Maps 

• European Historical Atlas

  
  

• How to read a primary source

  
  

• Internet Modern History Sourcebook

  
  

• The Cave Online - APEH Great source for practice maps, DBQs, etc.  This has ways to practice DBQs. 

  
  

• European Map European map skills website

  Welcome to APEH - the premier European History course at SHS.  

      We will have a great fall semester as we cover all the major events in European History from the Renaissance to present.    You will need to read Machiavelli's, The Prince, and take a map test.  The source above, titled, The Cave, has some great practice maps to do.  It has a lot of great resources.  By classtime, it will be good if you have read The Year of Wonders or A World Lit Only  By Fire.   Both these books give a good understanding of the medieval mind.  

     We will discuss Machiavelli's The Prince and refer to it on an weekly if not daily basis this year.   In addition, all of you are now studying for your map test of Europe.  If you are having trouble finding a good map, go to WorldAtlas.com.  That is where I got the map I am using for your test.  

    

Map test the first day of class.  GO to one of the mapsites on this page to practice.  The map test includes Ajerbaijan, Georgia, and other former Soviet countries. 

AP European History
Syllabus 2010-2011 
Course Bibliography
Textbook
Spielvogel, Jackson J. Western Civilization 5th Ed., Belmont, CA: Wadsworth, 2006  

Perry, Marvin, Joseph R. Peden, Theodore H. Von Laue, Sources of the Western
Tradition, Vol 1 and 2,    4th ed., New York: Houghton Mifflin Co., 1999

Primary and Secondary Course Readings
Barber, Nathan AP European History Lawrenceville, NJ:  
Thomson Learning, 2001

Caliguire, Augustine, Roberta Leach, Jon Buckley, ed.  Advanced Placement European  History I and II    New York: The Center for Learning, 1988, 1991

Campbell, Miles W., Niles R. Holt, William T. Walker, ed. AP European History. New Jersey: Research    and Education Associates, 1997

Eder, James M. Ed. Barron’s AP European History. New York: Barron’s Education Services, Inc. 2003

Levy, Joan U., Norman Levy, Richard Weisburg, ed. AP European History New York:   MacMillan    Resource Co, 1997

McComb, David, ed. World History vol 1, 2nd ed., Guilford, CT: The Dushkin  Publishing Group, Inc.,  1990

Sherman, Dennis Western Civilization: Sources Images, and Interpretations, vol 1 and 2, 5th Ed., New  York: McGraw Hill Co, 2000

Strickland, Carol and John Boswell, The Annotated Mona Lisa Kansas City, MO:  Andrews and McMeel,    1992

*** In addition, the internet will be used to access many primary and secondary sources. ***

Description

An understanding of the way people have lived and of the ways events and ideas have shaped our lives is important for an understanding of the world of today. Through a narrative of events and movements, AP European History will enable the student to understand the development of contemporary institutions, the role of continuity and change in present-day society and
politics, and the evolution of current forms of artistic expression and intellectual discourse. In
addition, the students will develop an (a) understanding of some of the principle themes in
modern European history, (b) an ability to analyze historical evidence and historical interpretations, and (c) an ability to express historical understanding in writing. The course is intended for qualified students who wish to complete a class in high school that is commensurate to a college introductory course in European History. It is a semester-long survey of European history from the Renaissance to the present and requires solid reading and writing skills, along
with a willingness to devote considerable time to homework and study in order to succeed. You need to plan to devote an hour or more every night.  Emphasis is placed on critical thinking skills, essay writing, interpretation of original documents, and historiography.  In addition, students will develop an ability to understand and analyze maps, pictorial and graphic evidences, and statistics. As students, you will continually develop your writing skills through regular short essays, essay exams, and maintain a notebook of all class materials. The volume of material involved is extensive and you can expect to do a lot of reading not only in the text, but also from outside sources and research both in the library and through the internet.

AP European History is challenging and stimulating and, compared with other high school courses involves a considerable amount of time and effort. There will be a focus on strengthening skills in taking objective exams, in addition to writing clear and compelling essays and doing research and analysis of historical data. Therefore, regular study, frequent practice in writing, historical analysis, class discussions/debates/seminars, and study/review/and test-taking strategies are major elements of the course.

Requirements

Notebook:   – three-ring, loose-leaf, college-rule paper

Notecards:  4x6 

              

Summer Assignment:    

    Read:  Machiavelli's The Prince - Read it and answer the questions on it.      
•    Read:  The Year of Wonders and be prepared to discuss in class.   (optional)

•    Map Test – Contemporary Europe – the students will take a map test their first day in class.

•    Optional Exercise – Select the five most important events for each century between the 16th and the 21st centuries.  Then from your list, choose the five most important events overall.  You can look at a historical timeline to get ideas. Defend your choices on paper, typed, and be able to defend your choices orally in class.



Recommended

•    An AP European History Study Guide as a supplement: Barrons, Princeton, ARCO, REA, Cliffs

•    The Annotated Mona Lisa

•    Video night attendance and discussion– once every three weeks on a movie that covers the period under discussion.

•    Students limit themselves to one other AP course when taking this course on the block schedule.   A heavy workload in other courses cannot excuse missing or late assignments.

ART PROJECT:

 Final version of Art project due in December -  Basic requirements are for an average grade.  Average =s C.  If you want a higher grade, put more effort into your project.  You must explain why they would paint, sculpt, build they way that they do in the time that they do.  (How does the art reflect the period of history it is in).  For example, why do you have paintings of individuals during the period of the Renaissance (hint - emphasis on humanism?). 

Week One     
Introduction /Middle Ages/Renaissance/Humanism

READINGS:
    Spielvogel, CH 11-12
    Powell, “Prelude to the Modern World”
    St. Anselm, “Proof of the Existence of God”
    Thomas Aquinas, “Summa Theologica”
    Machiavelli, The Prince, “Machiavellian Politics”
    Erasmus, The Enchiridion: “The Christian Humanist”
    Petrarch, Reading; Ghiberti, Reading; Leonardo, Reading
    Burckhardt, The Civilization of the Renaissance in Italy, excerpts
    Haskins, The Renaissance of the Twelfth
Century, excerpts
Map work

Notecards, Multiple Choice Tests (AP-style), essay,
group work, discussions, quizzes
Art research

Week Two-Three     

                    The Reformation and Religious/ Wars/ Exploration/17th Century

        READINGS:
            Spielvogel, Ch 13-14, 15

            Martin Luther, “Here I Stand”
    Erik Ericson, “Young Man Luther”
            John Calvin, Institutes of Christian Religion, “Calvinism”
            Henry VIII, “Act for the Exoneration from Exactions Paid…”
            Columbus, “Letter to Lord Raphael Sanchez, March 14, 1493”
            “The Twelve Articles” and Martin Luther’s Reply:  Peasant Revolt
    Witch Craze, “The Hammer of Witches”, “A Confession of Witchcraft   

 Albuquerque 

     Louis XIV, Memoirs, “I Was King, and Born to Be One” 

            Saint Simon, Memoirs, “A Critique of Louis XIV”
             English Bill of Rights, and the Act of Settlement, 1701

        Map work
        Practice DBQ, TEST (MC and Essay), group work, discussions,    

          quizzes, notecards

    This information  will also need to be covered during the previous week if we are to cover everything before the exam.  

                    Eastern Europe /Baroque

                    Art/Review    
        READINGS

Week Three - Four

            Spielvogel, CH 15 cont, review of 11-15
            Frederick II, “First Servant of the State”
            Peter the Great, “the Duties of a Russian Tsar”
            Map work
            Group work and presentations, quizzes, notecards, discussions, MC                  questions 

           Art research

Week Four     
                    Scientific Revolution/Enlightenment/18th Century
        READINGS
            Spielvogel, CH 16, 17, 18
            Copernicus, “Man and the Universe”
            DesCartes, “The Call for Rational Scepticism”
            Whitehead, “The Significance of the Scientific Revolution”
            Locke, “The Natural Rights of Man”
            Hobbes, “The Natural Rights of Kings”
            Rousseau, “The Cult of the Natural Man”, “The Social Contract”
            Paine, “The Age of Reason: Deism”
            Crocker, “The Age of Enlightenment”
        Art research
        TEST (MC, Essay or DBQ), Take home essay, notecards, quizzes,    

          discussions, groups
            
Week Five - Six
                    French Revolution and Napoleon
        READINGS
            Spielvogel, CH 19
            Young, “France at the Outbreak of the War”
            “The Declaration of the Rights of Man and Citizen”
            “The Declaration of Independence”            
            Abbe Sieyes, “What is the Third Estate?”
            “Women of the Third Estate”
            Lefebre, “Multiple Causation of the French Revolution”
            Napoleon, “The Nature of Napoleonic Despotism”
            George Rude, “Napoleon as Preserver of the Revolution”
            Bonnie G. Smith, “Women and the Napoleonic Code”
        Map work
        Art of the Period
        DBQ, timed essay, notecards, quizzes, discussions, group work, MC questions

Week Seven-Eight
                    Industrial Revolution/Congress of Vienna/Isms
        READINGS
            Spielvogel, CH 20-21
            Marx and Engels, “The History of the Class Struggle”
            “Testimony for the Factory Act of 1833”
            Samuel Smiles, “Self-Help, Middle-Class Attitudes”
            Flora Tristan, “Women and the Working Class”
        Map work
Art of the Period
        DBQ, TEST (MC and Essay), notecards, quizzes, discussions, group work

Week Nine-Ten   
                 The Victorian Age, Nationalism, Unification, Socialism,   

                   Imperialism
        READINGS
            Spielvogel, CH 22, 23, 24
            Marx, Communist Manifesto, excerpts
            Proudhon, “What is Property?”
            “Middle Class Youth and Sexuality”
            Freud, “The Interpretation of Dreams”
            Darwin, On the Origins of the Species, excerpts
            Alexander II and Prince Kropotkin, “The Emancipation of the Serfs”
            Bismarck, “German Nationalism”    
            Hobson, “Imperialism”     
            Treaties of Nanking, Bogue, and Tientsin”
            Kipling, “The White Man’s Burden”
            Orwell, Shooting an Elephant”
        Map work
        Art of the Period
        DBQ, timed essay, notecards, quizzes, discussions, group work, MC questions

Week Eleven-Twelve
                 World War I, Russian Revolution
READINGS
Speilvogel, Ch 25
            Bismarck, ‘The Dual Alliance”
            Prince Bernhard von Bulow, “The Franco-Prussian Rivalry”
            Enrst Junger, “The Storm of Steel”
            Lenin, “What Is To Be Done?”    
            Wilson, “Fourteen Points”
            Fisher, “Germany’s Real ‘Guilt’”
            “Germany’s War Aims and the Treaty of Versailles”
        Map work
        Art of the Period
DBQ, TEST (MC and Essay), notecards, quizzes, discussions, group work

Week Thirteen
                      20th Century Culture/Depression/Rise of Dictatorships/ WWII
        READINGS
            Spielvogel, CH 26-27
            Stalin, “On the Problems of Leninism”
            Hitler, excerpts on Mein Kampf
            Mussolini, “Fascism in Italy”
            Fromm, The Psychological Basis of Nazism”
            Arendt, “Totalitarianism as a Mass Phenomenom”
        Map work
        Art of the Period
Take home DBQ, MC questions, essay, notecards, quizzes, discussions, group work

Week Fourteen- Fifteen                     

Cold War/Decolonization
        READINGS
            Spielvogel, CH 28
            Chamberlain, “A Defense of Appeasement”
            Churchill, “The Beginning of the Reckoning”
            Hoess, “The Practice of Genocide”
            Churchill, “The Iron Curtain Speech”
            The Truman Doctrine and the Marshall Plan
            “The Universal Declaration Rights of Human Rights”
            Hammerskjold, “What the UN Is and Is Not”
            B.N. Ponomaryov, “The Cold War: A Soviet Perspective”
            Jens Reich, “The Berlin Wall”
            Simone de Beauvoir, “The Second Sex”
            General Assembly of the UN, “Declaration Against Colonization”
        Map work
        Art of the Period
        TEST (MC and Essay), notecards, quizzes, discussions, group work
        
Week Sixteen
                      Modern World Society/Culture
        READINGS
            Spielvogel, CH 29
            Heilbroner, “After Communism: Causes for the Collapse”
            Donia, “War in Bosnia and Ethnic Cleansing”
            Hobsbawn, “The Perils of New Nationalism”
Map work
        Art of the Period
        DBQ, MC questions, essay, notecards, quizzes, discussions, group work
        
Week Seventeen-Eighteen 

 Review/Exam

++ All Multiple Choice questions are taken from study guides, previous AP tests, or are created by
students as practice for the AP exam.   
++ All Essay questions come from previous AP exams and correspond to the topic currently under
discussion.   Many of the essays will be edited by peers and the teacher before the final draft is turned in for a grade.  •    DBQ essays are also taken from previous DBQs on the AP exams.  In addition, practice DBQs will be  used that guide the students in learning the DBQ process. Peer evaluation and rewrites are an on-going process. If time permits, the students will create
their own DBQ. •    Numerous examples of art and music from the different time periods will be explored and discussed.  The students will also research artistic styles and artists.  
•    

++ The class will conclude with an art history project that spans the period from 1450 to 2000. The
students will discuss how the art reflects the intellectual, political, economic, and social ideas
and events.