advanced placement european history · web viewcreate a list of characteristics for each of the...

ADVANCED PLACEMENT EUROPEAN HISTORYLYNWOOD HIGH SCHOOL * 2016-2017

Teacher: Mrs. Talavera Room: 6202 Phone: 310-886-7255 email: [email protected]

Welcome back to school! We have a year ahead that will be challenging, demanding and best of all rewarding. Not only will we learn history, will also work to develop our writing, reading and critical thinking skills as we prepare for the end-of-course AP European History College Board exam.

As a responsible student you are expected to be in class every day prepared, on time and ready to engage in the class. You are also expected to always be organized and bring the appropriate classroom materials. In order to create a classroom environment where we all feel comfortable, everyone will work hard to respect themselves, their instructor, and their fellow students.

The following syllabus will serve as an overall guide to the class expectations and then to the course outline and expectations set forth by College Board.

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Grading Policy/Work Expectations

Grades are determined on a point based system. Each assignment, test or quiz is awarded a point value. Points awarded will be based on the quality, completeness and punctuality of the work. Each assignment will fall into one of the three categories:

Exams/Projects = 50%Homework = 20%Classwork/Quizzes = 30%

` 100%Some projects will count towards homework and/or class work as well. Homework and class work is graded as follows. Work turned in late will result in a 50% reduction.

100 = Work is high above average, near perfect, equates to an A80 = Work is proficient but is lacking in depth, some items are incorrect, equates to a B-60 = Slightly below proficient and at least half done, equates to a F0 = Work is way below proficient, incorrect and/or incomplete.

All work can be redone for a higher grade. Tests can be retaken but there are stipulations that will be discussed in class.All work will be recorded online and you can access on a regular basis. I would highly encourage you to do this. _____________________________________________________________________________________________________

Classwork/Homework

1) Homework is given as important additional study and support material for the related topic.2) An assignment will be considered late if it is not turned in at the pre-specified due date. Late assignments will receive 50% credit.3) You must have correct answers for full credit. When homework is turned in on time and but is lacking in depth or it is incorrect, you can correct for full credit as long as it received a stamp on the day it was due. If homework is not complete on the day it is due, you are subject to immediate detention and may be required to stay after class or school to complete it and still only receive partial credit. 4) If you do not understand something, speak up and let me know so I can help you.

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5) If you are absent, you must come the next day to pick up the homework. To get full credit on homework when you are absent, you must turn in homework within two days of absence. _____________________________________________________________________________________________________

Course Expectations

Classroom Rules1) Be Prepared and In Your Seat When The Bell Rings Before the bell finishes ringing, you should already have the agenda written in your planner.

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2) Stay in Your SeatDisruption can hurt someone’s ability to grasp a concept or new idea. For the respect of all students and the classroom environment, remain in your seat unless you raise your hand, ask for and then are given permission to leave your seat.

3) No Eating or Drinking* in the Classroom*Exception: You can bring bottled water and drink that during class – just be careful!

4) Be Respectful of Everyone All The Time - No Talking Out of TurnDo not talk over the teacher or another student.Talking in pairs/groups is allowed only when direct permission is given and plenty of

time for talking is scheduled into the curriculum. Do not speak over anyone else. Be kind and courteous to each other. No cursing or rude behavior. Do not go through anyone else’s belongings.Keep your hands to yourself. No killer or suicide statements. (she’s dumb or

I’m stupid, I’ll never get it)Student Expectations:

Student will be expected to … Be in their seats with the appropriate materials when the tardy bell rings. Respect the teacher and classmates at all times. Turn in all assignments and projects on the specified due date. Participate in class activities. Make up work when absent. Copy the agenda on a daily basis

Consequences for Breaking the Rules 1st Offense: Detention (up to 30 minutes)2nd Offense: Parent/Conference3rd Offense: Referral*

FAILURE TO SHOW UP FOR DETENTION AUTOMATICALLY DOUBLES YOUR TIME (and so on, and so on...) AND MUST BE SERVED ON THE NEXT

DAY.

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Absences and Tardies1) Excessive absences and tardies will hinder your success in this course. More than 10 tardies during a semester will result in an unsatisfactory citizenship grade. When absent, it is your responsibility to find out what assignments you have missed. Ask a fellow student for help on this. If you must ask me, please do so only before or after class.

2) When you return from an absence, please go to the absent binder and look for the work that is marked with the date. It will have a post-it note with the assignment name and date. Sometimes there are copies of lecture notes or assignment sheets that you can pull out and complete. Other times there might be a book assignment that you are to copy onto your own paper. For all excused absences, you have two days to turn in the missed work.

Electronic DevicesIt is against school policy to use personal electronic devices in the classroom. Electronic devices include but are not limited to cell phones, iPods, cd players and personal gaming machines. If you choose to bring one into class, it must be turned OFF and put away. DO NOT switch cell phones to vibrate. First offense will result in confiscation of item and your parent or guardian must come to class to claim the device, phone calls from parents regarding this issue will not suffice. The device will not be returned to you. No exceptions! Again…NO EXCEPTIONS!

Cheating and Plagiarism3

Cheating is strictly prohibited. During tests there is no talking. If there is talking, I assume you are sharing answers and will confiscate both people’s papers and each will receive a “0.” When writing papers, do not copy information directly from another source without quoting, this is plagiarism and will result in a “0” as well. The same rule applies to homework. All teachers are on the lookout for students who share homework and will confiscate the homework and return it to the teacher the homework concerns. Zeroes obtained by cheating can never be made up. In other words, DON’T DO IT!

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Materials for Class.Bring the following materials to class on a daily basis. Failure to bring these materials will hinder your ability to complete classroom assignment, which in turn will adversely affect your grade!

- Planner/Calendar/Organizer to Write Down Agenda and Assignments- Three Ring Binder - Plenty of Loose Leaf Paper (at least 200 pages)- Two Black or Blue Pens (Do not use any other colors on assignments)- One Highlighter

We are what we repeatedly do. Excellence, then, is not an act but a habit.Aristotle

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AP European History Course Outline & Expectations Table of Contents

Curricular Requirements____________________________________________________________________4 AP European History Course Description______________________________________________________ 4Outline of Course Materials and Resources_____________________________________________________ 4Historical Periods_________________________________________________________________________ 4Five Major Themes _______________________________________________________________________ 4Historical Thinking Skills___________________________________________________________________ 4-5Testing_________________________________________________________________________________6Introductory Unit: The Late Middle Ages_______________________________________________________6Unit 1: The Renaissance____________________________________________________________________7Unit 2: The Reformation___________________________________________________________________

8Unit 3: The Wars of Religion and Exploration___________________________________________________ 9Unit 4: 17th Century Government: Absolutism and Constitutionalism_________________________________ 10

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Unit 5: Scientific Revolution and the Enlightenment______________________________________________ 11Unit 6: 18th Century Europe: The French Revolution and Napoleon__________________________________ 13Unit 7: The Industrial Revolution_____________________________________________________________ 14Unit 8: 19th Century Europe: Revolution, Nationalism and Romanticism_______________________________ 15Unit 9: The Age of Nation States_____________________________________________________________ 16Unit 10: The Birth of Modern European Thought and the Era of New Imperialism_______________________18Unit 11: Alliances, World War I and a Troubled Peace_____________________________________________ 19Unit 12: World War II, the Cold War and Modern Europe__________________________________________20

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Curricular Requirements CR1a The course includes a college-level European history textbook. See page 5 CR1b The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. See pages 5, 6, 7, 8, 10, 11, 12, 14, 15, 16, 17, 18, 19, 20CR1c The course includes multiple secondary sources written by historians or scholars interpreting the past.

see pages 5, 6, 7, 8, 10, 11, 12, 14, 15, 16, 17, 18, 19, 20CR2 Each of the course historical periods receives explicit attention. See pages 5, 6, 8, 9,

10, 11, 12, 14, 15, 16, 17, 18, 19, 20CR3 Students are provided opportunities to apply learning objectives in each of the five themes throughout

the course. See pages 8, 9, 10, 11, 13, 14, 15, 17, 18, 19CR4 The course provides opportunities for students to develop coherent written arguments that have a thesis

supported by relevant historical evidence. – Historical argumentation. See pages 6, 7, 8, 9, 10, 11, 12, 13, 14, 16, 17,

18, 19, 20CR5 The course provides opportunities for students to identify and evaluate diverse historical interpretations.

– Interpretation • See pages 8, 10, 11CR6 The course provides opportunities for students to analyze evidence about the past from diverse sources,

such as written documents, maps, visual sources, and quantitative data. – Appropriate use of historical evidence • See pages 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 18, 19, 20CR7 The course provides opportunities for students to examine relationships between causes and effects of

events or processes. – Historical causation. See pages 6, 7, 9, 10, 12, 13, 14, 15, 20CR8 The course provides opportunities for students to identify and analyze patterns of continuity and change over time and connect them to larger historical processes or themes. – Patterns of continuity and change over time. See pages 8, 9, 11, 12, 13CR9 The course provides opportunities for students to explain and analyze different models of historical

periodization. – Periodization. See Pages 16, 17, 18, 19CR10 The course provides opportunities for students to compare historical developments across or within

societies in various chronological and geographical contexts. – Comparison. See pages 8, 9, 10, 11, 12, 13CR11 The course provides opportunities for students to evaluate ways in which specific historical

circumstances of time and place connect to broader regional, national, or global processes. –

Contextualization. See pages 13, 14, 16, 17, 18CR12 The course provides opportunities for students to recognize and explain disparate, sometimes

contradictory evidence from primary sources and/or secondary works about the past. – Synthesis

See pages 9, 13, 19 CR13 The course provides opportunities for students to apply insights about the past to other historical

contexts or circumstances, including the present. – Synthesis. See pages 15, 16, 20

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AP European History Course Description This class introduces students to the political, economic, religious, social, intellectual, and artistic trends that shaped Europe from 1450 to the present. Students should acquire knowledge of the basic chronology of events and movements from this period as well as develop the ability to analyze historical documents and express historical understanding in writing. As part of the Advanced Placement program, the course prepares students for the AP European History exam. All students are expected to take the exam. Many colleges and universities will recognize a 3 or higher on the AP exam for completion of college courses. The AP curriculum requires students to comprehend, memorize, and apply historical thinking along with collegiate thinking that requires analysis, synthesis, and evaluation of primary and secondary historical sources.

Outline of Course Materials and Resources Textbook: Kagan, Donald, Steven Ozment, and Frank M. Turner. The Western Heritage: Since 1300 AP Edition, 10th Edition. Upper Saddle River, NJ: Pearson. (2010) [CR1a]

Documentary and other types of primary evidence, and scholarly/interpretive readings have been chosen from a variety of resources, including the following:

A History of Modern Europe: From the Renaissance to the Present Merriman, John M. (2010) [CR1b and CR1c]

Western Civilization: Sources, Images, and Interpretations, from the Renaissance to the Present, ed. D. Sherman. 8th ed. (2010). [CR1b]

Discovering the Western Past: A Look at the Evidence. M. Wiesner-Hanks, A. Evans, W. Wheeler, and J. Ruff. 7th ed. (2015). [CR1b and CR1c]

The Prince, Machiavelli, Niccolo ̀ and W. K. Marriott. (1968) [CR1b] Mandatory summer reading

Curricular Requirements addressed by the Course Materials and Resources:[CR1a] The course includes a college-level European history textbook. [CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. [CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past

AP European History simultaneously:

1. Divides the material into Four Historical Periods, which we will tackle in two parts accordingly: [CR2]

• 1450–1648 (1450–1556, 1556–1648) Semester 1 • 1648–1815 (1648–1750, 1750–1815) Semester 1

• 1815–1914 (1815–1871, 1871–1914) Semester 2• 1914–Present (1914–1945, 1945–Present) Semester 2

[CR2] — Each of the course historical periods receives explicit attention.

2. Explores Five Major Themes: • Interaction of Europe and the World (INT) • Poverty and Prosperity (PP) • Objective Knowledge and Subjective Visions (OS)

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• States and Other Institutions of Power (SP) • Individual and Society (IS)

3. Develops Historical Thinking Skills (Organized by Skill Type) I. Analyzing Historical Sources and Evidence

1. Analyzing Evidence: Content and Sourcing 2. Interpretation

II. Making Historical Connections 3. Comparison 4. Contextualization 5. Synthesis

III. Chronological Reasoning 6. Causation 7. Patterns of Continuity and Change over Time 8. Periodization

IV. Creating and Supporting a Historical Argument 9. Argumentation

Testing To assess your knowledge of each part of each unit in AP European History and to prepare you for the AP Exam, you will be required to show your understanding in the following test formats: Long-essay questions, Document Based Question (DBQ) essays; Short-Answer Questions (SAQ); standard content-based multiple-choice questions; and stimulus-based multiple-choice questions. When the syllabus says “multiple-choice,” be prepared to answer both types of multiple-choice questions.

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Course OutlineIntroduction and the Late Middle Ages [CR2] (1.5 Weeks)

Course syllabus and overview Map of Europe Skill-building activity: Writing essays for history Reading like a historian Overview of significant events of the late Middle Ages

o Characteristics of Feudalismo Hundred Years Waro Black Death and its Effects on Society

Assignments: Europe map [CR6] Unit Study Guide for the Middle Ages: Define key terms and key historical concepts

from the chapter, address historical questions analyzing key events of the period, a FRQ on a topic from the unit and a document based question (DBQ) on readings from the chapter.

Overview lecture on the late Middle Ages Read and analyze a selection of primary and secondary sources. After reading all of the source materials, students will create a graphic organizer that

examines the causes and effects of the Black Death. [CR7] Essay: Develop a thesis to address this question: What were the most significant

effects of the Black Death on Medieval Europe? [CR6]

Excerpted Sources:9

Primary: [CR1b] The Decameron, Boccaccio Illustrations: “A procession of flagellants at Tournai in Flanders in 1349,” “The

Burying of Plague Victims at Tournai,” and “Death and the Physician.” [CR6] Map: Spread of the Black Death

Secondary [CR1c] “The Black Death: A Socioeconomic Perspective” by Meiss “A Psychological Perspective of the Black Death” by William Langer.

Curricular Requirements addressed in this unit:[CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. [CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past. [CR2] Each of the course historical periods receives explicit attention. [CR6] The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, visual sources, and quantitative data. – Appropriate use of historical evidence [CR7] The course provides opportunities for students to examine relationships between causes and effects of events or processes. – Historical causation

Unit 1: The Renaissance [CR2] (3 Weeks) Overview lecture on the Renaissance and Society: Political, Economic, Cultural

Causes Major Voices: Machiavelli, Castiglione, Valla, Della Mirandola Northern and Southern Renaissance Art Works New Monarchs and Their Tactics (Louis XI, Henry VII, Ferdinand and Isabella) European Exploration: Causes and Consequences (Columbian Exchange, Price

Revolution) Italian States Scholastic Humanism The Prince, Machiavelli Education of a Christian Prince, Erasmus Social change during the Renaissance The Renaissance woman

Assignments: Art slideshow of the Renaissance: Identify the characteristics of the Italian

Renaissance and Northern Renaissance in selected paintings from the era. [CR6] Artist/writer study: Select a Renaissance artist/writer and give a presentation

including a brief biography; then analyze a work of art and explain how it exemplifies the time period and the Renaissance style. [CR6]

Webquest: Students examine how Italian Renaissance art portrays the main ideals of the time, such as humanism, secularism, individualism, Christianity, and more. [CR6]

Read excerpts from “The Prince” by Machiavelli. Analyze and conduct small group discussions considering the following questions: According to Machiavelli, what is the role of a leader? What are the potential positive and negative impacts that would be created by a ruler embracing these ideas?

Primary and secondary source readings and analysis. [CR6] Unit 1 Reading and Study Guide: Define key terms and key historical concepts from

the chapter, address historical questions analyzing key events of the period, a FRQ

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on a topic from the unit and a document based question (DBQ) on readings from the chapter.

Unit Exam: Multiple-choice test (35 questions) with a free response essay question.

Excerpted Sources:Primary: [CR1b]

Art by Brunelleschi, Michelangelo, Raphael, Botticelli, da Vinci, van Eyck, Durer “The Book of the City of Ladies,” Christine de Pizan The Prince, Machiavelli (summer reading) Education of a Christian Prince, Erasmus

Secondary: [CR1c] Two Views of the Renaissance: Jacob Burckhardt vs. Peter Burke Exploration Issues: Richard Reed “The Expansion of Europe,” M.L. Bush “The Effects

of Expansion of the Non- European World,” and Gary Nash “Red, White, and Black” FRQ Essays: [CR4]

SAQ on excerpts from Machiavelli and Castiglione. [CR1b] Evaluate the differing views of the Renaissance held by Jacob Burckhardt and Peter

Burke. Do you believe that the Renaissance is a distinct period? Explain. [CR5] Choose one southern piece of art and one northern piece. Using the artwork,

compare and contrast the values and ideals of the society that produced them. Be sure to make note of the artist’s purpose, point of view and intended audience. [CR6]

Using the three authors above, analyze the reasons for European exploration and its effects upon European and American societies. [CR7]

Curricular Requirements addressed in this unit: [CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. [CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past. [CR2] Each of the course historical periods receives explicit attention. [CR4]The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence. – Historical argumentation [CR5] The course provides opportunities for students to identify and evaluate diverse historical interpretations. – Interpretation [CR6] The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, visual sources, and quantitative data. – Appropriate use of historical evidence [CR8] The course provides opportunities for students to identify and analyze patterns of continuity and change over time and connect them to larger historical processes or themes. – Patterns of continuity and change over time

Unit 2: The Reformation [CR2] (2.5 Weeks) Social and political conflict in Europe Review of the Renaissance Papacy The roots of the Reformation Martin Luther Zwingli, Calvin and the Anabaptists English Reformation Counter Reformation Peace of Augsburg The changing roles and views of women during the Reformation

Assignments:

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Overview lecture on the social and political conflict in Europe Students will debate the difference between the terms “Catholic Reformation” and

“Counter Reformation,” determine which term they find most accurate and defend their position in a quick write. [CR3] (OS-2)

Reformer roundtable: Communicate the religious viewpoint of an assigned religious group (Catholics, Luther, Zwingli, Calvin and the Anabaptists)

Create a pamphlet outlining the English argument for the reformation of the church in England and identifying the effects of the English Revolution on politics in England. [CR7] [CR10]

Primary and secondary source readings and analysis [CR6] While reading the documents, students will analyze the primary source and take

article notes over the secondary sources. Using those notes, they will have small group discussions to generate a list of important social changes that occurred as a result of the Reformation. [CR6]

Unit 2 Reading and Study Guide: Define key terms and key historical concepts from the chapter, address historical questions analyzing key events of the period, a FRQ on a topic from the unit and a document based question (DBQ) on readings from the chapter.



“Indulgences,” Johann Tetzel “Constitution of the Society of Jesus,” Ignatius of Loyola “The Bondage of the Will,” Martin Luther “Reaction to Peasant Revolts,” Martin Luther “Institutes of the Christian Religion,” Jean Calvin

Secondary: [CR1c] “What Was the Reformation” by Euan Cameron “A Political Interpretation of the Reformation” by G.R. Elton “Women in the Reformation” by Marilyn Boxer and Jean H. Quataert

FRQ Essays: [CR4] Contrast the arguments made in Euan Cameron’s “What was the Reformation?” with

those in G.R. Elton’s “A Political Interpretation of the Reformation.” [CR12] Contrast the political and religious views of Calvin and Luther [CR6]

Curricular Requirements addressed in this unit: [CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. [CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past. [CR2] Each of the course historical periods receives explicit attention. [CR3] Students are provided opportunities to apply learning objectives in each of the five themes throughout the course. [CR6] The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, visual sources, and quantitative data. – Appropriate use of historical evidence [CR7] The course provides opportunities for students to examine relationships between causes and effects of events or processes. – Historical causation [CR10] The course provides opportunities for students to compare historical developments across or within societies in various chronological and geographical contexts. – Comparison

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[CR12] The course provides opportunities for students to recognize and explain disparate, sometimes contradictory evidence from primary sources and/or secondary works about the past. – Synthesis

Unit 3: The Wars of Religion and Exploration [CR2] (2 Weeks) Overview of the 16th century The French wars of religion and Henry of Navarre Imperial Spain and Phillip II England and Spain The Thirty Years’ War Significant explorers of the 15th and 16th centuries The impact of exploration in the new world The rise and fall of Spain Queen Elizabeth I of England

Assignments: Create an annotated timeline of the major events of the Thirty Years War The List: Rank the explorers of the 15th and 16th centuries in order of importance,

using their accomplishments to rank them Analyze the four periods of the Thirty Years War Debate: Elizabeth I is a Machiavellian ruler. [CR10] Primary and secondary source readings and analysis [CR6] Unit 3 Reading and Study Guide: : Define key terms and key historical concepts from

the chapter, address historical questions analyzing key events of the period, a FRQ on a topic from the unit and a document based question (DBQ) on readings from the chapter.



“Theodore Beza Defends the Right to Resist Tyranny.” The Destruction of Magdeburg, May 1631

Secondary: [CR1c] Exploration Issues: Richard Reed “The Expansion of Europe,” M.L. Bush “The Effects

of Expansion of the Non- European World,” and Gary Nash “Red, White, and Black” “A Political Interpretation of the Thirty Years’ War,” Hajo Holborn “A Religious Interpretation of the Thirty Years’ War,” Friedrich Schiller “War and Peace in the Old Regime,” M. S. Anderson

FRQ Essays: [CR4] Evaluate Holborn and Schiller’s explanations of the Thirty Years’ War. Compare

these with the account provided by Spielvogel in our textbook. Which arguments do you find most effective? Do you agree with one author more than the other? Explain. [CR5]

Using the three authors above, analyze the reasons for European exploration and its effects upon European and American societies. [CR7]

Curricular Requirements addressed in this unit:[CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. [CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past. [CR2] Each of the course historical periods receives explicit attention.

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[CR4]The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence. – Historical argumentation [CR5] The course provides opportunities for students to identify and evaluate diverse historical interpretations. – Interpretation [CR6] The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, visual sources, and quantitative data. – Appropriate use of historical evidence [CR7] The course provides opportunities for students to examine relationships between causes and effects of events or processes. – Historical causation [CR10] The course provides opportunities for students to compare historical developments across or within societies in various chronological and geographical contexts. – Comparison

Unit 4: Seventeenth Century Government: Absolutism and Constitutionalism [CR2] (2 Weeks)

Overview of the 17th century The Netherlands: Golden Age to Decline The English Civil War Mercantilism and the Commercial Revolution Russia and Central and Eastern Europe The rise of Absolutism in France

o Foreign and domestic policies of Louis XIII and Cardinal Richelieu o Cardinal Mazarin and the Frondeo Foreign and domestic policies of Louis XIV

Mercantilism and the Commercial Revolution Russia and Central and Eastern Europe Mannerism and Baroque art

Assignments: Create a timeline of the English Civil War highlighting the significant actions of

Oliver Cromwell and the Stuart Monarchs. Develop a visual presentation comparing and contrasting the domestic and foreign

policies of Louis XIII and Louis XIV. [CR8] [CR3] (SP-2) Art slideshow: Identify the characteristics of Mannerism and Baroque art in selected

paintings from the era. [CR6] Primary and secondary source readings and analysis [CR6] Unit 4 Reading and Study Guide: : Define key terms and key historical concepts from

the chapter, address historical questions analyzing key events of the period, a FRQ on a topic from the unit and a document based question (DBQ) on Page 415 of this chapter.

After students complete the DBQ and additional reading of Louis XIV, students respond in an FRQ if Louis XIV was the type of king Machiavelli would be proud of.

Writing workshop with SAQ 2016 #2 which deals with the two different ideas Simonides and Fokkens in regards to religion and commerce. [CR1c] [CR4]



Art by Rubens, Caravaggio, El Greco, Gentileschi “Political Will and Testament,” Cardinal Richelieu “Leviathan,” Thomas Hobbes “Second Treatise on Civil Government and Legislative Power,” John Locke

Secondary: [CR1c]

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“Absolutism: Myth and Reality,” G. Durand “The English Revolution 1688-1689,” George Macaulay Trevelyan

FRQ Essays: [CR4] Compare and contrast the political, economic, and religious reasons for the rise of

the Dutch and the decline of the Spanish in the period 1550–1650. [CR10] Evaluate Holborn and Schiller’s explanations of the Thirty Years’ War. Compare

these with the account provided by Kagan in our textbook. Which arguments do you find most effective? Do you agree with one author more than the other? Explain. [CR5]

Curricular Requirements addressed in this unit: [CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. [CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past. [CR2] Each of the course historical periods receives explicit attention. [CR3] Students are provided opportunities to apply learning objectives in each of the five themes throughout the course. [CR4]The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence. – Historical argumentation [CR5] The course provides opportunities for students to identify and evaluate diverse historical interpretations. – Interpretation [CR6] The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, visual sources, and quantitative data. – Appropriate use of historical evidence [CR8] The course provides opportunities for students to identify and analyze patterns of continuity and change over time and connect them to larger historical processes or themes. – Patterns of continuity and change over time [CR10] The course provides opportunities for students to compare historical developments across or within societies in various chronological and geographical contexts. – Comparison

Unit 5: Scientific Revolution and the Enlightenment [CR2] (3 Weeks) Scientific Revolution

o Major changes and scientists Philosophy responds to the changing sciences

o Bacon, Descartes, Hobbes and Locke Institutions of expanding natural knowledge Women in the world of the Scientific Revolution New science and religious faith Witch hunts in Western Europe The Enlightenment Salons Philisophes of the Enlightenment Culture and society during the Enlightenment

Assignments: Scientific thinker roundtable discussion: Research an assigned thinker and advocate

their theory Enlightenment salon simulation: Each student is assigned a philisophe from the

Enlightenment. The class recreates a 15th century salon with each student performing as the assigned philisophe [CR7]

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Create a newspaper of the culture and society of the Enlightenment Characteristics of an Enlightened Absolutist DBQ essay: Women on Science in the 17th century Primary and secondary source readings and analysis [CR6] Unit 5 Reading and Study Guide: Define key terms and key historical concepts from




Art by Watteau, Fragonard, and David “The Hammer of Witches,” Heinrich Kramer and James Sprenger “The Discourse on Method,” Rene DesCartes “The Papal Inquisition of 1633: Galileo Condemned” “Mathematical Principles of Natural Philosophy,” Sir Isaac Newton “Memoirs,” Duc de Saint-Simon “A Secret Letter,” Frederick William the Great Elector “What is Enlightenment,” Immanuel Kant “The Slave Trade,” Anonymous

Secondary: [CR1c] “The Ancient Regime: Ideals and Realities,” John Roberts “The Resurgent Aristocracy,” Leonard Krieger “Lords and Peasants,” Jerome Blum

FRQ Essays: [CR4] Evaluate the changing roles of the nobility in European society (1450–1789) using the

three secondary sources above. [CR8] Compare and contrast the lives of common people and elites during the period 1650–

1750. Then compare and contrast their lives with your life today. [CR10] Use the LEQ 2016 #2 for writing workshop "Describe and explain significant

continuities and changes in attitudes toward and the experiences of European women from the Reformation through the Enlightenment." [CR8] (Historical thinking skill: Continuity and Change)

Curricular Requirements addressed in this unit: [CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. [CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past. [CR2] Each of the course historical periods receives explicit attention. [CR4]The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence. – Historical argumentation [CR6] The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, visual sources, and quantitative data. – Appropriate use of historical evidence [CR7] The course provides opportunities for students to examine relationships between causes and effects of events or processes. – Historical causation [CR8] The course provides opportunities for students to identify and analyze patterns of continuity and change over time and connect them to larger historical processes or themes. – Patterns of continuity and change over time

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[CR10] The course provides opportunities for students to compare historical developments across or within societies in various chronological and geographical contexts. – Comparison

Unit 6: 18 th Century Europe: The French Revolution and Napoleon [CR2] (3 Weeks) 18th century Europe: Atlantic States, Central and Eastern Europe, Mediterranean

States, Scandinavia, War and Diplomacy, Population and Family, Agriculture and Finance, Social Order

France Causes and effects of The French Revolution Declaration of the Rights of Man and Citizen Declaration of the Rights of Woman The Reign of Terror Napoleon:

o Domestic and foreign policyo Napoleonic Codeo Empire

Assignments: Develop a presentation on one of the following topics: Atlantic States, Central and

Eastern Europe, Mediterranean States, Scandinavia, War and Diplomacy, Population and Family, Agriculture and Finance, Social Order

Students analyze the three stages of the French Revolution and write an essay about the causes and course of the Revolution

Trace the rise and fall of Napoleon Bonaparte Class roundtable discussion: To what extent did the French Revolution amount to a

“Revolution” in economic terms for each of the following groups: nobility, middle class, average person, and women? [CR3]

Primary and secondary source readings and analysis [CR6] Unit 6 Reading and Study Guide: Define key terms and key historical concepts from




“What is the Third Estate?” Abbe Sieyes “The Declaration of the Rights of Man” “Speech to the National Convention—the Terror Justified,” Maximilien Robespierre “A Soldier’s Letters to His Mother: Revolutionary Nationalism,” Francois-Xavier

Joliclerc Secondary: [CR1c]

“The Coming of the French Revolution,” Georges Lefebvre “The Revolution of the Notables,” Donald Sutherland “France Under Napoleon: Napoleon as Enlightened Despot,” Louis Bergeron “Napoleon as Preserver of the Revolution,” George Rude

FRQ Essays: [CR4] Analyze the political, economic, and social causes for the French Revolution of 1789. Using the French Revolution documents above, analyze the influence of

Enlightenment theory on the Moderate phase of the French Revolution. [CR11] Compare and contrast the accounts of the French Revolution provided by Lefebvre

and Sutherland. [CR12]

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Curricular Requirements addressed in this unit: [CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. [CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past. [CR2] Each of the course historical periods receives explicit attention. [CR3] Students are provided opportunities to apply learning objectives in each of the five themes throughout the course. [CR4]The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence. – Historical argumentation [CR7] The course provides opportunities for students to examine relationships between causes and effects of events or processes. – Historical causation [CR11] The course provides opportunities for students to evaluate ways in which specific historical circumstances of time and place connect to broader regional, national, or global processes. – Contextualization [CR12] The course provides opportunities for students to recognize and explain disparate, sometimes contradictory evidence from primary sources and/or secondary works about the past. – Synthesis

Unit 7: The Industrial Revolution [CR2] (2 Weeks) Stages of the Industrial Revolution: Preindustrial Society, Agricultural Revolution,

Cottage Industry, Textile Factory System, Steam, Iron and Steel, Transportation. England’s advantage in the Industrial Revolution Perspectives of factory owners and workers during the Industrial Revolution Capitalism and economic systems developed in response Women in the Industrial Revolution Problems of an industrialized society

Assignments: Students will debate the pros and cons of the Enclosure Movement using primary

sources to inform their position. [CR3] (PP-2) Class discussion on England’s advantage in the Industrial Revolution Capitalism and responses to Capitalism group project: Analyze the differences

between Capitalism and Communism, along with other competing economic systems and discuss the impact these systems have on industrial society. [CR3] (IS-5)

Primary and secondary source readings and analysis Unit 7 Reading and Study Guide: Define key terms and key historical concepts from




“Testimony for the Factory Act of 1833: Working Conditions in England” “The Condition of the Working Class in England,” Friedrich Engels Report of the Sadler Committee, 1832

Secondary: [CR1c]

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“The Making of Economic Society: England, the First to Industrialize,” Robert L. Helbronner

“The Family and Industrialization in Western Europe,” Michael Anderson “Early Industrial Society: Progress or Decline?” Peter Sterns and Herrick Chapman

FRQ Essays: [CR4] Analyze the extent to which the Industrial Revolution altered the lives of England’s

working class. [CR7]

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Curricular Requirements addressed in this unit: [CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. [CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past. [CR2] Each of the course historical periods receives explicit attention. [CR3] Students are provided opportunities to apply learning objectives in each of the five themes throughout the course. [CR7] The course provides opportunities for students to examine relationships between causes and effects of events or processes. – Historical causation

Unit 8: 19 th Century Europe: Revolution, Nationalism and Romanticism [CR2] (2 weeks)

Klemens von Metternich Congress of Vienna Concert of Europe Revolutions of Europe (1820-1848) Emerging political spectrum in Europe: Conservatives, Liberals and Republicans 1848 Revolutions and nationalism in the Austrian Empire Neoclassicism and Romanticism

Assignments: Project: Students research the revolutions that occurred in Europe. The focus of their

research is a brief summary of each revolution including, the causes and the reasons for its success or failure. Students will analyze political cartoons about the concert of Europe’s attempts to suppress the revolutions.

Create a list of characteristics for each of the following political ideologies: Conservatives, Liberals and Republicans. Students identify a person from the 19th century and the present day for each category and show how they are different even though they are technically in same category and how are they alike. [CR13]

After researching the Revolutions of 1848, students will examine and discuss which ingredients of nationalism were most prevalent.

Analyze the art and architecture of Neoclassicism and Romanticism and create a chart that reflects the similarities and differences between the two styles.

Primary and secondary source readings and analysis [CR6] Unit 8 Reading and Study Guide: Define key terms and key historical concepts from




Art by Friedrich, Delacroix, Turner The Carlsbad Decrees, 1819 “English Liberalism,” Jeremy Bentham “The Glories of Nature,” William Wordsworth

Secondary: [CR1c] “The Congress of Vienna,” Hajo Holborn “Western Liberalism,” E.K. Bramsted and K.J. Melhuish

FRQ Essays: [CR4] Research an article on modern 21st century liberalism in Europe. Compare and

contrast these views with the early 19th century views of classic liberalism. [CR13]20

Curricular Requirements addressed in this unit: [CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. [CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past. [CR2] Each of the course historical periods receives explicit attention. [CR6] The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, visual sources, and quantitative data. – Appropriate use of historical evidence [CR13] The course provides opportunities for students to apply insights about the past to other historical contexts or circumstances, including the present. – Synthesis

Unit 9: The Age of Nation States [CR2] (2 Weeks) The Crimean War The unification of Italy The unification of Germany France and the Third Republic The Dual Monarchy of Austria-Hungary Great Britain towards democracy

Assignments: Students write a position paper on the Crimean War, which analyzes the motives of

the parties involved and proposes a solution to the crisis. [CR4] Students will create a sequence of events outlining the cause and course of German

and Italian unification Primary and secondary source readings and analysis [CR6] Unit 9 Reading and Study Guide: Define key terms and key historical concepts from




Art by Gustave Courbet, Literature by Zola “Militant Nationalism,” Heinrich von Treitschke “The Duties of Man,” Giuseppe Mazzini Maps of Paris, 1850–1877

Secondary: [CR1c] “German Unification,” Hajo Holborn

FRQ Essays: [CR4] Assess the extent to which the Crimean War changed the course of 19th century

European History. [CR11] Analyze maps of Paris prior to Haussman and the graphics of the changes he made.

Explain how they are representative of the new Industrial Revolution (along with new breakthroughs in medicine and sanitation). [CR9]

Use 2016 DBQ on Bismarck for writing workshop.

Curricular Requirements addressed in this unit:[CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.

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[CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past. [CR2] Each of the course historical periods receives explicit attention. [CR4]The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence. – Historical argumentation [CR9] The course provides opportunities for students to explain and analyze different models of historical periodization. – Periodization [CR11] The course provides opportunities for students to evaluate ways in which specific historical circumstances of time and place connect to broader regional, national, or global processes. – Contextualization

Unit 10: The Birth of Modern European Thought and the Era of New Imperialism [CR2] (2 Weeks)

Science at midcentury Christianity and the church under siege Toward a 20th century state of mind Realism and Impressionism New Imperialism Motives for Imperialism Results of Imperialism Tools of Imperialism White Man’s Burden European Imperialism in Africa and Asia: Scramble for Africa, Berlin Conference,

Sepoy Mutiny, Boxer Rebellion, Opium War and the Russo-Japanese War

Assignments: Students will research and discuss the impact of European colonial expansion on

indigenous peoples in Africa and the Americas. [CR3] (INT-11) Webquest: What were the short-term and long-term effects of Imperialism in your

country? Debate: Colonizers vs. Colonists on the benefits and drawbacks of European

Imperialism White Man’s Burden: Reading and analysis [CR11] Art Slideshow: Identify the characteristics of Realism and Impressionism in selected

paintings of the era. Primary and secondary source readings and analysis Unit 10 Reading and Study Guide: Define key terms and key historical concepts from




Art by Monet, Manet, Van Gogh, Degas, Picasso, Morriset, Cezanne Proclamation of the Paris Commune Jules Ferry’s Appeal to the Build the Second Colonial Empire, 1890 Program of the German Socialist Party, 1891 “Why We Are Militant,” Emmeline Pankhurst “The White Man’s Burden,” Rudyard Kipling African Imperialist Maps Table: Population Growth, 1851–1911

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Table: European Emigration, 1876–1910 Secondary: [CR1c]

“The Age of Empire,” Eric Hobsbawn “The Effects of Imperialism,” David Landes “The Unfinished Revolution: Marxism Interpreted,” Adam Ulam

FRQ Essays: [CR4] Analyze the reasons why late nineteenth century Europeans argued for and against

imperialism. [CR4] Using one Impressionist piece of art from this period and one piece of art from any

prior period, explain why the Impressionist period was the turning point for modern art. [CR9]

Curricular Requirements addressed in this unit:[CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. [CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past. [CR2] Each of the course historical periods receives explicit attention. [CR3] Students are provided opportunities to apply learning objectives in each of the five themes throughout the course. [CR4]The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence. – Historical argumentation [CR9] The course provides opportunities for students to explain and analyze different models of historical periodization. – Periodization [CR11] The course provides opportunities for students to evaluate ways in which specific historical circumstances of time and place connect to broader regional, national, or global processes. – Contextualization

Unit 11: Alliances, World War I and a Troubled Peace [CR2] (3 Weeks) Causes of WWI Impact/effects of WWI The Russian Revolution Treaty of Versailles The Rise of totalitarian dictators following the war Democracies during the interwar years: Britain, France and Scandinavia The culture of the interwar years The Depression

Assignments: Lecture on the causes of WWI Map of Europe and Alliances Develop a presentation on one of the following topics from the Russian Revolution:

Czarist Russia, 1905 Revolution, and Russia during WWI, February Revolution, October Revolution, Russian Civil War, creation of the Soviet Union, Lenin’s New Economic Policy.

Versailles Conference Simulation Students create a slideshow of the art and literature of the interwar years. [CR6]

[CR9] Primary and secondary source readings and analysis [CR6]

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Unit 11 Reading and Study Guide: Define key terms and key historical concepts from the chapter, address historical questions analyzing key events of the period, a FRQ on a topic from the unit and a document based question (DBQ) on readings from the chapter.



Reports from the Front, The Battle of Verdun, 1916 “Dulce et Decorum Est: Disillusionment,” Wilfred Owen “April Theses: The Bolshevik Opposition,” V.I. Lenin Program for the Provisional Government in Russia “The Fourteen Points,” Woodrow Wilson “The Doctrine of Fascism,” Benito Mussolini “Mein Kampf,” Adolf Hitler

Secondary: [CR1c] “Germany and the Coming of War,” Hartmut Pogge von Strandmann “The Outbreak of the First World War,” Hew Strachan “Women, Work and World War I,” Bonnie S. Anderson and Judith P. Zinsser “The Generation of 1914: Disillusionment,” Robert Wohl “The Great Depression in Europe,” James M. Laux

FRQ Essays: [CR4] To what extent did the artistic movements of the 1920s reflect the mood of European

society? Use three pieces of art in your discussion. [CR9] Using the secondary sources above, analyze the various reasons for the coming of the

First World War in 1914. [CR12] Compare and contrast the depictions of WWI provided by early press releases and

the “trench poets.”

Curricular Requirements addressed in this unit: [CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. [CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past. [CR2] Each of the course historical periods receives explicit attention. [CR4]The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence. – Historical argumentation [CR6] The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, visual sources, and quantitative data. – Appropriate use of historical evidence [CR9] The course provides opportunities for students to explain and analyze different models of historical periodization. – Periodization [CR12] The course provides opportunities for students to recognize and explain disparate, sometimes contradictory evidence from primary sources and/or secondary works about the past. – Synthesis

Unit 12: World War II, the Cold War and Modern Europe [CR2] (2 Weeks) Causes of WWII Effects of WWII Goals and objectives of each European power Major events of the war The Holocaust

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Tehran Conference Yalta Conference Potsdam Conference Impact of WWII on Europe Causes of the Cold War Major events of the Cold War European Welfare State Education and student revolts Green Movement Rise of Gorbachev Ethnic conflicts Emergence of the European Union Philosophy and culture of Modern Europe

Assignments: Lecture on the causes of WWII Analyze 12 major events of World War II and examine each from the perspective of

Great Britain, Germany and the Soviet Union. Look at the effects of WWII and their impact on the world. Analyze the major events of the Cold War and discuss the perspectives of Eastern

and Western Europe for each event. Primary and secondary source readings and analysis [CR6] Develop a presentation on one of the following topics from Modern Europe: European

Welfare State, education and student revolts, green movement, the rise of Gorbachev, the fall of the Soviet Union, German Reunification, ethnic conflicts

Create a timeline that shows the evolution of the European Union from 1945 to the present day

Slideshow of the philosophy and culture of Modern Europe. Unit 12 Reading and Study Guide: Define key terms and key historical concepts from




Documents from the Third Reich Table: WWII Deaths by Country “The Berlin Wall,” Jens Reich “British Labor’s Rise to Power,” Harry Laidler “Declaration Against Colonization,” the UN General Assembly “The Second Sex,” Simone de Beauvoir “Ten Commandments for a Young Czech Intellectual,” 1968 Charts Tracking Immigration to Europe post 1945

Secondary: [CR1c] Two Views on Appeasement: George Kennan and A.J.P. Taylor “The Short Century—It’s over,” John Lukacs Two views on the Collapse of Communism: Robert Heilbroner and Carol S. Leff

FRQ Essays: [CR4] Analyze the various views on the wisdom of appeasement and how it contributed to

WWII. Assess the reasons that Europeans began to decolonize in the period after 1945.

[CR7] 25

Compare and contrast appeasement on the eve of WWII with Western European responses to the annexation of Crimea by Russian in 2014. [CR13]

Curricular Requirements addressed in this unit:[CR1b] The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. [CR1c] The course includes multiple secondary sources written by historians or scholars interpreting the past. [CR2] Each of the course historical periods receives explicit attention. [CR4]The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence. – Historical argumentation [CR6] The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, visual sources, and quantitative data. – Appropriate use of historical evidence [CR7] The course provides opportunities for students to examine relationships between causes and effects of events or processes. – Historical causation [CR13] The course provides opportunities for students to apply insights about the past to other historical contexts or circumstances, including the present. – Synthesis

AP Exam Review (2 weeks) Create diagrams that reflect the most significant time periods in European history

from 1450-2001. Each diagram will have the following categories: Social, political, religious, intellectual, technological, and economic. Within each time period, students will list as many events as possible, enabling them to generalize major attributes of the time period.

Identify the historical figure by the quote Art slideshow: art review activity. Review major art movements and pieces and

compare and contrast them. Free Response essay practice Mock AP Exam

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