AP EUROPEAN HISTORY. Aquinas High School AP EURO HISTORY Mr. Jonathan Daniel Keck Contact: Webpage: AHShistory.

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1 Aquinas High School AP EURO HISTORY Mr. Jonathan Daniel Keck Contact: Webpage: AHShistory.com Room E-22 AP EUROPEAN HISTORY Course Description: The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. Without this knowledge, we would lack the context for understanding the development of contemporary institutions, the role of continuity and change in present-day society and politics, and the evolution of current forms of artistic expression and intellectual discourse. In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop (a) an understanding of some of the principal themes in modern European history, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing. While knowledge of key historical people, places, and events are profoundly important for all educated people, the discipline of history provides a unique opportunity to develop certain analytical and critical thinking skills not otherwise presented in High School courses. Students will develop analytical thinking skills through the reading, interpretation, and articulation of various real-world problems that historical peoples have faced. They will problem-solve technical and historical social issues, as well as translate maps, graphs, and images into legible sets of information. This course is taught at the college level. Students will have a greater amount of reading and depth of focus then is found in a regular high school history course. Students will frequently be required to analyze, synthesize, and evaluate primary and secondary historical sources, in addition to comprehending, memorizing, and applying facts. Required Materials: Textbook: Spielvogel, Jackson J. Western Civilization. 7th Ed. Thomason Wadsworth, 2009 Primary and Secondary Source selections: Greer, Thomas H. and Gavin Lewis. A Brief History of the Western World. 9th Ed. Primary internet sources: All homework, keynotes, and pdf s of every chapter are available on the class website, Blue or black pens, highlighters, a red pen, pencils Notebook and Notebook Paper Class Participation: For this class to be as successful as possible, each student will play an important role in the development of ideas that are discussed. Therefore, class participation is very significant. It is the expectation that all students will participate in class in a variety of ways including: volunteering to read, answering questions, and sharing opinions. I understand that some students are not as comfortable with this as others, but such 1

2 skills are incredibly important must be developed through practice. There is no participation grade, as this is expected by merely being present in class. One s participation will be reflected in the written work section of the grades. Film Clips and Video: History is a bloody, violent, and at many times an unpleasant affair. While when studying history it is important to understand these unpleasantries, they are never condoned. Often, however, the study of one thing and the condoning of the same are mistaken for one another. In this age, film is more-so the common language than the written word. It is, in a very real sense, the common tongue or vernacular. In order to maximize understanding, short clips and occasional films will be viewed in class, images which may contain violence and murder. This is done not so that such actions might be condoned but rather that the gravity of the actions and their consequences might be best understood by this generation of young people. By signing the attached permission slip, you have read, understood, and have consented to the viewing of said content per the teachers discretion. Class Rules and Behavior Guidelines: Students should have all materials with them and ready to begin work on a daily basis. No unnecessary talking during the class period. Please be courteous and listen while others are talking. Allow others to grow without put downs or negative comments. No eating or drinking in the classroom at any time unless given specific permission All students will raise their hands when they wish to speak, ask a question, or otherwise be heard unless instructed differently. While using the ipad, students ought to remain on task and using instructor-approved applications Unless otherwise given consent, students ought to have smartphones silenced and put away if caught with the phone in class, a verbal warning will be given. Upon subsequent violations, the phone will be confiscated. Course Themes: AP European History highlights three overarching themes that should receive approximately equal attention throughout the course: Intellectual and Cultural History, Political and Diplomatic History, Social and Economic History Skills: Periodization: Students will periodize European history from 1450 to the present in a variety of ways, including politics, international relations, and opportunities for women. Categories in History will be used such as political events, social changes, economic trends and intellectual and cultural movements. Such categories and periods will show overlapping or parallel timing of each other. Students will date transitions and cite reasons for their choices. Art Movements will be categorized into Renaissance, Baroque, Neoclassical, Romantic, Impressionist, and Modern both in the beginning of and the end of each and the characteristics of each. Time Lines will be used to visualize the chunks of History. After periodization, analysis will begin of the periods and further DBQ s will be added to the analysis. Causality and Multiple Causality: Students will understand the distant (preconditions), intermediate (precipitants) and immediate (triggers) causes of events. In addition, students will cite differences of explanations by various historians in their analysis. Analysis writing will be used to teach this skill. Historical Phenomena and Experiences: Students will define important historical phenomena and experiences and explain their meanings. In addition, the students will apply and compare their definitions with other historical experiences and events. Sample FRQ s will be given to teach this skill. Point of View (POV): 2

3 Students will read and interpret primary and secondary sources for point of view. AAPARTs and SOAPS formats will be used in assisting with the point of view. In addition, the students will compare various sources and determine the bias of each which will lead to grouping skills. A Venn Diagram approach will be used for grouping. Differences in Experience: Students will learn and write about the events in relation to various groups i.e. gender roles, race and societal class. Comparative primary and secondary sources will be used for analysis. Development or Construction of Identity: Self Identity of members in classes, communities, religions and other categories from changes of time and place will be discussed and written in the context of FRQs. Primary and secondary sources will be grouped in a various ways included but not limited to: Class, nationality and/or gender of author; similar ideology, opposing ideology; type of document and time period; recognize bias and interpret author s point of view; analyze various sources as examples: diaries, private letters, experts in field, government reports, etc.; discuss, debate or write effectively your findings; expand analysis and details for expanded core on Essays and DBQs AP Exam: Friday, May 8th, 2015 Afternoon The AP exam is 3 hours and 5 minutes in length. It consists of a 55-minute multiple-choice section and a 130-minute free-response section. The multiple-choice section consists of 80 questions designed to measure the student s knowledge of European history from the High Renaissance to the present. Approximately one-half of the questions deal with the period from 1450 to the French Revolutionary and Napoleonic era and one-half from the French Revolutionary and Napoleonic era to the present. The questions covering the nineteenth century and the twentieth century are divided evenly (approximately 25 percent of the total number of questions for each century). Approximately one-third of the questions focus on cultural and intellectual themes, one-third on political and diplomatic themes, and one-third on social and economic themes. Many questions draw on knowledge of more than one chronological period or theme. Students are not expected to be familiar with all the material covered. Course Format: This course will be largely based on discussion. Your analysis and inquiry of the assigned readings will be a crucial element of our success. Class sessions will not be based around a review of the materials assigned, but rather will be based around a deeper discussion and interpretation of the read material. It is thus vital to complete the reading assignments in a prompt fashion as to allow for your effective participation in class. Grading and Exam Format (per semester) Tests 40% Quizzes 15% Written Work 30% Projects 15% The grade for the Semester will consist of the following: 40% First Quarter grade + 40% Second Quarter grade + 20% Semester Final Exam. 3

4 Grading Scale A+ = % A = 93-96% A- = 90-92% B+ = 87-89% B = 83-86% B- = 80-82% C+ = 77-79% C = 73-76% C- = 70-72% D+ = 67-69% D = 63-66% D- = 60-62% F = 59 and below Tests and Quizzes: Multiple Choice questions conform to the standard AP format of 5 answer options, and you will learn and be assessed by Document Based Questions (DBQs) and Free Response Questions (FRQs). School Policies: You will be responsible for following the policies as outlined in the student handbook including the tardy policy. Any electronic device seen or used in class will be confiscated. If you have questions, please ask. Plagiarism is defined as the use of another s words or ideas and the presentation of them as though they are entirely one s own. Acts of plagiarism include but are not limited to using words or ideas from a published source without proper documentation; using the work of another student (e.g., copying another student s homework, composition or project); using excessive editing suggestions of another student, teacher, parent, or paid editor. Cheating/ Plagiarism: Cheating and plagiarism constitute an effort to deceive me and to cheat your peers who are working hard. As such, I have a zero tolerance policy in regards to cheating and plagiarism, and ANY form of cheating or plagiarism will result in a zero on said assignment with the possibility of further consequences. Keep in mind, if I get two papers where plagiarism is apparent, then BOTH students will receive zeroes. Recovery Policy: Grade recovery opportunities will be allowed if a student's performance indicates a significant decline in achievement or a failing cumulative average. Students are responsible for contacting the teacher concerning recovery opportunities. Teachers will establish a reasonable time for recovery work to be completed. Recovery is not for the student who has been failing for many weeks, then wishes to recover during the final days of a course. Students must complete all required work before recovery can be initiated. If a student has any "zeros" then he/she is not eligible for recovery until such assignments are complete (if the student is eligible to complete the assignment).*teachers will determine when and how students with extenuating circumstances may improve their grades.* but students must initiate the discussion. Makeup Work: Generally you have the amount of days absent to complete the assignment. For example, if you are absent two days and have missed something, you will have two days upon your return to complete it. This policy does not apply in the case of long term due dates. For example, if I have told you that a take home essay is due on a certain date, I require that it be turned in on the due date, absent or not. It is YOUR responsibility to approach the teacher for missed work on the day of your return and to make up tests and quizzes. Always check the calendar on the web page. LATE WORK: Department and School policies: Late work: For every day late, 10% of maximum points possible will be deducted from earned grade for a maximum of 5 school days. On the 6 th day the grade is a 0. Student Performance: Students who take this course should realize that AP courses are taught and graded at the college level; they significantly exceed the demands and expectations for typical high school courses. But the class is truly manageable, and I am aware that you have other classes and extracurricular responsibilities. 4

5 Reading: There is NO substitute for reading. This cannot be overstated. Reading assignments should always be completed for the following day. All studies show that truly talented and gifted students read and read well. And the one single ingredient to remedy low grades and low performance is to read. Other aspects of preparation enhance learning and understanding, but a student MUST read to be prepared. You cannot read too much. Writing: The writing process takes practice and considerable attention to the details of the formula the College Board has laid out in their rubrics. Students will learn three different types of essays. National test requires students to write one of each essay. It is possible to get a 3 on the final AP exam just by answering the three essays in an orderly manner accompanied with a mastery of content (that is, with a 0 on the multiple choice). Extra Help: Students, if you have a personal question or concern, please come by before or after school, or me. I will help you as much as is possible. Don t leave problems unresolved. Also Right at the beginning of the year you need to form a study group with some other people in AP World. They don t need to be people in your class. Habits of Mind: The AP World History course addresses habits of mind in two categories (1) those addressed by any rigorous history course, and (2) those addressed by a world history course. Four habits of mind are in the first category: constructing and evaluating arguments: using evidence to make plausible arguments using documents and other primary data: developing the skills necessary to analyze point of view and context, and to understand and interpret information assessing continuity ad change over time and over different world regions understanding diversity of interpretation through analysis of context, point of view and frame of reference Five habits of mind are in the second category: seeing global patterns and processes over time and space while connecting local developments to global ones comparing within and among societies, including comparing societies reactions to global processes considering human commonalities and differences exploring claims of universal standards in relation to culturally diverse ideas exploring the persistent relevance of world history to contemporary developments Final Words: For the majority of you (students), this is your first exposure to Advanced Placement expectations. This is a rigorous course requiring you to learn and put into practice college level analysis. If you are to be successful in the course work and on the May exam, you must commit the necessary effort. I will teach you the writing and analytical tools to be successful. You must supply the patience, time, and dedication. Summary of Topics and Course Breakdown: **Note that these topics are subject to some changes depending on the availability of time and their importance. First Quarter: DBQ Choices: The Calamitous 14c, The Protestant Reformation, The Catholic Church. Quarter Paper: Interpretive Biography or Social History [C4] 5

6 Primary source readings including: Burkhardt, Castiglione, Macchivelli, Cellini, Luther, Calvin, Council of Trent, Charles V, Henry VIII, Elizabeth I, Bossuet, Bodin, James I, Louis XIV, Laws of Peter the Great. Visual sources: maps, charts, graphs, and images from Sherman anthology and online sources [C3] Historiography reading: Historians essays from Sherman on a theme from this unit. [C2] Art Days lecture and slide show: Italian Renaissance, Northern Renaissance, Mannerism. [C3] Unit 1: The Urban Economy and the Consolidation of States (Chambers Chap. 10) Cities, Trade, and Commerce Monarchies and the Development of Representative Institutions Government in the East The Papacy and the Church Learning and Literature Unit 2: Breakdown and Renewal in an Age of Plague (Chambers Chap. 11) Population Catastrophes Economic Depression and Recovery Popular Unrest Challenges to the Governments The Fall of Byzantium and the Ottoman Empire Unit 3: Tradition and Change in European Culture (Chambers Chap. 12) The New Learning: Humanism Art and Artists in the Italian Renaissance The Culture of the North Scholastic Philosophy and Religious Thought The State of Christendom Unit 4: Reformations in Religion (Chambers Chap. 13) Piety and Dissent The Lutheran Reformation The Spread of Protestantism The Catholic Revival Unit 5: Economic Expansion and a New Politics (Chambers Chap. 14) Expansion at Home Expansion Overseas The Centralization of Political Power The Splintered States The New Statecraft Unit 6: War and Crisis (Chambers Chap. 15) Rivalry and War in the Age of Philip II From Unbounded War to International Crisis The Military Revolution Revolution in England Revolts in France and Spain Political Change in an Age of Crisis Second Quarter DBQ Choices: Absolutism, The Enlightenment, The French Revolution, Napoleon Quarter Paper: Social History or Interpretive Biography [C4] Primary source readings including: Hobbes, Locke, Rousseau, Voltaire, Paine, Wollstonecraft, Montesquieu, Beccaria, d Holbach, Goethe, Fichte. Visual sources: maps, charts, graphs, and images from Sherman anthology and online sources [C3] Historiography reading: Historians essays from Sherman on a theme from this unit. [C2] Art Days Lecture and slide show: Baroque, Neoclassicism, Romanticism. [C3] 6

7 Unit 7: Culture and Society in the Age of the Scientific Revolution (Chambers Chap. 16) Scientific Advance from Copernicus to Newton The Effects of the Discoveries The Arts and Literature Social Patterns and Popular Culture Unit 8: The Emergence of the European State System (Chambers Chap. 17) Absolutism in France Other Patterns of Absolutism Alternatives to Absolutism The International Empires Unit 9: The Wealth of Nations (Chambers Chap. 18) Demographic and Economic Growth The New Shape of Industry Innovation and Tradition in Agriculture Eighteenth-Century Empires Unit 10: The Age of Enlightenment (Chambers Chap. 19) The Enlightenment Eighteenth-Century Elite Culture Popular Culture Unit 11: The French Revolution (Chambers Chap. 20) Reform and Political Crisis 1789: The French Revolution The Reconstruction of France The Second Revolution Unit 12: The Age of Napoleon (Chambers Chap. 21) From Robespierre to Bonaparte The Napoleonic Settlement in France Napoleonic Hegemony in France Resistance to Napoleon Third Quarter DBQ Choices: Irish Potato Famine, Industrial Revolution, Marxists, Colonialism. Quarter Paper: Historians or Historiography [C4] Primary source readings including: Malthus, Smith, Riccardo, Marx and Engels, Herbert Spencer, Syllabus of Errors, Metternich, Baudelaire, Wagner, Mill, Bentham, Bismarck, Freud, Darwin. Visual Sources: maps, charts, graphs, and images from Sherman anthology and online sources [C3] Historiography reading: Historians essays from Sherman on a theme from this unit. [C2] Art Days Lecture and slide show: Romanticism, Realism, Naturalism, Symbolism, Impressionism, Postimpressionism, Cubism, Expressionism, Social Realism, and others. [C3] Unit 13: Foundations of the Nineteenth-Century: Politics and Social Change (Chambers Chap. 22) The Politics of Order The Progress of Industrialization The Social Effects Unit 14: Learning to live with Change (Chambers Chap. 23) Ideas of Change The Structure of Society The Spread of Liberal Government Unit 15: National States and National Cultures (Chambers Chap. 24) 7

8 The Revolution of 1848 The Politics of Nationalism Nineteenth-Century Culture Unit 16: Progress and Its Discontents (Chambers Chap. 25) Economic Transformations Understanding of Nature and Society The Belle Époque Attacks on Liberal Civilization Domestic Politics Unit 17: Nineteenth-Century Empires (Chambers Chap. 26) The Birth of the Liberal Empire European Expansion in the Midcentury The New Imperialism, Imperialism at Its Peak Fourth Quarter DBQ Choices: World War I, World War II, The Cold War, The European Union. Quarter Paper: Student s choice [C4] Primary source readings including: Lenin, Stalin, Count Witte, Woodrow Wilson, Hitler, Treaty of Versailles, Marshall Plan, Charles de Gaulle, Jean-Paul Sartre, Simone de Beauvoir. Visual sources: maps, charts, graphs, and images from Sherman anthology and online sources [C3] Historiography reading: Historians essays from Sherman on a theme from this unit. [C2] Art Days Lecture and slide show: Nazi exhibition of Degenerate Art, Soviet Art , Socialist Realism, modernisms, postmodernism [C3] Unit 18: World War I and the World It Created (Chambers Chap. 27) The Coming of World War The Course of the War The Peace Postwar Democracy Unit 19: The Great Twentieth-Century Crisis (Chambers Chap. 28) Two Successful Revolutions The Distinctive Culture of the Twentieth-Century The Great Depression and the Retreat from Democracy Nazi Germany and the USSR The Democracies Weak Response Unit 20: The Nightmare: World War II (Chambers Chap. 29) The Years of Axis Victory The Global War, Building on the Ruins European Recovery Unit 21: The New Europe (Chambers Chap. 30) The New Institutions o Postindustrial Society The End of an Era Contemporary Culture 8

9 AP EUROPEAN HISTORY Student Name: Period Student Signature: PLEASE SIGN BELOW THAT YOU HAVE READ AND UNDERSTAND THE SYLLABUS. Parent Signature: Parent Activities: Goals for this class: Questions? Life Aspirations: 9