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 spring 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 next August, 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 2009-2010
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

Divisions

              A. Class notes – dated and titled                                               

                        Lectures/Powerpoint presentations
                        Discussions
                        Student presentations
                        Cooperative Learning Activities
              
                 B. Readings
                   1. Interpretative
                       State Thesis
                       Give supporting evidence
                      Your reaction – based on knowledge
                   2.  Primary
                        Record key information
                        Discuss bias
                        Impact of document
                
                   3.  Text
                        Chapter reading assignments
                        Identifications
                        Chapter questions, if provided
                        Skill building activities
                
                  C.  Charts and Maps
                  D.  Writing Assignments
                          Long
                          Short
                  E.  Returned tests and quizzes

Summer Assignment:    

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

•    Map Test – Contemporary Europe – the students
will come to school to take a map test and to indicate
their willingness to give their time to the 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.

3rd Nine Weeks

1.     Week One     Jan 26- 30 
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

II.    Week Two-Three     Feb 2-13

                    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    

               Explained”
            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

            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

III.    Week Four    Feb 16-20 
                    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
            
IV.    Week Five  Feb 23-27
                    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

V.     Week Six   March 2-6
                    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

VI.     Week Seven -Eight   March 9 - 20
                 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

VII    Week Nine  March 23 - 27
                 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

I.       Week Ten - Eleven    March 30- April 17 
                      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

II.     Week Twelve    April 20-24
                     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
        
III.      Week Thirteen   April 27 to May 1
                      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
        
IV.    Week Fourteen   May 4-8 
                      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.  
•    Students are given the chance to complete test
corrections on missed MC.  They must write 40-50 word
explanations of why the correct answer is correct.
•    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.  

   

 Read the handout of Louis XIV and fill out paper

Sep 18  Ch 15 416-430  HAVE MC FOR PAGES 408-430 COMPLETED BY CLASS!!!

Sep 19  Ch 15  430-436, MC due tomorrow

Sep 20  Notecards due Review for test on all materials.

Sep 21  TEST,  read ch 16
The Scientific Revolution 438-449

Sep 24   449-460,  MC and Notecards are due on Tuesday

Sep 25   CH 17 The Enlightenment  
          463-476
Sep 26    476-488  MC and Notecards due on Thursday
Sep 27   Essay topics -
1. Analyze the relationship between the Newtonian Revolution and the Enlightenment.
  2.  "Newton inspired the Enlightenment, Locke provided the blueprint; the philosophes shaped it."
Assess the validity of this statement.
  3.  Compare and contrast Locke's and Rousseaus' concept fo the social contract.
  4.  Describe and compare the political beliefs of the 18th century French philosophes Voltaire and Monstesqueiu.
  5.  Desctibe and compare the policies of mercantilism and laissez-faire.
  6.  Describe and analyze why the debate over a sun-centered versus an earth-centered solar system was teh primary controversy of the Scientific Revolution.
  7.  The Scientific Revolution of the 16th and 17th centuries was more than simply an advance in man's understanding of the physical world.  It marked an inauguration of the revolutions in man's perception of and relations with that world, with society, and with his fellow man:  it was in essence, a social, cultural, intellectual, and political revolution.  Discuss.  

Sep 28    CH 18  The 18th Century  491-507
             France, Austria, Prussia, Russia
             Wars and Diplomacy  
Oct 1          Life of the People   507 - 520

Oct 2      CH 19  
           522-528    French Revolution - causes

Oct 3     528-537     French Revolution

Oct 4     537 -544    Napoleon

Oct 5     544-550   Video - Napeleon  

Oct 8   NO SCHOOL - STUDY FOR TEST ON FR REV AND NAP

OCt 9   Notes on Nap   Study for Test Thurs
        Review, MC and notecards due.  

Oct 10  Nap, Giant or Midget, review for test
        Possible essay topics
           A. To what extent and in what ways was the French Revolution during the period from 1789 through the Reign of Terror (1794) an attempt to create a government based on Enlightenment ideals?

           B.  "The essential cause of teh French Revolution was the collision between a powerful, rising bourgeoisie and an entrenched aristocracy defending its privilegs."  
    Assess the validity of this statement as an explanation of the events leading up to the French Revolution of 1789.

           C.  "Napoleon was a child of the Enlightenment."  Discuss this statement.  In what ways do Napoleon's policies and actions support or detract from it.  
    
          D.  "Political leaders committed to radical or extremist goals often exert authoritarian control in the name of higher values."
       Support or refute this statement with reference to the political and cultural policies of Robespierre during the French Revolution.

Oct 11   Fr Rev and Nap Test
        CH 20  Industrial Revolution  552-560

POWER POINT NOTES FOR THIS CHAPTER ARE ON THE E. Adair Doran website from the school website.  Or you can go to schoolnotes.com/28144/doranworldhis.html
They will be at the bottom of the page under attachments.  You can click on it, and it will take you to my powerpoint presentation.  Please make a copy of these notes for class so we can discuss them and not spend the whole period copying them.  Sorry for the inconvenience.  They are trying to fix my webpage.

Work on the MC and the notecards that correspond to this chapter.  We will have a test next week on the Industrial Revolution, only.

Oct 12  560-565

Oct 15  565-577,  Go over Industrial Revolution read and discuss DBQ

Oct 16   Write DBQ on IR
          GO to "Elizabeth, The Golden Age" movie
          complete MC questions on IR

Oct 17   STUDY FOR IR TEST and Essay
              
Oct 18    IR Test and Essay,  Ch 21  In class, 579-588
           Induction Ceremony tonight
           Homework, 588-592

Oct 19     Ch 21 592-600

Oct 22     Ch 21  600-608

Oct 23  Finish MC,  Work on art project

Oct 24  Work on art project