mr - auburn.wednet.edu€¦ · web viewap european history 2017-2018. room 240 ....

Mr. GrenzAP European History 2017-2018. Room 240

[email protected]: Before school 7:35-8:00am/Planning period (2nd)

Advanced Placement European History is a class for dedicated , disciplined , and motivated students. You will be expected to work hard and be prepared for class every day. This is a college-level class in which you have an opportunity, if you desire, to take the AP exam to earn college credit. This syllabus will continue to help you understand both what my expectations are and how you can be a successful and positive member of this class. In AP European History, you will learn how to become effective communicators, critical thinkers, and creative and collaborative members within this class.

CLASSROOM RULES AND EXPECTATIONSTHE BIG FIVE: 1. Be Respectful (of others and your environment)

2. Be Positive3. Be Prepared4. Be Punctual5. Be a Contributor

Additionally, all AHS rules as outlined in the student handbook are in full effect.___________________________________________________________________________

GRADING POLICYGrades in this class are based on the number of points students accumulate during the semester. Grades will be based on the following criteria:

1. Tests and quizzes 2. Daily Work/Homework (Assessments)

** FYI – There is a loss of 10 points for each unexcused tardy and absence.

GRADE SCALE100-93 = A 92-90 = A- 89-88 = B+ 87-83 = B 82-80 = B- 79-78 = C+77-73 = C 72-70 = C- 69-68 = D+ 67-60 = D 59-0 = F

ABSENT/LATE WORK1. If a student has an excused absence , IT IS THE STUDENT’S RESPONSIBILITY to

get make-up work from the teacher. Not only that, it is the students’ responsibility to turn in the make-up work on time.

2. Late work : 1 Day late = -20% + # wrong2 Days late = -50% + # wrong3+ Days late = NO CREDIT

If you had an EXCUSED ABSENCE and need to turn in absent work, be sure to (1) write the word “ absent ” and (2) the date absent at the top of the make-up assignment and turn this into the “absent” work bin upon your return

1 day absent = assignment due your next day in class--2 days absent = due 2nd day back/3 days absent = due 3rd day back etc.

If this procedure is not followed by you, I will not accept your work. 3. You MAY NOT make up work from days missed due to an UNEXCUSED absence or

tardy. Students who choose to skip class will find it very difficult to pass the course.4. Get any missed lecture notes from THE TEXTBOOK. 5. If you are absent for a TEST or QUIZ, you will be expected to make it up the NEXT day

you are in class.6. Same with an assignment: If you are absent the day the assignment is due, the assignment

is due the NEXT day you are in class.Mr. Grenz’s WEBSITE

If you are absent, or misplace an assignment, you can go to my website on the school’s main web page: http://www.auburn.wednet.edu/Domain/8

The URL for my website is: http://www.auburn.wednet.edu//Domain/2217

ATTENDANCE/TARDY POLICY1. Successful students are prompt, punctual, and prepared. Arrive to class on time and be

prepared to learn. The following actions will result in a loss of 10 points per infraction: (1) Unexcused absences, (2) Unexcused tardies, (3) being sent out of the classroom, (4) sleeping during class or disrupting the learning environment (cell phones or CD/music players), (5) breaking any of the “big five” rules, (6) using inappropriate language (also, no using the “G” or “R” words in a derogatory manner!!), (7) being unprepared for class.

2. Consequences:a. Loss of 10 points & a verbal warning (tardy #1)b. Loss of 10 points & lunch detention (tardy #2, unexcused absence #1)c. Loss of 10 pts & Friday night school/in-school suspension/call home (3+ tardies,2+

unexcused absences) – or multiple lunch detentions___________________________________________________________________________

HALL PASSES Students MUST HAVE a student planner/clipboard in order to leave class. In order to leave class, you must leave your CELL PHONE WITH ME. Do your best to take care of any personal business before class (restroom, water

fountain). Additionally, hall passes will not be allowed for students who are unprepared for

class….so bring your materials and assignments. If you are leaving class, you will be required to LEAVE YOUR CELLPHONE (hand

to me before leaving) YOU WILL NOT BE ALLOWED A PASS THE FIRST OR LAST 10 MINUTES

OF THE PERIOD___________________________________________________________________________

http://www.auburn.wednet.edu//Domain/2217

http://www.auburn.wednet.edu/Domain/8

_______________________________________________________________________________________SUPPLIES/MATERIALS

Bring the following list of items daily to class: (1) Your chapter packet(2) A binder or folder in which your AP Euro materials can be stored(3) Lined notebook paper (4) A pen or pencil (5) Assignments, homework, and any associated reading currently assigned. (6) Your PLANNER_______________________________________________________________________________________

THE AP TEST THIS YEAR (Exam Format) The new exam will feature short-answer, document-based, and essay questions that ask students to demonstrate historical content knowledge and thinking skills through written responses. Multiple-choice questions will ask students to use content knowledge to analyze and interpret primary and secondary sources.

The exam will consist of four parts:

1. 55 multiple-choice questions (55 minutes, 40 percent)2. 3 short-answer questions (40 minutes, 20 percent)3. 1 document-based question (60 minutes, 25 percent)4. 1 long essay question (40 minutes, 15 percent)

The multiple-choice section will consist of 55 questions, organized into sets of three to five questions that ask students to respond to stimulus material (i.e., a primary or secondary source, including texts, images, charts, graphs, maps, etc). There are THREE kinds of essays on the AP test.

1. “Long Essay” or “Free Response (FRQ)” To provide opportunities for students to demonstrate what they know best, students will be given a choice between two comparable long essay options. As with the document-based question, student essays will require the development of a thesis or argument supported by analysis and synthesis of specific, relevant historical evidence.

2. There will also be a “Document Based Question” (DBQ). The document-based question emphasizes the ability to analyze and synthesize historical evidence, including textual, quantitative, or visual materials. The question also requires students to formulate a thesis and support it with relevant evidence.

3. Additionally, there will be THREE “Short-Answer” questions. The short-answer section will consist of four questions that require students to use historical thinking skills and content knowledge to respond to stimulus material, a historian’s argument, or a general proposition or question about European history. As in the multiple-choice section, stimulus material may consist of a primary or secondary source, including texts, images, charts, graphs, maps, etc. At least two of the four short-answer questions will include stimulus material

This year’s examDate: The exam the 2017-2018 school year will be FRIDAY MAY 18 TH 2018 AT 12 NOON

AP Address: http://www.collegeboard.com/student/testing/ap/about.htmlYou can get sample test questions, look at the testing schedule in May, specific information for all AP subjects, and answers to other AP-related questions you may have._______________________________________________________________________________________

http://www.collegeboard.com/student/testing/ap/about.html

_______________________________________________________________________________________

UNIT TESTSPlease plan ahead and study hard for the unit tests. They are difficult and are built on the national AP Euro Examination model (except on a smaller scale due to time constraints). If you are absent the day of a test, you may only take the make-up test if you have an excused absence the day of the test. Plan on taking the test your FIRST DAY BACK in class after you return. Each test will be worth 100 points.

The unit tests will cover TWO chapters and will consist of the following:1. 20 multiple choice questions (from both chapters) – 20 minutes

20 questions X 3 points each = 60 points2. One essay question (from two essay options) – 35 minutes

1 question X 40 points each = 40 points

Additionally, your most recent chapter packet will be due at this time as well.___________________________________________________________________________

QUIZZESAt the end of each chapter, you will be quizzed to make sure you have kept up on your readings and are understanding the concepts. The quizzes will usually be at the beginning of class right after the bell has rung. The quizzes consist of 5-10 multiple choice questions.

If you have an excused absence the day of a quiz, you will be required to take the quiz your next day back in class.

___________________________________________________________________________

ESSAYSAgain this is a college level class. And as is expected in college, you will be writing NUMEROUS essays. We will be working on essay construction during class constantly throughout the year. This will help tremendously in preparing for the AP exam in May and also help you become a more competent and communicative writer.

We will be focusing on THREE types of essays in this class:

1. Free Response (long) Essays (FRQ) – These are very structured with an intro paragraph, thesis statement, body paragraphs with CD’s/CM, and a conclusion paragraph2. Document Based Question Essays (DBQ) – See information above3. Short Answer Essays – See information above

________________________________________________________________________________CHAPTER PACKETS

For each chapter you will turn in a chapter packet worth 50-125 points. Each chapter packet that you turn in will consist of the following items:

1. Lecture Notes2. Chapter Vocabulary3. Chapter Reading Questions4. Chapter PSDQ’s (Primary Source Document Questions)5. PERSIA Chart (Political, Economic, Religious, Social, Intellectual, Arts/Achievements)

* You will be REQUIRED to turn in each packet at the end of the year. Do not lose the packets or else you will receive a ZERO at the end of the year on your assignment.

Consequently, you will probably not pass this class. BE RESPONSIBLE.

DO NOT GET BEHIND IN YOUR DAILY WORK. Procrastination in this class will kill you.

HOMEWORKYou will be expected to work on AP Euro EVERY NIGHT for in order to keep up with the pace of class. Don’t get behind in your assigned readings or packets. If you do fall behind, you will find it very difficult and time-consuming in order to “catch up”.

CHEATINGCheating consists of turning in work not completed by you, copying answers from another student or source…..etc. If you are caught cheating, you will receive a ZERO on that assignment/test/quiz and will be subject to appropriate disciplinary proceedings, including possible failure of this class. So the bottom line is this: DON’T DO IT!! You will be responsible for failing this class for the semester or school year. I will now explain more……..

RE-DO/RE-TAKE POLICYThis is an Advanced Placement Class and one of the goals of this class is to replicate a college-level history class as closely as possible. This being said, there are no “do-over’s” or “retakes” in college, hence there will NOT BE ANY “do-over’s” or “retakes” for your tests, quizzes, or assessments in this class. Be prepared to do your best the first time around.

VIDEO/MOVIESDuring class time, we will occasionally watch documentary-type videos and/or “Hollywood” movies which provide you with a different perspective of a particular topic we have studied. After the AP exam in May, we will be watching several movies to “decompress” after a busy year. During the movies, it is expected that you watch and listen, answer any associated video questions, and not sleep, work on other homework, or converse with other students. No rated “R” movies will be shown. However one or two “PG-13” may be shown (including an unrated NBC broadcast of Schindler’s List which does include some violence, brief nudity, and profanity). Parents may opt their child out by emailing me directly.________________________________________________________________________________

Class Procedures & Expectations – Grenz1. Turning in work

a. On time (due date) – assignment boxesb. Absent work – see me for assignments/turn in to “absent” box with date

absent and “absent” on top of front page/1 day for each day absent (excused)2. Checking out books (borrowing)3. Textbooks (pick up next week)4. Atlases, dictionaries, etc.5. Tardy sign in list – 1st tardy (warning), 2nd tardy (lunch detention & -10 pts.). 3 or

more = administrative consequences (+ detention & -10 pts. ea.)6. Sharpening pencils/leaving seat/drawing on desks7. At the end of the period, you will be dismissed by ME, from your SEAT.

Please push chairs under tables 6th period will put chairs on table

8. Art supply cabinet/grades posted9. Fire drills/earthquake/invader drills10. Picking up new assignments 11. Entry tasks12. Student planners – Leaving class/restroom/lockers (not the first or last 10

minutes of the period). Restroom = cell phone Must use YOUR planner (your name needs to be in it). Lost it? Too bad! Go to bookkeeper ($3.00)

13. Food and beverage14. In class work (on task) – social hour is lunch time, before and after school15. Fans16. The big five!!17. Phones/iPods-MP3 players/cell phones (office)18. Grenz’s website….

Auburn High SchoolAdvanced Placement European HistoryMichael GrenzSeptember, 2018

Dear Parent or Guardian:

Please take a moment to look over the information about the Advanced Placement European History class attached to this letter. I encourage you to refer to this information throughout the year (particularly the syllabus) if you have any questions or concerns about the course. I also encourage you to contact me directly if you have any questions or concerns that aren’t addressed in the handouts.

A primary objective for this class is to prepare students for the national AP European History exam offered in May. Success on this exam can earn students college credit. For this reason, the standards are high; students must demonstrate knowledge of European history as well as an ability to think and write critically about a wide range of historical topics. In order to prepare for this exam AP European history students will be expected to read and take notes on approximately 800 pages of college-level text, take approximately 30 short quizzes, nine unit tests, two comprehensive exams, write approximately 30 essays, and participate in a wide range of classroom activities over the course of the school year. It can seem a little overwhelming to students and parents at first. I assure my students that using the information provided to manage time and develop consistent work habits will result in success in this class. Every year the vast majority of AP Euro students do quite will and benefit enormously from this class. They enjoy the challenges, appreciate the rewards and pass the national exam in May. However, occasionally students do struggle. AP Euro is not a particularly good “fit” for students who struggle with getting assignments in on time and are not particularly self-motivated or organized. Please discuss with your student what undertaking an academic challenge like this represents in terms of time and energy and counsel them accordingly.

I’m looking forward to another great year and want to thank you in advance for your interest in support. Again, I encourage you to contact me if you have any questions or concerns regarding Advanced Placement European History. Please sign and return this letter.

Sincerely,

Michael Grenz

Student Name ____________________________________________________________________

Student Signature ______________________________________________ Date _______________

*Parent/Guardian Signature _______________________________________ Date _______________

*By signing this syllabus sheet, I also understand the video/movie policy stated on the previous page and my signature serves as permission for my child to watch videos/movies in AP Euro this school year. I also understand that I may “opt-out” my student from any video by emailing Mr. Grenz directly at [email protected] . I also understand that

my student will be REQUIRED to turn in each chapter packet (ch. 12-30) at the end of the year. If these are not turned in, they will retroactively receive a ZERO at the end of the year on each missing packet assignment & consequently, may not

pass this class.

mailto:[email protected]

Course Name: Advanced Placement European History

Grade Level(s): 10th Grade

Course Description: The study of European history from 1450 to the present 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 institution, 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 the AP program in 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.

The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full year introductory college courses. Students will learn to assess historical materials, their relevance to a given interpretive problem, their reliability, and their importance, and to weigh the evidence and interpretations presented in historical scholarship. This course will develop the skills necessary to arrive at conclusions on the basis of an informed judgement and to present reasons and evidence clearly and persuasively in essay format.

COURSE OUTLINE1. Recovery and Rebirth: The Age of the Renaissance

I. Meaning and Characteristics of the Italian RenaissanceII. The Making of Renaissance Society

A. Economic RecoveryB. Social Changes in the RenaissanceC. The Family in Renaissance Italy

III. The Italian States in the RenaissanceA. The Five Major StatesB. Independent City-StatesC. Warfare in ItalyD. The Birth of Modern DiplomacyE. Machiavelli and the New Statecraft

IV. The Intellectual Renaissance in ItalyA. Italian Renaissance HumanismB. Education in the RenaissanceC. Humanism and HistoryD. The Impact of Printing

V. The Artistic RenaissanceA. Art in the Early Renaissance B. The Artistic High RenaissanceC. The Artist and Social StatusD. The Northern Artistic RenaissanceE. Music in the Renaissance

VI. The European State in the RenaissanceA. The Growth of the French MonarchyB. England: Civil War and a New MonarchyC. The Unification of SpainD. The Holy Roman Empire: The Success of the HabsburgsE. The Struggle for Strong Monarchy in Eastern EuropeF. The Ottoman Turks and the End of the Byzantine Empire

VII. The Church in the RenaissanceA. The Problems of Heresy and ReformB. The Renaissance Papacy

2. Reformation and Religious Warfare in the Sixteenth CenturyI. Prelude to Reformation

A. Christian or Northern Renaissance HumanismB. Church and Religion on the Eve of the Reformation

II. Martin Luther and the Reformation in GermanyA. The Early Luther B. The Rise of LutheranismC. Church and StateD. Germany and the Reformation: Religion and Politics

III. The Spread of the Protestant ReformationA. Lutheranism in ScandinaviaB. The Zwinglian ReformationC. The Radical Reformation: The AnabaptistsD. The Reformation in EnglandE. John Calvin and Calvinism

IV. The Social Impact of the Protestant ReformationA. The FamilyB. Education in the ReformationC. Religious Practices and Popular Culture

V. The Catholic ReformationA. Revival of the Old OrdersB. The Society of JesusC. A Revived PapacyD. The Council of Trent

VI. Politics and the Wars of Religion in the Sixteenth CenturyA. The French Wars of Religion (1562-1598)B. Philip II and the Cause of Militant CatholicismC. The Revolt of the NetherlandsD. The England of Elizabeth

3. Europe and the New World: New Encounters, 1500-1800I. On the Brink of a New World

A. The MotivesB. The Means

II. New Horizons: The Portuguese and Spanish EmpiresA. The Development of a Portuguese Maritime EmpireB. Voyages to the New WorldC. The Spanish Empire in the New World

III. New Rivals On the World StageA. Africa: The Slave TradeB. The West in Southeast AsiaC. The French and British in IndiaD. ChinaE. JapanF. The Americas

IV. Toward a World EconomyA. Economic Conditions in the Sixteenth CenturyB. The Growth of Commercial CapitalismC. MercantilismD. Overseas Trade and Colonies: Movement Toward Globalization

V. The Impact of European ExpansionA. The ConqueredB. The Conquerors

4. State Building and the Search for Order in the Seventeenth CenturyI. Social Crises, War, and Rebellions

A. The Witchcraft CrazeB. The Thirty Years’ WarC. A Military Revolution?D. Rebellions

II. The Practice of Absolutism: Western EuropeA. Absolute Monarchy in France B. The Reign of Louis XIV (1643-1715)C. The Decline of Spain

III. Absolutism in Central, Eastern, and Northern EuropeA. The German StatesB. Italy: From Spanish to Austrian RuleC. Russia: From Fledgling Principality to Major PowerD. The Great Northern StatesE. The Ottoman EmpireF. The Limits of Absolutism

IV. Limited Monarchy and RepublicsA. The Weakness of the Polish MonarchyB. The Golden Age of the Dutch RepublicC. England and the Emergence of Constitutional Monarchy

V. The Flourishing of European CultureA. The Changing Faces of ArtB. A Wondrous Age of Theater

5. The Scientific Revolution and the Emergence of Modern ScienceI. Background to the Scientific Revolution

A. Ancient Authors and Renaissance ArtistsB. Technological Innovations and MathematicsC. Renaissance Magic

II. Toward a New Heaven: A Revolution in AstronomyA. CopernicusB. Brahe C. KeplerD. GalileoE. Newton

III. Advances in Medicine and ChemistryA. ParacelsusB. VesaliusC. William HarveyD. Chemistry

IV. Women in the Origins of Modern ScienceA. Margaret CavendishB. Maria MerianC. Maria WinkelmannD. Debates on the Nature of Women

V. Toward a New Earth: Descartes, Rationalism, and a New View of HumankindVI. The Scientific Method and the Spread of Scientific Knowledge

A. The Scientific Method B. Spread of Scientific Knowledge

VII. Science and Religion in the Seventeenth CenturyA. SpinozaB. Pascal

6. The Eighteenth Century: An Age of EnlightenmentI. The Enlightenment

A. The Paths to EnlightenmentB. The Philosophes and Their IdeasC. The Social Environment of the Philosophes

II. Culture and Society in the EnlightenmentA. Innovations in Art, Music, and LiteratureB. The High Culture of the Eighteenth CenturyC. Crime and PunishmentD. The World of MedicineE. Popular Culture

III. Religion and the ChurchesA. The Institutional ChurchB. Popular Religion in the Eighteenth Century

7. European States, International Wars, and Social ChangeI. The European States

A. Enlightened Absolutism?B. The Atlantic Seaboard StatesC. Absolutism in Central and Eastern EuropeD. The Mediterranean WorldE. The Scandinavian StatesF. Enlightened Absolutism Revisited

II. Wars and DiplomacyA. The War of the Austrian Succession (1740-1748)B. The Seven Years War (1756-1763)C. European Armies and Warfare

III. Economic Expansion and Social ChangeA. Growth of the European PopulationB. Family, Marriage, and Birthrate PatternsC. An Agricultural Revolution?D. New Methods of FinanceE. European Industry

IV. The Social Order of the Eighteenth CenturyA. The PeasantsB. The NobilityC. The Inhabitants of Towns and Cities

8. A Revolution in Politics: The Era of the French Revolution and NapoleonI. The Beginnings of the Revolutionary Era: The American Revolution

A. The War for IndependenceB. Forming a New NationC. The Impact of the American Revolution on Europe

II. Background to the French RevolutionA. Social Structure of the Old RegimeB. Other Problems Facing the French Monarchy

III. The French RevolutionA. From Estates-General to a National AssemblyB. Destruction of the Old RegimeC. The Radical RevolutionD. Reaction and the Directory

IV. The Age of NapoleonA. The Rise of NapoleonB. The Domestic Policies of Emperor NapoleonC. Napoleon’s Empire and the European Response

9. The Industrial Revolution and its Impact on European SocietyI. The Industrial Revolution in Great Britain

A. OriginsB. Technological Changes and New Forms of Industrial OrganizationC. Britain’s Great Exhibition of 1851

II. The Spread of IndustrializationA. Limitations to IndustrializationB. Centers of Continental IndustrializationC. The Industrial Revolution in the United StatesD. Limiting the Spread of Industrialization to the Nonindustrialized World

III. The Social Impact of the Industrial RevolutionA. Population GrowthB. The Growth of CitiesC. New Social Classes: The Industrial Middle Class D. New Social Classes: Workers in the Industrial AgeE. Standards of LivingF. Efforts at Change: The WorkersG. Efforts at Change: Reformers and Government

10. Reaction, Revolution, and Romanticism, 1815-1850I. The Conservative Order (1815-1830)

A. The Peace SettlementB. The Ideology of ConservatismC. Conservative Domination: The Concert of Europe D. Conservative Domination: The European States

II. Ideologies of ChangeA. LiberalismB. NationalismC. Early Socialism

III. Revolution and Reform (1830-1850)A. Another French RevolutionB. Revolutionary Outbursts in Belgium, Poland, and ItalyC. Reform in Great BritainD. The Revolutions of 1848E. The Maturing of the United States

IV. The Emergence of an Ordered SocietyA. New Police ForcesB. Prison Reform

V. Culture in an Age of Reaction and Revolution: The Mood of RomanticismA. The Characteristics of RomanticismB. Romantic Poets C. Romanticism in Art D. Romanticism in MusicE. The Revival of Religion in the Age of Romanticism

11. An Age of Nationalism and Realism, 1850-1871I. The France of Napoleon III

A. Louis Napoleon: Toward the Second EmpireB. The Second Napoleonic EmpireC. Foreign Policy: The Mexican AdventureD. Foreign Policy: The Crimean War

II. National Unification: Italy and GermanyA. The Unification of Italy B. The Unification of Germany

III. Nation Building and Reform: The National State in the Mid-CenturyA. The Austrian Empire: Toward a Dual MonarchyB. Imperial RussiaC. Great Britain: The Victorian AgeD. The United States: Slavery and War E. The Emergence of a Canadian Nation

IV. Industrialization and the Marxist ResponseA. Industrialization on the ContinentB. Marx and Marxism

V. Science and Culture in an Age of RealismA. A New Age of ScienceB. Charles Darwin and the Theory of Organic EvolutionC. A Revolution in Health CareD. Science and the Study of SocietyE. Realism in Literature F. Realism in ArtG. Music: The Twilight of Romanticism

12. Mass Society in an “Age of Progress”, 1871-1894I. The Growth of Industrial Prosperity

A. New ProductsB. New MarketsC. New Patterns in an Industrial EconomyD. Women and Work: New Job Opportunities E. Organizing the Working Classes

II. The Emergence of Mass SocietyA. Population GrowthB. EmigrationC. Transformation of the Urban EnvironmentD. Social Structure of Mass SocietyE. The “Woman Question”: The Role of WomenF. Education in the Mass SocietyG. Mass Leisure

III. The National StateA. Western Europe: The Growth of Political DemocracyB. Central and Eastern Europe: Persistence of the Old Order

13. An Age of Modernity, Anxiety, and Imperialism, 1894-1914I. Toward the Modern Consciousness: Intellectual and Cultural Developments

A. Developments in the Sciences: The Emergence of a New PhysicsB. Toward a New Understanding of the IrrationalC. Sigmund Freud and PsychoanalysisD. The Impact of DarwinE. The Attack on ChristianityF. The Culture of Modernity: LiteratureG. Modernism in the ArtsH. Modernism in Music

II. Politics: New Directions and New UncertaintiesA. The Movement for Women’s RightsB. Jews within the European Nation-StateC. The Transformation of Liberalism: Great Britain and ItalyD. France: Travails of the Third Republic E. Growing Tensions in GermanyF. Austria-Hungary: The Problem of the Nationalities G. Industrialization and Revolution in Imperial RussiaH. The Rise of the United StatesI. The Growth of Canada

III. The New ImperialismA. Causes of the New ImperialismB. The Scramble for AfricaC. Imperialism in AsiaD. Responses to ImperialismE. Results of the New Imperialism

IV. International Rivalry and the Coming of WarA. The Bismarckian SystemB. New Directions and New Crises

14. The Beginning of the Twentieth-Century Crisis: War and RevolutionI. The Road to World War I

A. Nationalism B. Internal DissentC. MilitarismD. The Outbreak of War: The Summer of 1914

II. The WarA. 1914-1915: Illusions and StalemateB. 1916-1917: The Great SlaughterC. The Widening of the WarD. A New Kind of WarfareE. The Home Front: The Impact of Total War

III. War and RevolutionA. The Russian RevolutionB. The Last Year of the WarC. Revolutionary Upheavals in Germany and Austria-Hungary

IV. The Peace SettlementA. Peace AimsB. The Treaty of VersaillesC. The Other Peace Treaties

15. The Futile Search For a New Stability: Europe Between the Wars, 1919-1939I. An Uncertain Peace: The Search for Security

A. The French Policy of Coercion (1919-1924)B. The Hopeful Years (1924-1929)C. The Great Depression

II. The Democratic StatesA. Great BritainB. FranceC. The Scandinavian ExampleD. The United StatesE. European States and the World: The Colonial Empire

III. Retreat from Democracy: The Authoritarian and Totalitarian StatesA. Fascist ItalyB. Hitler and Nazi GermanyC. The Soviet UnionD. Authoritarianism in Eastern EuropeE. Dictatorship in the Iberian Peninsula

IV. The Expansion of Mass Culture and Mass LeisureA. Radio and MoviesB. Mass Leisure

V. Cultural and Intellectual Trends in the Interwar YearsA. Nightmares and New Visions: Art and MusicB. The Search for the Unconscious in LiteratureC. The Unconscious in Psychology: Carl JungD. The “Heroic Age of Physics”

16. The Deepening of the European Crisis: World War III. Prelude to War (1933-1939)

A. The Role of HitlerB. The “Diplomatic Revolution” (1933-1936)C. The Path to War in Europe (1937-1939)D. The Path to War in Asia

II. The Course of World War IIA. Victory and StalemateB. The War in AsiaC. The Turning Point of the War (1942-1943)D. The Last Years of the War

III. The New OrderA. The Nazi EmpireB. Resistance MovementsC. The HolocaustD. The New Order in Asia

IV. The Home FrontA. The Mobilization of PeoplesB. Frontline Civilians: The Bombing of Cities

V. Aftermath of the War: Cold WarA. The Conference at TehranB. Intensifying DifferencesC. The Emergence of the Cold War

17. Cold War and a New Western World, 1945-1970I. Development of the Cold War

A. Confrontation of the SuperpowersB. Globalization of the Cold War

II. Europe and the World: DecolonizationA. Africa: The Struggle for IndependenceB. Conflict in The Middle EastC. Asia: Nationalism and CommunismD. Decolonization and Cold War Rivalries

III. Recovery and Renewal in EuropeA. The Soviet Union: From Stalin to KhrushchevB. Eastern Europe: Behind the Iron CurtainC. Western Europe: The Revival of Democracy and the EconomyD. Western Europe: The Move toward Unity

IV. The United States and Canada: A New EraA. American Politics and Society in the 1950sB. Decade of Upheaval: America in the 1960sC. The Development of Canada

V. Postwar Society and Culture in the Western WorldA. The Structure of European Society B. Creation of the Welfare StateC. Women in the Postwar Western WorldD. The Permissive SocietyE. Education and Student RevoltF. Postwar Art and LiteratureG. The Philosophical Dilemma: Existentialism H. The Explosion of Popular Culture

18. The Contemporary Western World, Since 1970I. Toward a New Western Order

A. The Revolutionary Era in the Soviet UnionB. Eastern Europe: The Revolutions of 1989 and the Collapse of the Communist OrderC. The Reunification of GermanyD. The Disintegration of YugoslaviaE. Western Europe: The Winds of ChangeF. The Unification of EuropeG. The United States: Turmoil, Tranquility, and TerrorismH. Contemporary Canada

III. After the Cold War: New World Order or Age of Terrorism?A. The End of the Cold WarB. An Age of Terrorism?C. Terrorist Attack on the United StatesD. The West and Islam

IV. New Directions and New Problems in Western SocietyA. Transformation in Women’s LivesB. Guest Workers and ImmigrantsC. The Environment and the Green Movements

V. Western Culture TodayA. Postmodern ThoughtB. Trends in Art, Literature, and MusicC. Varieties of Religious LifeD. The World of Science and Technology E. Popular Culture: Image and Globalization

VI. Toward a Global Civilization____________________________________________________________________________________________________________________

Course Units:I. Renaissance and ReformationII. Exploration and AbsolutismIII. Scientific Revolution and EnlightenmentIV. Eighteenth Century politics and Social Change and the French RevolutionV. Industrial Revolution and Reaction, Revolution, and RomanticismVI. Nationalism, Realism, and Mass Society 1850-1894VII. Modernity, Imperialism and World War IVIII. Between the Wars and World War IIIX. Cold War and the Contemporary World since 1973

Course Name: AP European HistoryGrade Level(s): 10

Unit I: Renaissance and ReformationUnit Length: 2-3 WeeksUnit Goals: Understand the Renaissance and Reformation

Components Learning Outcomes EALRs GLEsAnalytical, logical, and creative thinking skills Assessments

A. Renaissance Meaning and Characteristics of the Italian

Renaissance The Making of Renaissance Society The Italian States in the Renaissance The Intellectual Renaissance in Italy The Artistic Renaissance The European State in the Renaissance The Church in the Renaissance

Be able to describe the social changes that characterize Renaissance life, particularly alterations in the economic system, class structure, and family life.

Explain the historical events that led to Machiavelli’s theories of statecraft and how his theories differed from the published works of political theorists before him.

Define Renaissance humanism and show how it reached into all branches of edition, politics, learning, and into the arts.

Describe the new forms of art and architecture the Renaissance introduced and sustained, from the early works of Masaccio through those of Raphael.

Detail the character of the Renaissance Papacy and Church, how it developed skills of survival in a difficult era and how its practices made it vulnerable to attack by reformers.

Civics:4.4.33.3.1Economics:1.1.13.3.13.3.2History:1.1.11.1.21.1.32.2.12.2.2Geography:1.1.12.2.23.3.3

Requirements for this course meet the national College Board Standards for Reading and Writing

Thinking Skills (used through the semester) Compare & contrast Sequencing Cause & effect Summarize Finding evidence Point of view-bias Integrate information

from various sources to form conclusions

Media Literacy

Multiple Choice Tests &College Board Style Essays with rubrics specifically set by the College Board

B. Reformation Prelude to Reformation Martin Luther and the reformation in

Germany The Spread of the Protestant Reformation The Social Impact of the protestant

Reformation The Catholic Reformation Politics and the Wars of Religion in the

16th century

Be able to describe the status and character of the Catholic Church just prior to the outbreak of the Reformation, and show how such things contributed to the breakup of Christianity.

Outline the major points of contention between Martin Luther and the Church, and show why they did not find a way to compromise and avoid schism.

Discuss the various forms Protestantism took and how these groups became dominant in various parts of Europe.

Examine the social and economic impact of the Reformation and Protestantism on the continent of Europe.

Describe the Catholic Reformation, show how it responded to Protestant criticism, and how it created the modern Catholic Church.

*Unit one box “A” contains the GLE’s that are found throughout course


Unit II: Exploration and AbsolutismUnit Length: 2-3 WeeksUnit Goals: Understand Exploration, colony building, and Absolutism and their impact on European political history.


A. Exploration On the Brink of a New World New Horizons: The Portuguese and Spanish

Empires New Rivals on the World Stage Toward a World Economy The Impact of European Expansion

Be able to explain the motives that fueled Europe’s early modern overseas exploration and expansion and the new technologies that made it possible.

Describe the way the Portuguese were able to establish an overseas empire and the way it functioned.

Describe the creation and characteristics of the Spanish Empire in the Americas.

Discuss the economic philosophies that dominated Europe and the way they affected the world economy Europeans established.

Explain the religious, social, and economic effects of European conquests around the globe on both the conquerors and those they conquered.

Civics:1.1.32.2.22.2.33.3.14.4.1Economics:1.1.11.1.22.2.12.2.22.2.33.3.13.3.2History:1.1.11.1.21.1.32.2.12.2.2Geography:1.1.13.3.3

* Compare & contrast Sequencing Cause & effect Summarize Finding evidence Point of view-bias Integrate information


Media Literacy

Multiple Choice Tests &College Board Style Essays with rubrics specifically set by the College Board.

B. Absolutism Social crises, War, and Rebellions The practice of Absolutism: Western Europe Absolutism in Central, Eastern and Northern

Europe Limited Monarchy and Republics The Flourishing of European culture

Be able to analyze the causes and consequences of the witchcraft craze of the seventeenth century.

Describe the absolute monarchy of France, how it was established, how it functioned, and its effects on the nation.

Trace the rise of Russia to its status as a world power, giving particular attention to the life and work of Peter Romanov.

Examine the experience of the English monarchy in the seventeenth century, and show how it survived its rocky road.

Explain why the seventeenth century saw such a flowering of culture, particularly in art and literature, and discuss the achievements of its finest figures.

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Unit III: Scientific Revolution and EnlightenmentUnit Length: 2-3 WeeksUnit Goals: Understand the purpose of the Scientific Revolution and the Enlightenment and their impact on European Intellectual History.


A. Scientific Revolution Background to the Scientific Revolution Toward a New heaven: A revolution in

Astronomy Advances in medicine and chemistry Women in the origins of modern science Toward a new earth: Descartes, rationalism,

and a new view of humankind The Scientific Method and the spread of

scientific knowledge

Be able to trace the development of the science of astronomy from the work of Copernicus through that of Kepler, Galileo, and Newton.

Trace the development of the science of medicine from its early, primitive day through the discoveries of Paracelsus, Vesalius, and Harvey.

Explain the role that women played in the early years of modern science, recalling the obstacles that faced them.

Describe the competition between science and religion in the seventeenth century, and account for their inability to find common ground as Pascal longed to see.

Discuss the new scientific method of learning, the role of the scientific societies on its growth and influence, and the impact it had on European society.

Civics:1.1.32.2.1Economics:1.1.1History:1.1.11.1.21.1.32.2.12.2.22.2.3Geography:3.3.3



Media Literacy


B. Enlightenment The Enlightenment Culture and society in the Enlightenment Religion and the churches

Be able to discuss the ideas and trends that formed the foundation for the Enlightenment.

Outline the assumptions and contributions to historical and human development of the philosophes.

Describe eighteenth century innovations in the visual arts, music, literature, and the writing of history.

Trace the changing attitudes toward social development, particularly crime and punishment, during the Age of Enlightenment.

Examine the attitude toward religion, both established churches and popular piety, of people great and small during the Enlightenment period.

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Unit IV: The Eighteenth Century politics and Social Change and the French RevolutionUnit Length: 2-3 WeeksUnit Goals: Understand the 18th century and the French Revolution and their impact on Political History.


A. 18th Century The European States Wars and Diplomacy Economic Expansion and social change The social order of the 18th century

Be able to compare and contrast the development of royal power in France and England during the eighteenth century and how this development affected each nation’s future.

Explain the reasons for the War of the Austrian Succession and how it reflected international relations on the European continent in the eighteenth century.

Discuss trends in marriage, birthrates, and family life across the continent during the eighteenth century.

Examine the new developments in industry and trade during the century, and show how they prepared the way for the modern era.

Compare and contrast the lives of peasants, the nobility, and town and city dwellers during the century.

Civics:1.1.1, 1.1.22.2.2, 2.2.33.3.1, 3.3.24.4.1, 4.4.3Economics:1.1.11.1.22.2.12.2.22.2.43.3.13.3.2History:1.1.11.1.21.1.32.2.12.2.2Geography:3.3.13.3.23.3.3



Media Literacy


B. French Revolution The beginning of the Revolutionary Era: The

American Revolution Background to the French Revolution The French Revolution The Age of Napoleon

Be able to discuss objectively the causes and consequences of the American War for Independence.

Explain why and how the French Old Regime was destroyed and the consequences for subsequent European history.

Examine the reasons why the French Revolution turned radical and violent and how this affected the career of Napoleon.

Trace the rise of Napoleon and how he restructured France as he redirected the energies of the revolution.

Recount the way Napoleon created his empire, why it did not last, and its effects on nations outside France.

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Unit V: Industrial Revolution and Reaction, Revolution, and RomanticismUnit Length: 2-3 WeeksUnit Goals: Understand the Industrial Revolution and the politics and art of 1815-1830 and their impact on the development of European economic and political history.


A. Industrial Revolution The Industrial Revolution in Great Britain The Spread of Industrialization The social Impact of the Industrial Revolution

Be able to explain why Britain was the first nation to be industrialized and how it was accomplished.

Trace the spread of the industrial revolution onto the continent of Europe and to the United States and show how it differed from country to country.

Explain how industrialization affected population growth and life in cities.

Describe the effect industrialization had on class structures and the new ways of life for each of the new classes.

Outline the various plans of reform offered by people concerned with the working and living conditions of urban laborers and what happened to each plan.

Civics:1.1.3, 2.2.23.3.13.3.2Economics:1.1.22.2.12.2.22.2.32.2.43.3.13.3.2History:1.1.11.1.21.1.32.2.12.2.2Geography:1.1.13.3.1



Media Literacy


B. Reaction, Revolution, and Romanticism, 1815-1830 The Conservative Order The Ideologies of Change Revolution and Reform The Emergence of an Ordered Society Romanticism

Be able to discuss the order which the victorious powers imposed upon post-Napoleonic Europe and why it was so successful for such a long period of time.

Describe the way the major powers dealt with liberal and nationalistic uprisings in various parts of the continent during the nineteenth century.

List the primary tenets of the liberalism that challenged the conservative establishment throughout the century, and determine how successful it was in the challenge.

Explain the reasons for and the consequences of the revolutions that swept the continent in 1830 and 1848.

Discuss the major assumptions and characteristics of Romanticism, and show how its various representatives affected literature, music, and art.

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Unit VI: Nationalism, Realism, and Mass Society 1850-1894Unit Length: 2-3 WeeksUnit Goals: Understand the Growth of Nationalism and Mass Society and its impact on European History.


A. Nationalism and Realism, 1850-1871 The France of Napoleon III National Unification of Italy and Germany Nation Building and Reform: The National

State in mid-century Industrialization and the Marxist response Science and culture in an age of Realism

Be able to describe the rise of Louis Napoleon and explain why and how he was able to have such an influence on France at the middle of the nineteenth century.

Trace the progress of the movement to unify Italy, explaining the effects of ideology, personality, and fortune in its final success.

Trace the progress of the movement to unify Germany, explaining the effects of ideology, personality, and fortune in its final success.

Explain Karl Marx’s motives and methods as he wrote his books, and account for his certainty that he knew the future.

Describe the advances in science during the middle and later nineteenth century, and show how these advances affected European society, including culture.

Civics:1.1.32.2.23.3.13.3.2Economics:1.1.22.2.12.2.22.2.32.2.43.3.13.3.2History:1.1.11.1.21.1.32.2.12.2.2Geography:1.1.12.2.23.3.3



Media Literacy


B. The mass society in an “age of Progress” 1871-1894 The growth of Industrial Prosperity The emergence of a mass society The National State

Be able to describe the Second Industrial Revolution and show how it was different from the First Industrial Revolution.

Discuss the characteristics of the nineteenth century working class and how it related to national political parties.

Describe the way the Second Industrial Revolution changed the urban environment and thus the lives of urban dwellers.

Trace the development of education and leisure activities in the new urban environment and how these affected nineteenth century families.

Compare and contrast political developments in the western and eastern parts of the continent, and explain why they were so different.

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Unit VII: Modernity and Imperialism and World War IUnit Length: 2-3 WeeksUnit Goals: Understand the Modernity and Imperialism and World War I and their impact on Social, Economic, and Political history.


A. An age of Modernity, Anxiety, and Imperialism, 1894-1914 Intellectual and Cultural Developments Politics: new directions and new uncertainties The New Imperialism International rivalry and the coming of war

Be able to discuss the “intellectual ferment” of the late nineteenth century and the new ideas that competed for attention.

Examine the status of European Jews, why the idea of Zionism proved so appealing to many of them, and why it was not implemented.

Discuss the important political changes seen in Western Europe and the United States at the turn of the twentieth century.

Explain why Europe pursued a new imperialism toward the end of the nineteenth century and how the creation of broad empires proved so relatively easy.

Describe the international rivalries and intrigues that made it likely there would be a major war at the beginning of the twentieth century.

Civics:2.2.23.3.13.3.24.4.1Economics:1.1.12.2.12.2.32.2.43.3.13.3.2History:1.1.11.1.22.2.12.2.2Geography:1.1.11.1.22.2.12.2.23.3.13.3.3



Media Literacy


B. World War I The road to World War I The War War and Revolution The Peace Settlement

Be able to outline the conditions that made World War I probable and to explain why and how it began as it did.

Trace the most important turning points in the shifting fortunes of the various nations involved in the war.

Describe the effects total war had on the home fronts of the nations engaged on the battlefields.

Discuss and account for the differing attitudes and goals of the Big Four at Versailles, and show how the differences led to failure.

Analyze the peace treaties that ended the war, and show how they gave the world little hope that more wars could be avoided.

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Unit VIII: Between the Wars and World War IIUnit Length: 2-3 WeeksUnit Goals: Understand the interwar time period and World War II and their impact on economic and political history.


A. Europe between the wars, 1919-1939 An uncertain peace: The search for security The Democratic States Retreat from Democracy: the Authoritarian

and Totalitarian States Dictatorship in the Iberian Peninsula The expansion of Mass Culture and Mass

leisure Cultural and intellectual trends I the interwar

years

Be able to explain why Europe experienced a great depression in the 1930s and how it affected both domestic politics in the democracies and international affairs.

Give the common characteristics of the various totalitarian states that emerged between the two world wars.

Trace Adolf Hitler’s rise to power, what methods he used, what conditions made it possible for him to become Germany’s leader, and how his career affected world history.

Describe the kind of mass entertainment that attracted people between the wars and how it was used by some governments to control them.

Discuss the intellectual and cultural trends of the time between the wars, and explain both what inspired them and their influence on society.

Civics:2.2.2, 2.2.33.3.13.3.24.4.1Economics:1.1.11.1.22.2.43.3.1History:1.1.11.1.21.1.32.2.12.2.2Geography:1.1.12.2.12.2.23.3.13.3.23.3.3



Media Literacy


B. World War II Prelude to War The course of World War II The New Order The Home front Aftermath of the War: Cold War

Be able to explain Hitler’s early successes on the diplomatic front and how he was able to prepare for war without strong enough opposition from the democracies.

Trace the path to war both in Europe and in Asia, and point out the mistakes the democracies made in their treatment of Hitler.

Describe the Nazi Empire, its structure and policies, and show how Hitler’s philosophy formed and directed it, particularly the treatment of the Jews.

Show how the war affected civilian populations and how governments mobilized their people to help win the war.

Discuss the events and attitudes near the end of the war that precipitated the Cold War that followed it.

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Unit IX: Cold War and the Contemporary World since 1973Unit Length: 2-3 WeeksUnit Goals: Understand the Cold War and the Contemporary World and their impact on modern history.


A. Cold War Development of the Cold War Decolonization Recovery and Renewal in Europe The United States and Canada: A new Era Postwar Society and culture in the Western

world

Be able to trace the history of the Cold War from its inception through the attempts at détente in the early 1970s.

Explain why the European nations shed their colonies after the war, and show how decolonization affected both Europe and the parts of the world where their colonies were free.

Describe the major events in the Soviet Empire during this period, and show they affected politics in the democracies.

Discuss the emergence of the United States as a super power and how it reacted to global challenges in its new role.

Describe post war culture, and show how art, literature, philosophy, and religion both reflected and molded it.

Civics:1.1.1, 2.2.22.2.3, 3.3.13.3.2, 4.4.14.4.2, 4.4.3Economics:1.1.22.2.22.2.43.3.13.3.2History:1.1.11.1.21.1.32.2.12.2.2Geography:1.1.11.1.22.2.23.3.2, 3.3.3



Media Literacy


B. The Contemporary World since 1973 Toward a new Western order After the Cold War: New World Order or Age

of Terrorism? New Directions and new problems in Western

society Western Culture today

Be able to trace the events that shaped the latter part of the Cold War and those that brought it to an end.

Describe the way and explain why the Soviet Union dissolved into its several parts, and explain what effect this had on world affairs.

Discuss the way the former Soviet dependencies responded to their independence, and explain why some were brilliant successes while others were dismal failures.

Describe the way the western democracies have developed over the past thirty years, and show how they have responded to terrorist threats.

Discuss recent trends in culture, including the arts, the sciences, and thoughts about globalism.

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