back to homework Parish home page
08-09
AP European History
Dr. Frederick
Hotz
Parish Episcopal School
Course Description:
Taught from the interdisciplinary
perspective of intellectual history, our
AP European History
course emphasizes social, political, technological, and
cultural themes to tell
the story of the countries making present day
since 1450. It is the
story of what has been discovered and learned in all areas
of modern progress:
science, politics, art, economics, and culture.
By
following the AP course format,
students learn of changes in religious thought
and learning, scientific
and technological developments, major trends in art
and culture, shifts in
social structures, origins and consequences of
industrialization, as
well as the growth of world economic markets. Without
this
knowledge, we would lack the context for understanding the development
of
contemporary institutions, and lose the threads of continuity and change in
present-day
society and politics, and the development of current forms of artistic
expression
and intellectual discourse. To successfully complete our course,
students learn to write
and think at the university level.
Although Robert R.
Palmer’s The Making
of the Modern World is our required textbook, a
number of original
sources are utilized to complement discussion and
present a broad range of
ideas from writers, artists, architects, political
essayists, and
others.
Course Overview: In this course, students will have the
opportunity to:
· develop an appreciation for the study of history taught at
the university level
· develop an appreciation for, and understanding of, the
process of historical
inquiry and analysis by the use of texts,
original historical documents, maps, statistics,
and pictorial evidence
· develop a more hermeneutic understanding of historical
interpretation of AP themes in
European History
· improve writing, research, critical reading, and analytical
thinking skills
· develop the ability to write at the university sophomore level
· develop an understanding of present-day
modern Western ideas and traditions
. learn to use original historical documents
and interpret them effectively by
analytical evaluation, cause and effect,
compare and contrast methods of
investigation
· prepare for the A P European History exam to be given by the
College Board in
May 2007
Textbook: Robert R.
Palmer, Joel Colton, A History of the Modern World.
Publishing
Group, Ninth Edition
Primary and Secondary Sources: Numerous
primary, secondary, and excerpted sources are used throughout the course. Major works of art are also discussed and
analyzed. All sources and art works are
listed throughout the syllabus' Daily Schedule.
Course Evaluation for Each Trimester
Type of Test Percent
of final grade
--------------------------------------------------------------------------------------------------
All
tests and quizzes will conform to the A P Format and level of difficulty as
suggested
by the College Board.
All
essay questions used on trimester tests will be A P released
test
questions. All essays will be scored
on the AP 9-point rubric
included in course hand-outs 60%
All quizzes will conform to
the AP Format and level of difficulty as suggested
by the College Board. They will include original items and items
from the
Palmer A History of the
Modern World Test Bank. Daily
quizzes of AP multiple
choice format and level of
difficulty (all quizzes are accumulative). 40%
---------------------------------------------------------------------------------------------------
Course Organization:
Our course is organized around our Block schedule
of 90 minutes and divided in
three trimesters. Daily
multiple choice reading quizzes and frequent review
quizzes are given. Class
is oriented toward a lecture approach, but class
discussion is encouraged.
Students are asked to write essays in class and at-
home on topics listed in the daily schedule. DBQs are assigned to teach students
research and analytical skills. They are
to demonstrate evidence and
interpretations presented in historical
scholarship. All writing assignments
teach
students to write well-developed and
clearly focused essays. They must
exemplify in-depth analysis of the topic,
be well-organized and written.
. Each class day will be organized around reading sections from
Palmer's A
History of the Modern World and complemented by various
primary source hand
. At the end of the first and third trimester, all students
will take a final exam.
A practice AP exam will be given of a past
AP exam on a Saturday in April. All
conditions of the actual AP exam will be
simulated.
. All AP students will be expected to take
the AP exam given in May.
---------------------------------------------------------------------------------------------------
Multiple
Choice quizzes and Tests
. Multiple Choice Quizzes are given over all
the reading assignments. Typically, a
quiz is
10 to 15 questions in length, although
longer review quizzes are given for each chapter
completed of 30 questions. A Review quiz of 50 questions for each
chapter is also
given and is cumulative.
. Multiple choice quizzes will teach students
how to focus their
attention on material covered.
. Students are to develop and improve
analytical reasoning and critical thinking
skills.
. Students are to help students grow
confident in their abilities to recall the
broad scope of information that is AP U.S.
History.
Free
Response Essay Tests
Students are taught how to think through a free-response
question by learning
how to exhibit a satisfactory amount of knowledge of historical scholarship
by
presenting facts and ideas that
effectively support the interpretation presented
in the thesis statement. Students use original documents, maps,
photographs,
and political cartoons to learn to analyze
evidence and interpretations of evidence presented
in historical
scholarship. Students are also instructed
how to read and utilize maps and pictorial evidence.
DBQs
The goals of the DBQ are to teach students
to effectively write mini research papers
with the research material that is
provided to them. As in free-response
essay writing
students learn to present a sufficient
level of knowledge on the topic presented by
incorporating a substantial number of
facts and ideas presented in the thesis.
Course
Themes
During the school year course the themes
listed below are introduced in each
course unit. Through them, students are introduced to
concepts and ideas that
provide the context for documents and
evidence presented. Essay and multiple
choice questions draw upon these themes to
offer opportunities of interpretation
and analysis.
Course
Themes
History of Ideas and Cultural History
. Change
over time of theological thinking and religious institutions
. Secular
and scientific knowing
. Cultural
studies: Art and Literature
. Intellectual
and Political views
. Elite
and popular expression of culture
Political and Diplomatic History
. The
development of the modern nation state
. Political
and Economic systems: colonialism, mercantilism, imperialism, capitalism,
socialism, neo-mercantilism,
modern global political and economic framework
. Civic
and human rights
. Domestic
and foreign policies
. Treaties,
alliances, conferences, international organizations
. War
and peace
Social and Economic History
. Agricultural
and industrial development and change
. Urban
and rural population movements
. Social
hierarchy, wealth, and poverty
. Health,
medicine, and sanitation
. Markets,
resources, and consumption
. Importance
of gender, ethnicity, language, culture, custom, and history
. Advances
in technology and industrialization
------------------------------------------------------------------------------------------------------------
Course Outline
Unit 1: Early, Late
Middle Ages, and the Disaster of the Fourteenth Century
Reading Assignment: pgs 47-96
Unit 2: The Renaissance
to the Puritan Revolution in
Reading Assignment: pgs.
71-150
Unit 3: The Triumph of
Absolutism to the Formation of the Austrian Monarchy-1640s to1700s
Reading Assignment: pgs.
150-265
Unit 4: The Age of Enlightenment, the French
Revolution, and Napoleon
Reading Assignment: pgs.
295-414
Unit 5: National
Movements, the Overthrow of Napoleon (The Congress of
and Reaction versus
Progress - 1790s to 1840s
Reading Assignment: pgs.
427-550
Unit 6: European
Civilization, 1871-1914: Economy and Politics
Reading Assignment: pgs.
552-656
Unit 7: The First World War, and the Russian
Revolution
Reading Assignment: pgs.
657-800
Unit
8: The Second World War and the Cold War
Reading Assignment: pgs.
801-880
-----------------------------------------------------------------------------------------------------------
Daily
FALL TRIMESTER
Page
Numbers refer to Palmer's The Making of the Modern World
------------------------------------------------------------------------------------------------------------
August 27. . . . Introduction to Course
Art
History Lecture:
Leonardo Da Vinci’s Last Supper
1450
Unit 1:
Reading Assignments for pgs 49-96 - Early, Late Middle Ages,
and the Disaster of the Fourteenth Century - The
Renaissance
Content:
Compares the secular
civilization of the High Middle Ages to the Church
Describes changes in Monarchial rule and the crisis of
the Church
Explains the reform efforts and Gregory VII
Is there a link between lay investiture versus the
founding of the universities?
The Black Death and the Hundred Years' War, The
"Babylonian Captivity"
Petrarch, Machiavelli, Erasmus, and the purpose of
Renaissance Education
Scholasticism
The "Courtier" and Renaissance Marriages
Painters
for Popes and the Catholic Church
---------------------------------------------------------------------------------------------------------
Chapter Two: The Upheaval in Western Christendom,
1300-1560. . . . . . . .pgs. 49-98
August
29 - Quiz One
5.Disasters
of the Fourteenth Century _____ 50-55
6.The
Renaissance in
Original
Sources (Excerpted
Petrarch, "A Letter To Boccaccio” “Literary
Humanism"
Niccolo Machiavelli, The Prince,
Pico della Mirandola Oration on the Dignity of
Man
Erasmus, The Education of the Christian Prince
Secondary
Source (Excerpted
Jacob Burckhardt, The Civilization of the
Renaissance in
-------------------------------------------------------------------------------------------------------
Essay
Assignment: Learning to Compare and Contrast Ideas between Writers
Examine the excerpt from Machiavelli "The
Most Important Trait for a Ruler" and
compare Machiavelli's ruler to Pico Della
Mirandola's "The Renaissance Image of Man."
How
significantly different is Mirandola's view of “man” from Machiavelli’s view of
“prince”?
Is there a
definition of "free will in Machiavelli as there is in Mirandola?
-----------------------------------------------------------------------------------------------------------
Unit 2: Reading Assignments for pgs. 71-150
(7days) - The Renaissance
to the Puritan
Revolution in
Content:
Examine the Habsburgs
and Charles V and compare the differences to
leaders of the Protestant Reformation
How did the Peace of Augsburg affect the spread of
Calvinism in
Luther and Lutheranism compared to John Calvin and Calvinism
The Reformation in
The Protestant consolidation and its affect on the
Protestant Family
Describing the political, economic, and religious aspects
of Catholicism
and the
Counter-Reformation
The impact of the Council of Trent
Comparing and contrasting the ideas of St. Ignatius
Loyola to Philip II
The opening of the Atlantic,
The distinguishing features of the Commercial revolution
and the development
of capital and labor
Mercantilism and the changing roles of government and
education
The Disintegration and Reconstruction of
The Thirty Years' War and the Disintegration of
Peace of
September 3rd- Quiz Two
7.The
Renaissance outside of
Art
History Lecture: Comparing Northern to Southern Painting
Van Eyck, Madonna and Child Reading, Madonna
in Church, Triptych
Domenico
Veneziano, Madonna with Child and Flower, Madonna with Child
8.The
New Monarchies 73-77
Secondary
Source (Excerpted
From Renaissance Monarchy to Absolute Monarchy:
French Kings,
Nobles, and Estates, J. Russell Major Renaissance monarchs had neither
the army nor the
bureaucracy to create an Absolute monarchy; they
were strong only if they won the support
of the nobility and other vocal elements of the
population.
-------------------------------------------------------------------------------------------------------
September
5th - Quiz Three
9.The
Protestant Reformation 77-92
In-Class
Original Sources (Excerpted
Meister Eckhart, Spirituality
John Tetzel, Instructions on Selling
Indulgences
Martin Luther, Ninety-five Theses
Martin Luther, Condemnation of Peasant Revolt
In-Class
Secondary Sources: (Excerpted
Steven Ozment, The Age of Reform 1250-1550: An
Intellectual and Religious
History of Late Medieval and Reformation
---------------------------------------------------------------------------------------------------------
September 9th -
Review Quiz for Chapter 2 (Counts as Two Quizzes)
10.Catholicism
Reformed and Reorganized 93-98
In-Class
Original Sources (Excerpted
Decrees of the Council of
Art
History Lecture
Simone Martini, Christ Discovered in the
Jan Van Eyck, Madonna of Chancellor Rolin,
1433
Raphael, Lady with a Unicorn, 1505
Raphael,
In-Class
Secondary Sources: (Excerpted
Erasmus of the
----------------------------------------------------------------------------------------------------------
Chapter Three: Economic Renewal And War Of Religion 1560-1648
.. . . . pgs. 99-143
September
11-Quiz Four
11. The
Opening of the Atlantic 99-106
In-Class
Original Sources: Excerpted
Thomas Moore Utopia, Francis Bacon The
New Atlantis, Campanella,
City in the Sun, Thomas Hobbes Leviathan
12. The
Commercial Revolution 106-114
-----------------------------------------------------------------------------------------------------------
September
15-Quiz Five
13. Changing
Social Structures 114-120
Art
History Lecture
Jan Van Eyck Arnolfini Wedding, 1434
Pieter Bruegel the Elder, Dulle Griet
Original
Sources:
Anna Maria van Schurman, Letters to Andre Rivet,
1632, Letters to Princess
Elisabeth of the
-----------------------------------------------------------------------------------------------------------
September
17 – Quiz Six
14. The
Wars of Catholic
In-Class
Original Sources (Excerpted
Teresa of
Art
History Lecture
Berini, St, Teresa in Ecstasy, 1645
----------------------------------------------------------------------------------------------------------
September
19-Quiz Seven
15. The
Disintegration and Reconstruction of
16. The Thirty Years’ War, 1618-164