This action might not be possible to undo. Are you sure you want to continue?
Mrs. Levy, esq.
Course Overview Students are expected to have entered this class having read and outlined, over the summer, Hollister & Bennett’s Medieval Europe: A Short History. This course will be taught on a college level and will move fairly quickly. The course will be divided into two separate sections. The first section will cover 1450 to the fall of Napoleon. The second part of this course will cover Metternich to the present. Major topics include patterns of state-building, the impact of new ideas and technologies, the growth of capitalism, and the evolution of modern ethnic and racial identities. Throughout our study, we focus much of our attention toward understanding the daily lives of ordinary people who experienced the momentous changes of the past few centuries. The course will look at the social, political, cultural, intellectual, historical, and economic events and institutions. This course will emphasize higher order thinking skills, memorization, and analysis of a variety of different type of texts. Students will be asked to read and outline one chapter of text per week. Additionally, students will have a quiz once a week on Tuesdays. Students will also have a test once a month. There is also a one eight page paper required, which will be due right after winter break. While this course will be quite possibly the most challenging class students take in high school, it will also offer the class a solid foundation of Western Civilization for years to come. Course Objectives Students will be able to: Master an overview of the history of the Europe Defend their positions using historical facts Understand different views on historical events and their significance by exploring historiography. Prepare for successful completion of the AP European History Exam Summer Reading Hollister, C. Warren and Judith Bennett. Medieval Europe: A Short History. NY:McGraw-Hill Higher Education, 2005. Course Text and Readings: Spielvogel, Jackson J. Western Civilization. Vols. 1 & 2. Belmont, CA: Wadsworth Publishing.
person. This will greatly improve students’ critical thinking and writing skills. essay questions. Woloch. 1 essay. Western Civilization: Sources. and Interpretations. Images. and abbreviated document based questions. major facts. and. and is it backed up with credible evidence? Is the argument ultimately convincing? Does this work neglect other points of view. students should prepare a thesis statement and outline the essay they would write.fordham. key figures. The DBQ’s will be taken straight from the old AP exams or will be made up. how does this affect the value of the argument? These are just a few of the questions you should be pondering when analyzing any piece of historical scholarship or fiction/non-fiction. and Mazower and readers like Sherman. Chambers. This project should be a critical analysis of the text. while also allowing students to display their understanding of the major themes of the course in a setting less rigid than the examination format. read some published book reviews. select a historical journal article and observe how various reviewers have tackled their assignments. This will be a condensed AP format exam. To see examples of first-rate analyses. Both DBQ types will be on topics relating directly to the material covered that past week. This assignment offers students a chance to investigate a theme. or process in European history in greater detail.html Tests: Tests will be administered approximately once every four weeks. and one DBQ. There will be 40 multiple choice.Historiography readings taken from various historians like Kosto. Quizzes Quizzes will be given once a week on Tuesdays whenever possible. They will be a combination of multiple choice questions (simulating the type given on the actual AP). Paper Students are required to do a brief critical paper. What we are looking for is an analysis of the work's major points: What is the message of this text? Is the argument plausible. .edu/halsall/mod/modsbook. Dennis. The fill in the blank will be focusing on terminology. Volumes I & II (McGraw Hill) by Dennis Sherman Primary Sources from various readers and internet sources including: http://www. Mid Term Exam This exam will cover everything from the first half of the year. if so. which means much more than a simple summary of the book’s/series of articles’ contents. or a historical analysis of a work of fiction or nonfiction of a specific time period we are studying. For example. event. For the quiz. a book review on a recently published book by an approved historical scholar. Quizzes will alternate between fill-in the blank and DBQ’s. either a review of historical scholarship on a specific very narrow topic.
2 essay. 1-9. popes versus cardinals -Generic description of the Renaissance . 302-315 Renaissance Art Florence. Students who have obtained verification from the school psychologist will be accommodated accordingly. Chap. Please do not be shy about utilizing accommodations to which you are entitled! Unit 1. The Prince (in the excerpted Dover edition). and one DBQ. guilds. This will require you to be prepared for every class to be called on based on the readings you should have done for that day. 71-78.The End of Feudalism and the Renaissance Textbook Reading: Speilvogel. you will have 80 multiple choice. MACHIAVELLI. Based on AP questions from prior exams and questions in the same format as AP exams. Themes for discussion:1) What is Machiavelli's attitude toward: a)the common people.Final Exam This is a comprehensive exam on all material from the entire year. This is a simulated AP. The date for this exam will be approximately 2 weeks before the actual AP. 61-64. b)toward the nobles. Bruni Study of Greek Literature and a Humanist Educational Program. 11-12 Primary Sources: 291-302 Petrarch In Praise of Antiquity. The Prince. kings versus popes. Rabelais Gargantua and Pantagruel. Please notify me in advance if you foresee this to be a problem. pp. 16. Attendance Policy Because of the fast paced nature of our class. Discussion: "What values were espoused in the Italian Renaissance?" "How does Machiavelli's view of politics and man compare to the values of Humanism we see in the Renaissance?" For discussion: Machiavelli. Class Participation We will be using the Socratic method in class. 33-45. Random calling on students will require you to always walk into class prepared to defend your positions with facts. Pico Oration on the Dignity of Man. kings versus nobles. Learning Accommodations Any student who has a learning disability or a physical disability that requires special accommodation should inform me at the beginning of the term.". 47-53. xiii-xiv. students’ attendance is absolutely critical. A student will simply loose too much and will be unable to make it up if excessive absences occur. 12-13. c)toward mercenaries? 2)What is a prince's primary duty? 3)What is his strongest defense? 4)What was his view on cruelty? 5)Is there any underlying moral principle in The Prince? Aims: -Common features of feudalism: agriculture.31.
and science -In what ways was the Renaissance more secular? -What was new and what was “reborn” in the Renaissance? DBQ: Renaissance Education. Did Women Have a Renaissance. Rise of the World Economy. and Jews. architecture." "The African Slave Trade. the Book of the Courtiers. pp. 14 Articles on:"Age of Exploration. 13. French Wars of Religion Textbook Reading: Spielvogel. Chap. Faith. Aims: -Political and economic and technological causes for exploration of the New World -Golden Age of Spain -Commercial Revolution. Appeal to the Christian Nobility. 201-214. Thomas à Kempis The Imitation of Christ. -Foreign and domestic policy in England. Erasmus In Praise of Folly. Benvenuto Cellini. Statement of Grievances. Leviathan. Aims: -Compare and contrast the New Monarchies in England. Hobbes. "The Catholic Response" Canons and Decrees of the Council of Trent . On Sovereignty. and Spain -Causes of the Reformation (religious and political especially) -Political and religious consequences of Reformation -English Reformation -Political and religious consequences of Reformation -Doctrines of Luther and Calvin compared to the Roman Catholic Church -Catholic Reformation and Council of Trent -Peace of Augsburg Discussion Questions: "What were the reasons for the spread of the Reformation?" "How did Catholic Europe respond to the Protestant challenge?" Unit 3: Opening of the Atlantic. 197-201 (end before the b/g of France) Primary Sources: Draft Ecclesiastical Ordinances. The Notebooks. pp. "The Anabaptists. Witchcraft.-Compare and contrast: Renaissance in the south versus Renaissance in the north. Chap." Primary Sources: Leonardo Da Vinci. mercantilism -Reasons for the decline of Spain -Revolt of the Netherlands . Luther. Peasants. Ingatius Loyola Spiritual Exercises. literature. -Individualism and humanism -Why does it happen in Italy first? -Burckhardt Thesis -Kelly Thesis -Heavy hitters in art. "The Lutheran Reformation" and Martin Luther's writings on Papal Power. France and Spain. Rise and Fall of Habsburg Power. Oath of Allegiance (Henry VIII). 13. France. bullionism. the Diet of Worms." "Toward the Modern Economy: Holland." "The Calvinist Reformation" and John Calvin. Dutch Wars Unit 2: The Protestant Reformation and Catholic Counter-Reformation Textbook Reading: Spielvogel. Bodin. Castiglone. Chap.
77145-2R6). role of William III. 15 (second ½). Bart’s Day. Aims: -Political. and westernization -Partitions of Poland. Edict of Nantes) -Peace of Westphalia DBQ: "What role did Spain play in transforming Europe's place in the World?" Unit 4: Tudor/Stuart England: The Rise of Constitutionalism and the Age of Louis XIV: The Success and Failure of Absolutism Textbook Reading: Spielvogel. reforms from above. Rise of Prussia -Rise of Prussia from the Great Elector to Frederick the Great -Multi-national character of Habsburg lands and the attendant problems thereof. Duetsche Harmonia Mundi CD (No. and Bossuet -Louis XIV’s domestic policy -Wars of Louis XIV -Role of Mazarin. Chap. How are their policies similar? How are they different? Unit 5: England and France in the 18th Century plus Prussia. the Fronde. Racine. Chap.-Causes and effects of the 30 Years War -How important was religion as a cause of the 30 Years War? -Richelieu and Balance of Power -Stages of the 30 Years War -Politiques (Bodin) -Weber Thesis -Progress and Resolution of the French Wars of Religion: Catherine de Medici. The Petition of Right (1623). economic and religious problems of James I and Charles I -Oliver Cromwell and English Civil War -Domestic and foreign policy in Stuart Restoration -Glorious Revolution -Changes in religious toleration in England -Movement towards constitutionalism in England -Definition and examples of absolutism under Louis XIV -Ideology of Absolutism. the English Bill of Rights. 15 (1st half) Primary Sources: Music of Versailles (various composers). 18 Primary Sources: Moliere. Coligny. and Treaty of Utrecht Essay Question: Compare the reigns of Frederick William of Brandenburg-Prussia and Peter the Great of Russia. Chap. -Special economic characteristics of Eastern Europe . Henry IV. part taken from Shakespeare’s Richard II. James I. Russia and Austria Textbook Readings: Spielvogel. Aims: -Peter the Great. and the nobles -Social and economic problems of Louis XIV -War of Spanish Succession. St.
Diderot’s Supplement to the Voyage of Bougainville. Aims: -Causes of Scientific Revolution -What was revolutionary about the Scientific Revolution? -Political.-English and French domestic and foreign policy after Utrecht -Bubbles -Seven Years War and Consequences -Evolution of the World Economy in the 18th Century DBQ: What geo-political ambitions of Louis XIV? What territories were he particularly interested in obtaining and at whose expense? Unit 6: Scientific Revolution. if any. Locke. Maria -Theresa. end of mercantilism. Frederick the Great. Neoclassicism. Despots Manqués and Despot Wannabes. Adam Smith -Enlightened Despots: Catherine the Great. 17 Primary Sources: Passages taken from: Voltaire’s The Ignorant Philosopher. and Rousseau Textbook Readings:Spievogel. Kant “What is Enlightenment?”. were there between the scientific revolution and the enlightenment? Unit 8: French Revolution and Napoleon Textbook Readings: Spielvogel. DBQ: What connections. Joseph II. Romanticism. Who was? Who wasn’t? Why? Compare and contrast Enlightened Desposts. Attack on Copernican Theory. published letters of Mozart. . economic and religious implications of the Scientific Revolution -Important people and ideas of the Scientific Revolution -Compare and contrast Hobbes. and Rousseau DBQ: What connections existed between science and occult in the sixteenth century and how did they influence great intellectual thinkers? Unit 7: Enlightenment and Enlightened Despots Textbook Reading: Spielvogel. 16 Primary Sources: Hobbes. plus Hobbes. Locke. Condorcet: Evils of Slavery Art Days Lecture and slide show: Baroque. 19. Locke. Aims: -Define the Enlightenment/Age of Reason -Economic and Demographic changes in the 18th century -Philosophers: who were they and what did they say? -New ideas in political and social theory -Deisim -New economic theories. Chap. Louis XV and Louis XVI. military. Chap. Rousseau. laissez-faire. Packet containing: Letter to the Grand Duchess Christina and Dialogue Concerning the Two Chief World Systems—Ptolemaic and Copernican. Chap.
1806. 21 (section II) Primary Sources: A Modest Proposal. January 28th. Adam Smith: The Principle of the Mercantile System. Chap.miniature mock AP (2 essays one mini DBQ. The American Declaration of Independence. DBQ: Was the industrial revolution revolutionary for the common man or did it actually make his conditions worse? Unit 10: Romanticism and Reaction and Marxism 1815–1871 Textbook Reading: Spielvogel. Is God Dead? and Crime and Punishment. from Wealth of Nations. Declaration of the Rights of Man and of Citizens. 1650. Johann Gottlieb Fichte: Addresses to the German Nation. Robespierre. Chap. Abraham Cowley (1618-1667): Of Agriculture. . Chronology and Periodization -Legislation in each period -Committee on Public Safety and Reign of Terror -Enduring consequences of the Revolution -Rise of Napoleon: causes and consequences -Napoleon’s foreign and domestic policy -Birth of nationalism -Congress of Vienna DBQ: Was Napoleon a child of the revolution or just another absolute king? Midterm. Aims: -Industrial Revolution: causes and development -Inventions and inventors -Development of Capitalism -Riccardo and Malthus -Utopian Socialists -Liberalism and how it changed over the course of the 19th century. John -Stuart Mill and Jeremy Bentham -Suffrage Reform.Primary Sources: Locke. Corn Laws and Chartist movement -Labor and factory legislation -Effects of Industrial Revolution. and political) -Brinton Theory of Revolutions -French society before the Revolution -Causes. Chap. Vindication of the Rights of Woman. Burke. Intermediate and Immediate Causes (social. economic. and 40 multiple choice) Unit 9: Liberalism. Alsace and Lorraine to the National Assembly. Grimm’s Fairy Tales. 1776. Chap. Thomas Carlyle: Signs of the Times: The "Mechanical Age . 22 (section IV). Excerpts. Charles Dickens: Hard Times. 21 (except section II). Nationalism. and the Industrial Revolution 1760-1850 Textbook Reading: Spielvogel. one analytical. 1790. 20. Documents: Petition of the Jews of Paris. historiography of optimists and pessimists. Republic of Virtue Aims: -Distant.
psychology. France. 22 (all except section IV). 24 (section I. Mendelssohn. Realism -Bismarck and the unification of Germany -Bismarck’s domestic policy. and Germany/Relationship of feminism and socialism -Increase in suffrage and social programs in England -Cultural relativism and other cultural and intellectual changes in the late 19th century: science. Freud (excerpts from interpretations of Dreams). and Germany -Class differences in the women’s movement DBQ: Was feminism something that affected the masses or just the wealthy? . II) Primary Sources: Gustave Courbet’s The Stonebreakers. and formation of the Third Republic -Social and political changes in Russia 1848–1881 -Social and cultural changes in England. and socialism -Bismarck’s foreign policy before and after 1871 -New forms of socialism in England. Ibsen’s play A Doll’s Hous. Chap. Music Appreciation Day Lecture: Beethoven. Fin de Siecle. On the Subject of Women. Aims: -Age of Metternich -Romantic art movement -Marxism -Political and social upheaval in France 1815–1852 -Social and Political Republicans -Revolutions of 1848. Auggleich of 1867. The Communist Manifesto. bras and bicycles -History of feminism/Arguments for woman suffrage -Compare and contrast the women’s movements of England. Geothe’s The Sorrows of Young Werther. Gustave Flaubert’s Madam Bovary. Was romanticism a reaction to the scientific revolution or to religious upheaval? Unit 11: England. Chap. Chap. “Waldstein. anthropology. Delacroix. Aims: -Cavour. Friedrich. especially in Prussia and Austria -Frankfort Assembly -Rule of Napoleon III and his domestic and foreign policies -Jews: from emancipation to anti-Semitism DBQ: In what way was Marxism an outgrowth of the industrial revolution?. Freud -Franco-Prussian War. Garibaldi and the unification of Italy -Realpolitik and its art movement.” Berlioz. 23. kulturkampf. France. Symphonie Fantastique. Turner.Primary Sources: Marx. Speech of Garibaldi on the unification of Italy. France.” “Moonlight. A Midsummer Night’s Dream. Paris Commune. France. and Germany: Domestic and Foreign (plus unification of Italy and guest appearance by Russia) Textbook Reading: Spielvogel. especially re: suffrage. and Germany from 1871– 1914 : Belle Epoque. Das Kapital.
Schlieffen Plan. and the Seeds for Revolution 1881-1939 Textbook Reading: Spielvogel.Unit 12: Imperialism. Chap. 26 (section IIIc) Primary Sources: Handout on John Merriman.A. self-determination. Secondary Sources: Charles L. April Theses: The Bolshevik Opposition. V.” Alexandra Kollontai. 14 Points -How the war was fought and won -Relative importance of the different causes of the war -Versailles Treaty -Consequences of the Versailles Treaty (also evaluation of Versailles Treaty) -What happened to Russia in the war -Historiography of origins of the war DBQ: Why did Russia Get involved in World War I? (look at geography. Entangling Alliances. and political reasons) Unit 13: Russia. Mee Jr. Robert K. Castles of Steel. 25 (section III). 25 (except section III). People’s Tragedy Movie: Clips from Anastasia Aims: -Domestic policy of Alexander III -Agricultural and industrial conditions in Russia -Russo-Japanese War and Revolution of 1905 -Stolypin’s Reforms and other responses to Revolution of 1905 -Role of Intelligentsia -Different radical groups and their competing ideologies . Chap.byu. Lenin. The End of Order. Handout Packet: Russo-Japanese War. especially in the Balkans -Economics of the “New Imperialism” and how it was different from the old imperialism -Goals and expectations of each combatant in 1914 (also Schlieffen Plan and Plan 17) -Goals and expectations of U. demographics. the 14 Points.html). 1919. Versailles. Willy-Nicky telegrams (www. Orlando Figes. Political Instability. and World War I Textbook Reading: Spielvogel.edu/~rdh/wwi/1914/willynilly.. Communism and the Family (maps).S. Woody’s War Wishes. Excerpt from Dale Carnegie’s How to Win Friends and Influence People (about Woodrow Wilson and the treaty). 24 (section IIg). Massie.lib. Chap. Aims: -Alliance Systems -Arms Race -Scramble for Africa and other imperialist rivalries -Russo Japanese War -Role of nationalism in provoking the war. Chap. Map Exercise on the changing turf war in Europe. 24 (section III). I.. Primary Sources: Treaty of Versailles. Chap.
“Guida Diehl. Last Message (November 4. collective agriculture. Joseph Stalin. including “war Communism” and NEP Succession of Stalin. Neville Chamberlain and Winston Churchill. Taylor Thesis -How the war was fought and won -Compare and contrast the origins of World War I with the origins of World War II. review Nietzsche (on German nationalism). The Doctrine of Fascism”. . and his fight with Trotsky -The purges of the 1930s -Stalin’s foreign and domestic policies/The Five Year Plans -Lenin and Stalin: in what ways were they good Marxists? In what ways were they not? DBQ: Did the Russian Revolution’s goals create definite accomplishments in the eyes of its citizens and the rest of the world? Unit 14: The Interwar Period. could Hitler have been stopped? -Diplomatic “Countdown to Catastrophe” -World Economy in the Interwar Period -Role of the Great Depression in leading up to the war -Holocaust -Role of the Versailles Treaty in leading up to the war -Events leading up to the outbreak of World War II.-Events leading up to February (or March) and October (or November) -Revolution of 1917 -How Lenin and the Bolsheviks take control -Lenin’s domestic and foreign policies. 27 Primary Sources: Hilter. and Stalin’s domestic policies (toward nationalities. 1946. “Benito Mussolini. if ever. reply to Churchill. kulaks. This Side of Paradise. Aims: -Why were England and France less susceptible to totalitarianism than Italy and Germany? -How did Germany recover from defeat in World War I? -When. Nikita Khrushchev. 1956). Global Depression. DBQ: How did the League of Nations affect the outcome of history? Unit 15: Postwar International and Domestic Politics and Transformations in the World Economy and Global Allegiances Textbook Reading: Spielvogel. Missouri. Iron Curtain speech at Fulton. Diary of Anne Frank. Scott Fitzgerald. The Secret Speech: The Cult of Personality and other speeches. speeches. 28 Primary Sources: UN Treaty Against Genocide. Chap. Evgenia Semyonovna Ginzburg. The German Woman and National Socialism [Nazism]”. Mikhail Gorbachev. Imre Nagy. Winston Churchill. Chap. and World War II Textbook Reading: Spielvogel. factories) -How Stalin consolidated his position as dictator. Into the Whirlwind. F. German Rearmament. . Restructuring the Party’s Personnel Policy. 26. Mein Kempf.Peace settlements after World War II—compare and contrast to World War I.
postmodernism.one full length mock AP. Poland. shifting identities. France.S. and changes in women’s roles in society. demography. essays and DBQ’s taken from the real AP. and problems with minority groups -The Green Movement and other environmentalists -Literature. -Individual economic recoveries of England. policy of “containment” -Military conflicts in the Cold War -Compare and Contrast U. and globalization Textbook Reading: Spielvogel. Chap.R. including role of de Gaulle -Dismantling of colonialism by England and France -Efforts to oppose Russian domination in Eastern and Central Europe (especially Hungary. politics. Truman Doctrine. 29 Primary Sources: Jean-Yves Potel. and the economy -Nationalism DBQ. -Compare and contrast English. Week 39-42 .A. Nigel Harris. demographic changes.S. Rise of the EU. postmodernism -Youth movement of the ’60s -Racism.S. and Czechoslovakia) -Social and economic policy in Britain.Video Coverage: The Fall of the Berlin Wall Aims: -Causes and course of the Cold War: Origins of the Cold War. The Promise of Solidarity. and German domestic issues. United Nations. and U. music. theatre and movies.How did growing immigrant groups and shifting demographics change the political parties in France and Germany? Final Exam. France. Marshall Plan. deconstructionism -The Women’s movement. -Détente -French politics in the 4th and 5th Republics. The New Untouchables: Immigration and the New World Worker Aims: -Existentialism -20th century art. and Germany. atomic arms race. French. Yugoslavia. and Germany -Khrushchev’s “de-Stalinization” policy -Russia under Brezhnev and Gorbachev -The collapse of the Soviet Union/rise of nationalism in Russia and Eastern Europe -The unification of Germany -The world economy from 1945–2001 DBQ: What where the key factors that led to the collapse of the Soviet Union? Unit 16: 20th century culture. for domestic and foreign issues 1945–1991 -Moves toward European economic unity. immigration.
and plenty of pictures. Use at least 10 sources. what it has been used as over its history. and where it is located. number of people in your group. This will help you feel more comfortable with the geography of the Europe.AP Review Final Exam (a complete mock AP) More AP review! AP Review Quizzes May. you will work together with others who also have your state to come up with a tour of that state on a pretend 7 day vacation. Have fun with this. Your group will plan your trip together making sure to include the sites you have investigated.take the AP. and any other limitations. Post AP Create your own scrapbook! It must be 15 pages. You choose a monument. After you complete this part of your project. You will be assigned state with which you can choose your tourist site from. MLA citation. institution. or key tourist site and find out all the information about it. You will be given a pretend budget. historic home. You will be working on writing a background of how it was created. . what significance it has to history. how you can visit it today.
This action might not be possible to undo. Are you sure you want to continue?
We've moved you to where you read on your other device.
Get the full title to continue reading from where you left off, or restart the preview.