther, Ninety-five Theses
Luther, Letter to the Archbishop of Mainz
Shakespeare
The Edict of Nantes
The Council of Trent
Unit 3: Absolutism and the Old Regime
Kagan Chapters 13 and 15 *Note: Skip 14 for now
Primary Source Readings:
Bossuet, Politics Drawn from the Very Words of the Holy Scripture
Duke of Saint-Simon, On the Reign of Louis XIV
Frederick II (the Great) and Frederick William I, Letters Between Son and Father
King James I Defends Popular Reaction against the Puritans (textbook)
Louis XIV Revokes the Edict of Nantes (textbook)
Unit 4: Society, Science and Philosophy in the Sixteenth through Eighteenth Centuries
Kagan Chapters 14, 16, 17
Primary Source Readings:
Copernicus, Dedication of the Revolutions of the Heavenly Bodies
Bacon, On Superstition and the Virtue of Science
Voltaire, Candide
John Locke, Two Treaties on Civil Government
Voltaire Attacks Religious Fanaticism (textbook)
Galileo Discusses the Relationship of Science to the Bible (textbook)
Malleus Malificarum, Why More Women than men are Witches (textbook)
Mary Wollstonecraft Criticizes Rousseau’s View of Women (textbook)
Adam Smith Call for Government Action to Support Education for the Poor (textbook)
Rousseau Argues for Separate Spheres for Men and Women (textbook)
Unit 5: French Revolution, Napoleon, and the Congress of Vienna
Kagan 18, 19, 20
Primary Source Readings:
National Assembly of France, Declaration of Man and the Citizen
Edward Rigby, On the taking of the Bastille and Its Aftermath
The Third Estate Petitions the King (textbook)
The National Assembly Decrees Civic Equality in France (textbook)
Napoleon Advices His Brother to Rule Constitutionally (textbook)
Semester 2
Unit 6: Revolutions of 1848 and the Rise of the Nation State
Kagan Chapters 21 and 22
Primary Source Readings:
David Ricardo, On Wages
Karl Marx and Friedrich Engels, The Communist Manifesto
Bismark, Blood and Iron Speech
Bismark, Speech Before the Reichstag; The Welfare State is Born
Simon Bolívar’s Political Ideas (textbook)
Unit 7: Unification, Industrialism, Imperialism, Society and Culture Up to WWI
Kagan 23, 24 25
Primary Source Readings:
Sir Edwin Chadwick, From Inquiry Into the Sanitary Condition of the Poor, 1842
Charles Darwin, On the Origin of Species
Herbert Spencer, From Social Statistics: Survival of the Fittest Applied to Human Kind
Commissioner Lin, From a Letter to Queen Victoria
Rudyard Kipling, The White Man's Burden, 1899
The Russian Foreign Minister Explains the Imperatives of Expansion in Asia (textbook)
Unit 8: World War I and the Russian Revolution
Kagan Chapter 26
Primary Source Readings:
Woodrow Wilson, The Fourteen Points
Sir Edward Gray, The British Rationale for Entering WWI
Erich Remarque, All Quiet on the Western Front
An Eyewitness Account of the Bolsheviks’ Seizure of Power (textbook)
Unit 9: Interwar Era and World War II
Kagan 27, 28
Primary Source Readings:
Adolf Hitler, From Mien Kampf: The Art of Propaganda
Winston Churchill, Speech Before the House of Commons
The Nuremberg Laws
Mussolini Heaps Contempt on Political Liberalism (textbook)
An American Diplomat Witnesses Kristallnacht in Leipzig (textbook)
Hitler Describes His Goals in Foreign Policy (textbook)
Unit 10: The Cold War and Post-Cold War Europe to the Present
Kagan 29, 30
Primary Source Readings:
George C. Marshall, An American Plan to Rebuild a Shattered Europe
Mikhail Gorbachev, From Perostroika: New Thinking for Our Country and the World
John F. Kennedy: Address on the Cuban Crisis October 22, 1962
Khrushchev Denounces the Crimes of Stalin: The Secret Speech (textbook)
Gandhi Explains His Doctrine of Nonviolence (textbook)
Student Evaluation and Homework
Your grade is based on the following:
· 25% Tests
· 25% Essays
· 25% Homework and Other Projects
· 15% Reading Quizzes
· 10% Seminar
· Quizzes are given for most Kagan reading assignments, typically at the beginning of class, check your reading schedule given out every unit.
· Essays are typically given with every unit in some form, either in or outside of class, DBQ or FRQ with at least 1 DBQ every quarter
· Once a semester, students will lead the class in a seminar on a topic based on a question an AP free response question. Students will create a PowerPoint or other presentation and present to the class. Students will provide an outline and bibliography of their presentation. Presentation dates are throughout the semester.
· Primary Source Homework
· Analyze each document assigned using the APPARTS model for document analysis. (This part does not need to be in complete sentences.)
o Author—Who created the document?
o Place and time—Where and when was the source produced?
o Prior knowledge—What do you already know that would further your understanding of the source? (suggestion—read the text pages preceding the documents in the textbook)
o Audience—For whom was the source created? Does this affect the reliability of the source?
o Reason—Why was the source produced at the time it was produced?
o The main idea—What is the source trying to convey?
o Significance—Why is this source important?
· Respond appropriately to each question required for the document. Support your answer with SPECIFIC evidence from the document.
· Scoring:
o 7 points: APPARTS (one for each item)
o 5 points each question/answer: Complete sentences—supportive evidence—
o proper/correct grammar and spelling
Late Policy
It is important not to fall behind or you will quickly become overwhelmed. Keep up with the assignments and readings!
1. If an assignment is late it will lose 25% of its value the first day late. Late work because of excused absences will be accepted without losing points.
2. Late work will lose 50% of its value the second day onward.
3. Late work will not be accepted for credit after one week.
Note regarding Seminars- You will be assigned a day for your seminar and will present to the class. If you are unprepared or do not show up that day without clearing it with me previously I reserve the right to give you a zero on that assignment.
Test Make-Up
Students will have one week from the date the test was to be taken and they have returned to class to make up the test for full credit. Tests will not be given for credit after the one week make up time has passed.
Website
The website will be updated with our current assignment calendar, the Power Points and other materials shown in class, primary source documents and links to great resources. It will be updated soon. http://moore-history.wikispaces.com/
Extra Help
I am committed to helping each of my students succeed in my class. I am available for extra help during lunch and after school as long as you let me know in advance.
Parents, you are an important factor in your student’s academic success, as a partner in your child’s education please feel free to contact me any time.
· Email:
· Phone: (951) 845-3171
· Web: http://moore-history.wikispaces.com/
Sincerely,
Mr. Chase Moore
Please fill out the return this page only by Friday, August 27.
I have read and understood this syllabus and agree to adhere to all policies and procedures of the course.
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