mr. perkins pacheco high school ap european history

Mr. Perkins Pacheco High School

AP European History Syllabus [email protected]

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Textbook “A History of Western Society” John McKay, Bennett Hill, and John Buckler, 7th Edition. Houghton Mifflin, 2003.

Recommended Study Aide: Barron's AP European History with CD-ROM

Supplies

At least 1 ½” 3 ring Binder Colored Pencils Pens/Pencils USB Memory stick (recommended, does not have to be for this class only) College Ruled Paper

Objective

This course is more than the collection and retention of facts; it expects to develop a level of critical thinking that will be vital in college and beyond. The skills required of students in the course are:

time management, organization, and study skills

careful reading of a long and varied reading list

looking for and evaluating historical interpretations

writing well-constructed essays under time pressure

understanding cause-and-effect relationships

seeing historical analogies among historical circumstance and over time periods The express purpose of an AP course is to provide motivated students with the most intense, demanding curriculum available. With that comes the opportunity to receive college credit during high school. Performance on the three-hour AP European History Exam (May 6, 2011) determines a student’s eligibility to earn college credit. In this district, taking the AP exam is strongly recommended.

Course Description and Course Themes

AP European History is a college-level survey course using a college-level text. It covers the political, economic, religious, intellectual, and artistic heritage of Europe. It spans the period from 1450 to the beginning of the 21st century. It expects students to analyze historical evidence and read the analysis of both the primary textbook and of others to recognize trends and patterns over the last 600 years.

the rise of nation-states and the competition among them

the impact of economic innovation of states and individuals

the interaction between forces of progress and tradition

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the struggle by women, peasants, workers, and ethnic and religious minorities for empowerment.

The advantages and destruction brought about by the European search for dominion over new lands and peoples.

This course is very demanding course. This means that all students should expect nightly readings, assignments, daily quizzes, rigorous testing, and extensive amounts of analytical writing. Students should enter this course with a foundation in the following skills: effective note-taking, reading comprehension, self-discipline, critical thinking, and primary source analysis. This foundation will be strengthened and expanded upon over the course of the year in APEH. AP European History will be one of the most challenging and rewarding classes that you have the opportunity to take here at Pacheco High School. An open mind and willingness to be challenged are required.

Course Format This course will be a combination of lecture and seminar formats. The primary student responsibility will be to understand the course readings. Students will be expected to read outside of class, so that the bulk of class time will be available for questions and discussion. Each day in class students will take a quiz based on the previous nights reading. After students have taken the quiz, students will work in groups to answer the questions and resolve any questions they may have about the material. Groups of roughly four students each will serve to organize discussions, prepare for presentations, and provide a measure of assistance to students who struggle with the course load. The teacher will provide enrichment lectures and readings, but his primary purpose is to facilitate student interaction with each other and with the course material.

Student Learning Exercises: Exams and Exercises Exams: Students will be given exams after almost every chapter of the textbook – roughly every week and a half. In order to fit within the allotted length of the class, most will combine 20 multiple choice questions with a single essay question. The source for the questions will be the released AP exams from the last 20 years. In the beginning I will prepare the students by giving them the essay question in advance, but over time that will be withdrawn to be replaced with two or three possible questions to prepare for and, eventually, a question presented the day of the exam itself. In cases of particularly difficult or broad chapters, students will be able o choose between two essay questions (something of a reflection of the AP exam itself). The exam is weighted 2/3 multiple choice questions and 1/3 for the essay. Multiple-choice questions are scored in the same manner as the AP exam and the essay will be graded using the AP rubric for the FRQ. Reading Focus Questions: I will provide you reading focus questions and important identifications to aid your reading of the text. The purpose of these questions is to guide you towards the important information contained in each reading. These packets will become easier as you learn to read a college level text, but completion of these packets is required if you desire to ‘buy into’ the curve that will be added into each unit test. These packets will also require you to analyze the maps, charts, tables, and various primary and secondary sources that are included in each chapter. It is your responsibility to print your Reading focus questions each chapter. The packets are located on the class website. They are listed as “Review Exercises” on the chapter page.

Notes We will take class notes in regularly. The class notes session will be an overview of the notes that are available on the class website. Notes can be printed from the class website. Those students who do not bring printed copies of their notes to class each day will be required to manually take notes in class that day. It is your responsibility to print notes off each chapter. Some of the notes are very extensive and will be large print jobs. If you do not have access to a printer there is computer access available at school. If you are printing regularly in the computer labs, you may be asked to provide your own paper.

Student Learning Exercises: Projects Trial of Martin Luther: (9/3/10-9/9/10) Due to a quirk in time, you have been transported back to the year 1520 and the city of Worms. Here, you find yourself involved in the trial of the German Monk, Martin Luther, who has given himself up to the authority of the Catholic Church to address the charges that he is, in two words, a heretical revolutionary. The specific charges are as follows: Count 1. Development and preaching of heretical doctrines Count 2. Inciting members of the Catholic Church to rebel against the authority and established doctrines of the universal Church Count 3. Willful denial of the authority of the Pope and Catholic Church Roles in the Simulation: Characters will be assigned by lottery. All character assignments are final after the drawing. Rubrics and instructions will be provided.

Character Roles in the Trial Simulation:

The Prosecution Prosecuting Attorney Prosecuting Attorney Prosecuting Attorney ** Sir Thomas More Anabaptist Witness: Leo X Witness: Charles V John Tetzel Ignatius Loyola German Commoner **

The Defense Defense Attorney Defense Attorney Defense Attorney ** Martin Luther Henry VIII John Calvin Erasmus Anne Boleyn Witness: Jon Huss German Commoner **

** If needed**

Congress of Vienna Simulation: (11/17/10-11/24/10) Each student will be assigned to a group that will represent one of the “Big Five” involved at the Congress of Vienna. In your groups, you will research each country and their representative and bring their point of view to class on the day of the simulation. Within your group, you need to create a PowerPoint presentation to bring to the simulation. Individually, you will write a 2-3 page paper analyzing the diplomatic position of the country you are assigned. You will receive three grades: an individual grade on the paper, a group grade on the PowerPoint, and a peer grade from your group members. The bulk of your points will come from the paper that you complete.

1. Metternich (Austria) 2. Frederick William III (Prussia)

3. Lord Castlereagh (Great Britain) 4. Czar Alexander I (Russia) 5. Charles de Talleyrand (France)

Questions to consider in your preparation

1. What position is your country in at the end of the Napoleonic wars economically, militarily, socially, and politically?

2. What are the goals brought to the table by your country? 3. Who are your “allies” and who are your “enemies”? 4. How does your country see the near future? The distant future? 5. What territories are you interested in having? 6. What should happen to Italy and the former Holy Roman Empire in your country’s point of view?

WWI Preparedness Project (2/10/11-2/15/11) It is January of 1913. You are a diplomat of the United States as part of the cabinet of President William Howard Taft, shortly before the inauguration of president-elect Woodrow Wilson. Wilson needs to know that the possibility of war is very likely on the European continent, and it is your duty to file a report on the conditions of your country. Four teams are being assembled to determine the military preparedness and the inclinations towards war of the five great European powers of the time.

To recreate this scenario, you will be divided into five groups: Germany, Austria-Hungary, Great Britain, France, and Russia. In your group, you will create a powerpoint answering the following questions. Individually, you will write a two page analysis discussing whether the country you were assigned is prepared for a war.

1. What are the foreign policy aims of this power? 2. What frustrations does this power feel? 3. What is the size and preparedness level of this power’s military? 4. What are the war plans of the power? 5. How stable are they socially, politically, and economically?

Periodization Project: (5/9/11-5/16/11) We will use periods to break the content down into decipherable chunks. These periods will become the foundation for your understanding of European History. Over this course some periods will stand out when compared to others. You will be divided into groups and complete the following tasks.

1. Choose the three most important periods in European History and put them in order of importance. Pick the three that can be used to explain how the Europe of Today came into being. You must include a paragraph defending why each period is in your top three and why you ordered them they way that you did.

2. Tell me what your next most important period is. This is the one that just didn’t make the cut. Explain why you wanted to include it and why you ultimately chose to exclude it.

3. Tell me what period we are in today. Are we at the end of an old one or on the verge of a new one? If a new one, tell me what it is called and why we are starting a new one. If you choose the end of an old one tell me why we belong there.

Your group will complete a short power point presentation on your list. This PowerPoint will be presented in class. Your group will field questions from your classmates so be prepared to defend

your periods. You will also be required to write a paper explaining your choices. If you wanted a list different from the one that your group ultimately decided on, explain your choices not the groups. This paper must be at least 3 pages long, double-spaced, typed in 12pt Times New Roman Font. You must also include at least three citations from prominent historians to buttress the claims that you are making. This will require that you research, evaluate, and assess the historiography of the various periods that you have selected. You will receive three grades: an individual grade on the paper, a group grade on the PowerPoint, and a peer grade from your group members. The bulk of your points will come from the paper that you complete.

P.E.R.S.I.A. Project (5/16/11-5/23/11) We often utilize the acronym P.E.R.S.I.A. to analyze a historical era. This acronym can be useful to analyze any time period or event. Your job will be to use this acronym to analyze every unit that we have studied. The purpose of this activity is two-fold. First, it is an exercise in historical analysis. Second, it will be a useful review activity for the AP Exam in May. You must include how each historical era has impacted development in the following areas:

P- Political E – Economical R – Religious S – Social I – Intellectual A- Artistic

Your answers must be a solid summary/analysis for each letter of the acronym PERSIA for each unit. WWII Project You will work in teams of three or four students from your English class to complete a research paper and oral presentation covering either the European Theater or Pacific Theater of battle during World War II. Components from the project will be completed in both your English and AP European history class. This project will overlap with other out of class assignments in EHAP.

Project Due Dates

Date Piece of Project Where

2/25/10 Focus Questions History

3/4/10 Thesis Due English

3/9/10 Outline Due English

3/18/10 Project Due English and History

Student Learning Exercises: Class Analysis Activities

DBQ’s: Document based questions are an integral part of the final AP Exam. The College Board requires that you be able to correctly interpret and analyze various primary resources. You will complete four full length DBQ’s during your two semesters in AP European History. The first DBQ each semester will be a take-home task, while the other two will be timed and completed in class. There will be several DBQ labs and skill quizzes on top of these full-length activities.

Dates Take Home DBQ Topic

10/11-10/18 Absolutism

11/1-11/8 French Revolution

3/7-3/14 Fascism

DBQ Labs: DBQ labs will be another hands-on activity. We will have a number of DBQ labs over the course of our two semesters together. DBQ labs will require you to discuss, analyze point of view, and group various documents as a team. These days will require you to put the various analysis skills we have been working on into practice. Your team will then present your findings to the class, and you will write a reaction to a teacher provided prompt.

Date DBQ Labs

10/4 “Causes of Protestant Reformation”

10/7 “Cromwell and the English Civil War”

10/8 “Louis XIV -- Enlightened Despot?”

5/3 AP release DBQ

FRQ’s/Essay Outlines: Free response questions are another way that your learning will be assessed. You will complete two timed and two take-home FRQ’s in class over your two semesters. FRQ style questions will also be integrated into every unit test, and you will also complete several FRQ skill quizzes throughout the semester. Here is a listing of the essay topics that will be assigned this year. More details will be given when the essays are assigned.

Dates Topic

8/17-8/30 Renaissance

9/13-9/27 Age of Exploration/Monarchies

10/18-11/1 Enlightenment/Scientific Rev.

1/10-1/31 Real Politics

3/21-4/4 Cold War

Reading Quizzes: It is essential that students keep up with the daily reading assignments. This course utilizes a ‘trust but verify’ philosophy. Every day you will have a reading quiz. The questions will come from the textbook test generator and will be used to keep everyone honest, and generate class discussion. Weekly S.O.A.P.S.: Every class period will begin with a thought provoking question and a primary source that needs to be analyzed. These sources can be images, maps, charts, art, or written documents. Students will use the S.O.A.P.S. method to analyze each document, and we will then analyze each document as a class. (S-speaker, O-occasion, A-audience, P-purpose, S-subject, and POV) The weekly SOAPS will be collected on Friday and will be assigned a completion grade.

Class Participation Students are expected to participate in the class by participating within their groups, facilitating discussions, assisting others, or asking for assistance themselves. For further information of the participation grade please reference the insurance policy handout in the back of the syllabus.

Students who miss class will only be allowed to make up the work from the time they were absent if the absence is excused. It is your responsibility to get all assignments in on the proper date. If you know in advance that you are going to be absent utilize the calendar to figure out what you will need to turn in before your absence so you do not get docked points. If there are ever any concerns over your ability to get something turned in for any reason it is far better for you to talk to me and see if something can be arranged than to ignore the problem and hope that it magically resolves itself.

Finals Students will take a final at the end of each semester. The final exam will be a cumulative test composed of Multiple –Choice questions and a DBQ question. The first semester final is a required exam for all students. Students who take the AP European History Exam on May 6, 2011 will be exempted from the second semester final.

Grading

Grades are issued every quarter based on the following formula:

Grading Categories and Breakdown Grading Scale

100-90 A

Exams (M/C, FRQ, & DBQ) 30 89-80 B

Quizzes (DBQ Labs, Skills, and Weekly Reading)

25 79-70 C

Homework, Projects, & Papers 30 69-60 D

Semester Final 5 59 and below F

Participation 10

Weekly Calendar First Semester Week 1

Day Date Primary Source Reading Class Topic Homework Due

Mon 8/16 Syllabus / Introductions

Tues 8/17 Boccaccio The Decameron SOAPS/FRQ’s Renaissance essay assigned

Read “Black Death”380-386

Wed 8/18 Froissart The Hundred Years’ War

Black Death/100 years war Reading Quiz

Read “The Hundred Years’ War” 386-392

Thu 8/19 Boniface VIII’s Defense of Papal Supremacy

Crisis in Church Reading Quiz

Read “The Decline of the Church and Life of the People” 392-406

Fri 8/20 Ch. 12 Test Read “The Evolution of the Italian Renaissance and Intellectual Hallmarks of the Renaissance” 414-422

Chapter 12 packet SOAPS

Notes:

Choose one of the following essay questions and write a five to six paragraph essay outline with a thesis statement. Develop a clear, focused and original thesis statement on the topic and develop an argument on behalf of your viewpoint. Be sure that your thesis is consistent with your data and stay focused on your thesis. Remember that your essay outline is written to convince. Be thorough and assume nothing. Do not skip steps. Underline or highlight key names and phrases so they stand out to the reader. Be specific, who, what, when, where, why, and how. When using examples, relevance and factual accuracy is important. Avoid ambiguity and vagueness in your examples. You conclusion must prove your thesis. Some teachers feel that you should write your conclusion immediately after you finish writing the first paragraph. Opening and closing paragraph are mini-essays. You will write this essay in outline format, not in essay format. What this means is that you will follow standard numerical outline numbering and write sentences for each line. You do not need to provide quotes, but you should paraphrase the content of the quote as it relates to your thesis as support. Due 8/30

1. Compare and contrast the Renaissance with the Later Middle Ages 2. To what extent is the Renaissance truly a departure from the past? 3. To what extent did Renaissance humanism affect the view of the individual? 4. Analyze the influence of humanism on Renaissance art. Select at least three artists and analyze at least one work for each

artist. 5. Analyze the impact of patronage on Renaissance art. 6. To what extent were women impacted by the Renaissance?

Week 2


Mon 8/23 Dante- Dante’s Vision of Hell Renaissance background / Italian City States Reading Quiz

Read “Art and Artists” 422-428

Tues 8/24 Pico della Mirandola- Oration on the Dignity of Man

Humanism Reading Quiz

Read “Social Change” 428-437

Wed 8/25 Vasari- The Genious of Leonardo Da Vinci

Italian Renaissance / Art Reading Quiz

Read “Renaissance in the North” 437-440

Thu 8/26 Machiavelli & Erasmus- Opposing Viewpoints: The renaissance Prince: The Views of Machiavelli and Erasmus

Northern Renaissance Reading Quiz

Read “Politics and the State of the renaissance” 440-445

Fri 8/27 William Shakespeare- In Praise Of England

Northern Renaissance Art Reading Quiz

SOAPS

Notes:

Week 3


Mon 8/30 Laura Cereta- Defense of the Liberal Instruction of Women

Women during the Renaissance Renaissance Essay Outline Due

Tues 8/31 Chapter 13 Test

Read “The Condition of the Church” 450-453

Chapter 13 packet

Wed 9/1 Johann Tetzel- indulgences Causes of the Reformation Reading Quiz

Read “Martin Luther and the Birth of the Reformation” 453-462

Thu 9/2 Luther- Ninety-Five thesis Martin Luther Reading Quiz

Read “Germany and the Protestant reformation” 462-466

Fri 9/3 Luther- Robbing and Murdering Hordes of Peasants

Battle of Lutheranism Introduction “Trial of ML” Reading Quiz

Read “Growth of the Protestant reformation” 466-475 Trial of Martin Luther

SOAPS

Notes:

Week 4


Mon 9/6 No School

Tues 9/7 Queen Elizabeth- Addresses Parliament

English Reform and Women Reading Quiz

Read “ The Catholic and Counter-Reformation” 475-480 Trial of Martin Luther

Wed 9/8 Loyola- Our Holy Mother, The Hierarchal Church

Catholic Reformation Trial of Martin Luther

Thu 9/9 Luther & Zwingli- Opposing viewpoints: A Renaissance Debate : Conflict at Marburg

Trial of Martin Luther prep Trial of Martin Luther

Fri 9/10 TRIAL OF MARTIN LUTHER Trial SOAPS

Notes: 9/8 is a minimum day

Week 5


Mon 9/13 Chapter 14 test Age of Exploration and New Monarchies Essay Outline 2 assigned

Read “Politics, Religion, and War” 487-502

Chapter 14 packet

Tues 9/14 The House of Commons: The Power of Parliament in England (Sherman)

Religious Wars Reading Quiz

None

Wed 9/15 David Pietersz de Vries- Voyages from Holland to America: The Dutch Colonize North America (Sherman)

New Monarchies Read “Discovery, Reconnaissance, and Expansion” 502-509

Thu 9/16 The Portuguese conquest of Malacca

Age of Exploration Reading Quiz

Read “Town and Economic Revival” 349-360

Fri 9/17 Columbus lands in the New World

Causes for Exploration Reading Quiz

Read “Later Explorers” 509-512 SOAPS

Notes:

Choose one of the following essay questions and write a five to six paragraph essay outline with a thesis statement. Develop a clear, focused and original thesis statement on the topic and develop an argument on behalf of your viewpoint. Be sure that your thesis is consistent with your data and stay focused on your thesis. Remember that your essay outline is written to convince. Be thorough and assume nothing. Do not skip steps. Underline or highlight key names and phrases so they stand out to the reader. Be specific, who, what, when, where, why, and how. When using examples, relevance and factual accuracy is important. Avoid ambiguity and vagueness in your examples. You conclusion must prove your thesis. Some teachers feel that you should write your conclusion immediately after you finish writing the first paragraph. Opening and closing paragraph are mini-essays. You will write this essay in outline format, not in essay format. What this means is that you will follow standard numerical outline numbering and write sentences for each line. You do not need to provide quotes, but you should paraphrase the content of the quote as it relates to your thesis as support. Due 9/27 1. Who were the “New Monarchs”? How did they go about centralizing power in their states? To what extent were they

successful? 2. Analyze the role that knowledge, politics and technology played in European exploration between 1450 and 1700. 3. Compare and contrast the European “Old Imperialism” in Africa and Asia with the European domination of the New World

between 1450 and 1700. 4. Analyze causes for the rise of the Spanish Empire and features of Spain’s rule in the New World 5. Analyze the impact of the Columbian Exchange on European society. 6. Analyze factors that enabled Europeans to dominate world trade between 1500 & 1700

Week 6


Mon 9/20 The Spanish Conquistador: Cortez and the Conquest of Mexico

Portugal/ Spain/ France/ England Reading Quiz

Read “Changing Attitudes” 512-518

Tues 9/21 A witchcraft trial in France Life in the 16th and 17th Century Reading Quiz

Wed 9/22 Chapter 15 Test Read “Absolutism” 531-536 Chapter 15 packet

Thu 9/23 The French King’s Bedtime Absolutism in Western Europe Reading Quiz

Read “Absolutism” 536-543

Fri 9/24 Louis XIV: Kingly Advice Age of Louis XIV Reading Quiz

Read “Absolutism” 543-548 SOAPS

Notes:

Week 7


Mon 9/27 The Face of War in the Seventeenth Century

Wars of Louis XIV Reading Quiz

Read “Constitutionalism –Restoration” 548-553

Age of Exploration and New Monarchies Essay Outline 2 Due

Tues 9/28 The Bill of Rights English Civil War Reading Quiz

Read “Rest of Chapter” 553-559

Wed 9/29 John Locke ? Glorious Revolution Reading Quiz

Thu 9/30 Chapter 16 Test Chapter 16 packet

Fri 10/1 Intro to DBQ SOAPS

Notes:

Week 8


Mon 10/4 Practice DBQ “Causes of Protestant Reformation

Tues 10/5 CAHSEE

Wed 10/6 CAHSEE

Thu 10/7 Practice DBQ “Cromwell and the English Civil War”

Fri 10/8 Practice DBQ “Louis XIV -- Enlightened Despot?”

Read “Lords and Peasants in Eastern Europe” 564-568

Notes:

Week 9


Mon 10/11 The Childhood of Catherine the Great

Eastern Europe: Absolutism Fall of three Empires Reading Quiz DBQ #1 Assigned “Absloutism”

Read “The Rise of Austria and Prussia” 568-576

Tues 10/12 Frederick the Great and his Father

Prussia and Frederick William Reading Quiz

Read “The Development of Russia” 576-589

Wed 10/13 Peter the Great deals with a Rebellion

Russia and Peter the Great Reading Quiz

Thu 10/14 Cumulative Review

Fri 10/15 Cumulative Test Chapter 17 Packet SOAPS

Notes: 10/13 is a minimum day, 10/15 is the end of the quarter

Week 10


Mon 10/18 Copernicus- On the Revolutions of the Heavenly Spheres

The Scientific Revolution Essay Outline 3 assigned

Read “The Scientific Revolution” 594-604

Absolutism DBQ Due

Tues 10/19 Opposing Viewpoints: A New Heaven? Faith versus Reason

Impact of the Scientific Revolution Reading Quiz

Read “The Enlightenment” 604-614

Wed 10/20 The Attack on Religious Intolerance

The Enlightenment Reading Quiz

Read “The Enlightenment and Absolutism” 614-623

Thu 10/21 A Social Contract Classical Liberalism Reading Quiz

Fri 10/22 Opposing Viewpoints: Women in the Age of Enlightenment: Rousseau and Wollstonecraft

The Philosophes SOAPS

Notes:

Choose one of the following essay questions and write a five to six paragraph essay outline with a thesis statement. Develop a clear, focused and original thesis statement on the topic and develop an argument on behalf of your viewpoint. Be sure that your thesis is consistent with your data and stay focused on your thesis. Remember that your essay outline is written to convince. Be thorough and assume nothing. Do not skip steps. Underline or highlight key names and phrases so they stand out to the reader. Be specific, who, what, when, where, why, and how. When using examples, relevance and factual accuracy is important. Avoid ambiguity and vagueness in your examples. You conclusion must prove your thesis. Some teachers feel that you should write your conclusion immediately after you finish writing the first paragraph. Opening and closing paragraph are mini-essays. You will write this essay in outline format, not in essay format. What this means is that you will follow standard numerical outline numbering and write sentences for each line. You do not need to provide quotes, but you should paraphrase the content of the quote as it relates to your thesis as support. Due 11/1 1. How did the Scientific Revolution impact European society (e.g. intellectually, religiously, economically)? 2. Analyze the extent to which the Enlightenment affected European society with regard to religion, education, and

economics. 3. Analyze the impact of the Enlightenment on politics in the 18th century. 4. To what extent is the term “Enlightened Despot” appropriate when describing the reigns of Frederick the Great, Catherine

the Great, and Joseph II?

Week 11


Mon 10/25 Chapter 18 Test Chapter 18 Packet

Tues 10/26 Enlightenment DBQ/FRQ Read “Agriculture and the Land” 628-637

Wed 10/27 Propaganda for the New Agriculture

Agricultural Revolution Reading Quiz

Read “The Beginning of Population Explosion and Cottage Industry” 637-644

Thu 10/28 The beginnings of Mechanized Industry: The Attack on new machines

Population Explosion Cottage Industry Reading Quiz

Read “Building the Atlantic Economy” 644-656

Fri 10/29 The Atlantic Slave Trade Atlantic Economy Reading Quiz

Read “The Changing Life of the People” 660-684

SOAPS

Notes:

Week 12


Mon 11/1 The Ancien Regime: Ideals and realities (Sherman)

Life in the 18th Century French Revolution DBQ Assigned Reading Quiz

Essay 3 Outline Due

Tues 11/2 Chapter 19/20 Test Read “Revolutions in Politics” 691-698”

Chapter 19 Packet Chapter 20 packet

Wed 11/3 Women of the 3rd Estate (Sherman)

Louis XV Reading Quiz

Read “Legal order and Social Realities” 698-699

Thu 11/4 Poverty In France France Overview Reading Quiz

Fri 11/5 Opposing viewpoints: The Natural Rights of the French People: Two Views

Causes of the French Revolution Read “The Formation of the National Assembly” 699-704

SOAPS

Notes:

Week 13


Mon 11/8 The Fall of the Bastille Estates General Reading Quiz

Read “World War and Republican France” 704-708

French Rev. DBQ Due

Tues 11/9 Justice in the Reign of Terror Age of Montesquieu Reading Quiz

Read “Total War and the Terror” 708-712

Wed 11/10 Robespierre and Revolutionary Government

Age of Rousseau Reading Quiz

SOAPS

Thu 11/11 Veterans Day No School Fri 11/12

Notes:

Week 14


Mon 11/15 The Declaration of the Rights of Man and the Citizen (Sherman)

The Directory Summary of the Ages

Read “The Napoleonic Era” 712-715

Tues 11/16 Napoleon’s Appeal (Sherman) Napoleon Bonaparte Consulate Period Reading Quiz

Read “Napoleon’s Wars and Foreign Policy” 715-718

Wed 11/17 Women and the Napoleonic Code (sherman)

Napoleonic Wars Empire Period Grand Empire Reading Quiz Congress of Vienna Sim. Intro.

Congress of Vienna Simulation

Thu 11/18 Napoleon and Psychological Warfare (Sherman)

War of Third coalition Reorganization of Germany

Congress of Vienna Simulation

Continental System

Fri 11/19 Jakob Walter, German Draftee with Napoleon (Text)

War of the Fourth Coalition Congress of Vienna

Congress of Vienna Simulation SOAPS

Notes:

Week 15


Mon 11/22 Congress of Vienna Simulation Congress of Vienna Simulation

Tues 11/23 Congress of Vienna Simulation Congress of Vienna Simulation

Wed 11/24 Congress of Vienna Simulation Congress of Vienna Simulation Paper Due Congress of Vienna PowerPoint due Congress of Vienna Simulation

Thu 11/25 Thanksgiving Break No School Fri 11/26

Notes: 11/24 Minimum Day

Week 16


Mon 11/29 The Revolutions of 1848 (Sherman)

100 Days Evaluation of Napoleonic Rule Concert of Europe

Tues 11/30 An Evaluation of the French Revolution (Sherman)

French Revolution Evaluated

Wed 12/1 Discipline in the New Factories Industrial Revolution overview Roots of Industrial Revolution

Read “The Industrial Revolution” 725-729

Thu 12/2 The Traits of the British Industrial Entrepreneur

England Read “The Industrial Revolution” 729-734

Fri 12/3 S-T-E-A-M-B-O-A-T A-Coming Transportation Revolution Read “Industrialization in Continental Europe” 734-740

SOAPS

Notes:

Week 17


Mon 12/6 Child Labor: Discipline in the Textile mills

Continental Europe Read “Capital and Labor” 740-749

Tues 12/7 Child Labor: The Mines Social Implications

Wed 12/8 Chapter 21-22 Test Chapter 21 packet Chapter 22 Packet

Thu 12/9 First Semester Review

Fri 12/10 First Semester Review SOAPS

Notes:

Week 18


Mon 12/13 First Semester review First Semester Final

Tues 12/14

Wed 12/15

Thu 12/16

Fri 12/17

Notes:

Second Semester

Week 1


Mon 1/10 Review First Semester Final Eng/SS Essay Assigned in English class Mass politic essay Assigned

Ideologies and Upheavals 755-760

Tues 1/11 The Voice of Conservatism: Metternich of Austria

Congress of Vienna and Conservatism Reading Quiz

Radical Early Ideas 761-762 Reforms and Revolutions 772-778

Wed 1/12 The Voice of Liberalism: John Stuart Mill on Liberty

Liberalism and Revolutions of 1830 & 1848 Reading Quiz

Nationalism 762-765 Revolutions of 1848 778-784

Thu 1/13 Garibaldi and Romantic nationalism

Nationalism and Revolutions of 1830 & 1848 Reading Quiz

The Birth of Marxian Socialism 765-766

Fri 1/14 The Classless Society Socialism Reading Quiz

The Romantic Movement 766-772 SOAPS

Notes:


1. What was the “age of mass politics?” How were government policies in western and central Europe impacted by mass politics during the period 1871-1914?

2. To what extent did liberalism achieve gains in each of the following countries between 1871 and 1914?

England

France

Germany

Russia 3. To what extent were conservatives able to maintain power in the period 1871-1914? 4. Analyze the impact of socialism on European politics in the period 1871-1914.

Week 2


Mon 1/17 No School

Tues 1/18 Realism: Charles Dickens and an Image of Hell on Earth

Romanticism, Realism, & Impressionism in Art Reading Quiz

Wed 1/19 Chapter 23 test Life in the Emerging Urban Society 789-797

Packet 23

Thu 1/20 Emancipation: Serfs and Slaves

Second Industrial Revolution Reading Quiz

Rich and Poor and those in between 797-805

Fri 1/21 The housing venture of Octavia Hill

Urbanization Reading Quiz

The Changing Family 805-813 SOAPS

Notes: 1/19 PLC Minimum Day

Week 3


Mon 1/24 Opposing viewpoints: Advice to women: Two Views

Social Structure and the Changing Family Reading Quiz

Science and Thought 813-817

Tues 1/25 Darwin and the Descent of man

Fin de Siede Reading Quiz

Wed 1/26 Ch 24 Test Napoleon III in France 823-826 Packet 24

Thu 1/27 Louis Napoleon Appeals to the People

Second French Empire and the Crimean War

Nation Building in Italy and Germany 826-830

Reading Quiz

Fri 1/28 The Voice of Italian Nationalism: Giuseppe Mazzini and Young Italy

Unification of Italy Reading Quiz

Germany before Bismarck 830-834 SOAPS

Notes:

Week 4


Mon 1/31 Opposing Viewpoints: Response to the revolution: two Perspectives

Unification of Germany and The Augleich Reading Quiz

Nation Building in the US 834-846 Mass Politic Essay Due

Tues 2/1 Bismarck “Goads” France into War

Age of Mass Politics: Germany and France Reading Quiz

Great Britain and Ireland 846-851

Wed 2/2 The Emperors Big Mouth Age of Mass Politics: Britain and Austria-Hungary Reading Quiz

Industrialization and the World Economy 857-872

Thu 2/3 The Voice of Zionism: Theodor Herzl and the Jewish State

Causes of New Imperialism Reading Quiz

Western Imperialism 872-886

Fri 2/4 Opposing Viewpoints: White man’s burden versus Balck Man’s Burden

Age of New Imperialism Reading Quiz

SOAPS

Notes:

Week 5


Mon 2/7 Ch 25/26 test The First World War 890-895 25/26 packet Due

Tues 2/8 “you have to bear the responsibility for war or peace”

Causes of WWI Reading Quiz

The Outbreak of War 895-904

Wed 2/9 The Reality of War: trench Warfare

The Great War Reading Quiz

Thu 2/10 The Songs of WWI WWI Preparedness Project

Fri 2/11 Women on the factories WWI Preparedness Project The Home Front 904-908 SOAPS


Week 6


Mon 2/14 War and the Family European Society During WWI Reading Quiz

Tues 2/15 WWI Preparedness Project PowerPoint Presentations

The Peace Settlement 916-921

Wed 2/16 Opposing Viewpoints: Three voices of peacemaking

The Versailles Treaty and the Consequences of War Reading Quiz

The Russian Revolution 908-912

Thu 2/17 The Voice of Evolutionary Socialism: Eduard Berstein

Russia Politics Reading Quiz

Lenin and the Bolshevik Revolution 912-916

Fri 2/18 Bloody Sunday Causes of the Russian Revolution Reading Quiz

SOAPS

Notes:

Week 7


Mon 2/21 No School

Tues 2/22 Soldier and Peasant Voices Results of the Russian Revolution

Wed 2/23 Ch 27 test Age of Anxiety 927-935 Packet 27

Thu 2/24 Freud and the Concept of Repression

Age of Anxiety WWI End to old Order Modern Philosophy

Modern art and music 935-940

Reading Quiz

Fri 2/25 Symbolist Poetry: Art for Art’s Sake

Age of Anxiety Science Art and Entertainment Reading Quiz

The Search for Peace and Political Stability 940-944

SOAPS WWII Essay Focus Questions Due

Notes:

Week 8


Mon 2/28 The Great Depression: unemployed and Homeless in Germany

Democracies I n the 1920’s Germany Reading Quiz

The Great Depression 944-952

Tues 3/1 The Struggle of a Democracy: Unemployment and Slums in Great Britain

Democracies in the 1920’s France/Britain Great Depression Reading Quiz

Wed 3/2 Ch 28 Test Dictatorships and the Second World War 957-960

Packet 28

Thu 3/3 Photo23-3 Socialist Realism K. I. Finogenow (Sherman)

Totalitarianism Reading Quiz

Stalin’s Soviet Union 960-968

Fri 3/4 The Formation of Collective Farms

Soviet Union Reading Quiz

Mussolini and Fascism in Italy968-970 SOAPS

Notes:

Week 9


Mon 3/7 The Voice of Italian Fascism Fascist Italy Reading Quiz Fascism DBQ Assigned

Hitler and Nazism in Germany 970-974

Tues 3/8 Adolf Hitler’s Hatred of the Jews

Nazi Germany Reading Quiz

Nazi expansion and the Second World War 975-979

Wed 3/9 Propaganda and Mass Meetings in Nazi Germany

Nazi Germany Reading Quiz

Thu 3/10 Opposing Viewpoints: The Munich Conference Two Views

Failure of collective security and peace

Hitler’s Empire 979-985

Fri 3/11 Hitler’s Foreign Policy Goals Germany’s conquests Reading Quiz

The Tide of Battle 985-987 SOAPS


Week 10


Mon 3/14 A German Soldier at Stalingrad

Turning points in the War Reading Quiz

Fascism DBQ Due

Tues 3/15 The bombing of Civilians Diplomacy during the W ar

Wed 3/16 The Holocaust: The Camp Commandant and the camp Civilians

Results of the War

Thu 3/17 Ch 29 Test Cold War 993-999 Packet 29

Fri 3/18 Opposing Viewpoints: Who Started the Cold War? American and Soviet Perspectives.

Cold War Differing World Views Partition of Germany Reading Quiz

Toward European Unity 999-1006 SOAPS WWII essay Due in English and EHAP

Notes:

Week 11


Mon 3/21 The Truman Doctrine Containment Reading Quiz Cold War Essay Assigned

Postwar Social Transformations 1009-1015

Tues 3/22 Soviet Repression in Eastern Europe

Soviet Union and the Eastern Bloc Reading Quiz

Reform and De-Stalinization 1006-1009

Wed 3/23 Cuban Missile Crisis from Khrushchev’s perspective

Cold War: USSR under Khrushchev and Brezhnev Reading Quiz

Renewed Challenges in the late Cold War 1015-1025

Thu 3/24 Margaret Thatcher: Entering a Man’s World

Cold War and revolution in the 1980’s Reading Quiz

Revolution, reunification, and rebuilding 1031-1033

Fri 3/25 Gorbachev and Perestroika Fall of the USSR and Post 1991 Challenges Reading Quiz

Solidarity in Poland 1033-1035 SOAPS

Notes: 3/25 End of Quarter


1. Identify and analyze factors that were responsible for the onset of the Cold War. 2. Analyze the ways in which the Soviet Union was able to maintain control of the Eastern Bloc nations in the period between

1945 and 1988. 3. Identify and analyze reasons for the decline of communism and Soviet influence in eastern Europe between 1968 and 1989. 4. Identify and analyze long-term causes for the fall of the Soviet Union? 5. “Western liberalism won the Cold War.” Assess the validity of this statement. 6. Identify and analyze factors that led to the de-colonization of Europe’s empires in Africa and Asia. 7. Analyze the ways in which nationalism played a major role in European affairs between 1945 and 2001. 8. To what extent was nationalism the dominant force in eastern Europe between 1989 and 2001?

Week 12


Mon 3/28 The Voice of the Women’s Liberation Movement

Nationalism Since 1990’s Reading Quiz

Gorbachev’s Reforms in the Soviet Union 1035-1043

Tues 3/29 Vaclav Havel: The Call for a new politics

Post-war politics and economic Framework Western Europe Politics and Economic Recovery Reading Quiz

German Unification 1043-1046

Wed 3/30 Pope John Paul II: An Appeal for Peace

European Unity Reading Quiz

Building a New Europe 1046-1051

Thu 3/31 Limits of Modern Technology

Economic Crisis of the 1970’s Reading Quiz

Progress and Tragedy in eastern Europe 1051-1059

Fri 4/1 A Child’s Account of the Shelling of Sarajevo

European Society after WWII Reading Quiz

Entering the new Millennium 1059-1060 SOAPS

Notes:

Week 13


Mon 4/4 A warning to Humanity The 1990’s and beyond Reading Quiz

Cold War Essay Due

Tues 4/5 Ch 30/31 test Packet 30/31

Wed 4/6 AP Review

Thu 4/7 AP Review

Fri 4/8 AP Review SOAPS

Notes:

Week 14


Mon 4/11 Review Reformation and Religious Wars

Practice Questions

Tues 4/12 Review Women in European History

Practice Questions

Wed 4/13 Review Absolutism Practice Questions

Thu 4/14 Review Scientific Revolution Practice Questions

Fri 4/15 Review Renaissance Practice Questions

Notes:

Week 15


Mon 4/25 Review French Revolution Practice Questions

Tues 4/26 Review Industrial Revolution Practice Questions

Wed 4/27 Review 19th Century Practice Questions

Thu 4/28 Review 19th Century Practice Questions

Fri 4/29 No School

Notes: 4/27 & 4/28 Minimum Days

Week 16


Mon 5/2 Review 20th Century Practice Questions

Tues 5/3 Practice DBQ Practice Questions

Wed 5/4 2004 Practice Exam 2004 DBQ Practice

Thu 5/5 2009 Practice Exam 2009 DBQ Practice

Fri 5/6 DAY OF TEST AP Exam

Notes:

Week 17


Mon 5/9 Periodization Project Intro Periodization Project

Tues 5/10 Periodization Project Comp Lab Periodization Project

Wed 5/11 Periodization Project Comp Lab Periodization Project

Thu 5/12 Periodization Project Comp Lab Periodization Project

Fri 5/13 Periodization Project Comp Lab Periodization Project

Notes:

Week 18


Mon 5/16 PERSIA Project Intro PERSIA Project Periodization Project Due

Tues 5/17 PERSIA Project Class Work PERSIA Project

Wed 5/18 PERSIA Project PERSIA Project

Thu 5/19 PERSIA Project PERSIA Project

Fri 5/20 PERSIA Project PERSIA Project


Week 19


Mon 5/23 Finals Review PERSIA Project Due

Tues 5/24 Finals Review

Wed 5/25 Finals Review

Thu 5/26 Finals Review

Fri 5/27 Finals Review

Notes:

Week 20


Mon 5/30 No School

Tues 5/31 Finals Week

Wed 6/1 Finals Week

Thu 6/2 Finals Week

Fri

Notes:

Plagiarism

Cheating of any kind is not tolerated in this class. Cheating results in an immediate zero for the assignment, a call home, and a discipline referral. Cheating includes copying someone

else’s work in or out of class, copying homework, quizzes, tests, using someone else’s work as your own, using an old paper from a past course, or copying from an outside source,

such as the Internet, articles, or journals. Both parties involved with any level of cheating will be punished equally.

MR. PERKINS INSURANCE POLICY SYSTEM

INSURANCE POLICY PROCEDURE: Insurance policies are obtained by handwriting a one page (one side only) paper relating to European History. If you write on the front and the back of a piece of paper that is considered two insurance policies. The information may be from the textbook, newspaper, magazine, or Internet article. You may accumulate no more than 10 insurance policies at any given time. As you use them up you can replace the one or ones that you have lost by handwriting another insurance policy from the textbook, newspaper, magazine, or Internet article. Research has been conducted that when one full

page is handwritten, a minimum of 1/3 of the information will be retained. The following situations will cost you at least one insurance policy:

1. Absent. 2. Tardy. 3. Requests to go to the bathroom/Leaving class for any reason. 4. Not bringing required materials to class. 5. Improper class behavior: 6. Inappropriate classroom use of a cell phone or MP3 player as determined by the

teacher. This results in confiscation of the device and issuance of multiple insurance policies.

Any insurance policies left over at the end of the school session will be worth extra credit up to 2% on your participation grade. You will receive 1% extra credit for 5 accumulated policies and 2% extra credit for 10 accumulated policies. Example Situation: If you have 3 written insurance policies turned in and in one day you are tardy to class and later have to use the bathroom, 2 insurance policies will be taken away from you (leaving you with 1 insurance policy). The 2 lost I.P’s can be replaced by writing another full page (front & back) related to European History.

AP European History Student Parent Contract We have read through the course syllabus for AP European History and understand the structure and requirements of the class. We further understand the following about AP European History: 1. APEH is a college level class. This course is designed to help students pass the AP European History Exam on May 6, 2011. By completing this course and passing the AP exam you may receive college credit at whatever university you attend. 2. Because this is a college level course there will be a great deal more work than the typical high school course. The vast majority of this work is not busy work, but rather assignments that will call on higher levels of thinking. Therefore you will be doing a great deal of writing and analysis of material that is presented in class and in your readings. 3. There will be nightly readings and they are a required part of the class. You will not succeed in this class if you blow off the readings. There will be reading quizzes each day after there is a reading to test whether you completed the reading or not. The readings are very manageable; sometimes even only a few pages. 4. This course will probably be one of the most challenging courses you have taken thus far, you may become frustrated with the workload, but the rewards will be worth it. You will develop as a higher level student, may get college credit, and will be rewarded with the potential for a higher GPA in high school. I am glad that you have decided to take on this challenge and I welcome you to European History. ___________________________________ ________________________________ Student Name Student Signature ___________________________________ ________________________________ Parent/Guardian Name Parent/Guardian Signature

mr. perkins pacheco high school ap european history

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