AP European History

2020 | 2021 Course Syllabus & Pacing Guide

Instructor: Coach Cook Room: 913 Telephone: (864) 355-6343 E-mail: rcook@greenville.k12.sc.us Website: https://sites.google.com/a/greenvilleschools.us/coach-cook-s-classes/

Course Overview:

According to the College Board, “AP European History focuses on developing students’ abilities to think conceptually about European history from approximately 1450 to the present and apply historical thinking skills as they learn about the past. Five themes of equal importance — interaction of Europe and the world, poverty and prosperity, objective knowledge and subjective visions, states and other institutions of power, and individual and society — provide areas of historical inquiry for investigation throughout the course. These require students to reason historically about continuity and change over time and make comparisons among various historical developments in different times and places. The course also allows teachers flexibility to teach certain topics of their choice in depth.”

Text:

R.R Palmer, Joel Colton, and Lloyd Kramer. A History of Europe in the Modern World. 11th ed. McGraw-Hill Education, 2016.

Supplemental Readings:

Ethel Wood, ed. AP* European History: An Essential Coursebook. 2^nd ed. WoodYard Publications, 2015.

Course Requirements:

One 4” binder is mandatory for this class. The binder should be organized (with dividers) as follows:

I. Syllabus II. Calendar III. Training materials, charts, review sheets IV. DBQ practice V. LEQ practice

VI. SAQ practice

VII. Multiple choice / short answer practice VIII. Outlines /notes / maps (all in chronological order)

*Outlines should be written in a spiral bound notebook. There will be a notebook check every two chapters. *Notecards are not mandatory but are a good tool to help review key terms, events, and concepts.

Reading Assignments:

Students taking AP European History should be prepared to complete assigned weekly and daily readings, terms for identification, and summary questions. Readings will come from a variety of materials, including textbooks, primary sources, the Internet, and other supplemental materials.

In order to keep up with the readings in this fast-paced course, students should make every conceivable effort to follow the course outline provided in their course-pacing guide. Falling behind in assigned readings will result in inadequate preparation for the course as well as the AP examination.

Students should expect to have a minimum of one-half to one hour of reading a night. It is critical that the student make time for this reading to prevent falling behind.

Objective Test Requirements:

Multiple Choice tests will be used to measure student mastery of concepts and provide a simulation of what students will encounter when taking Advanced Placement European History Examination (See Below.) Multiple choice tests will take twice per quarter on a pre-assigned date. We will make every effort to stick to these pre-assigned dates, so students should plan on following this schedule as strictly as possible. DO NOT BE ABSENT ON THESE DAYS!!!

DBQ/LEQ Requirements:

Writing is an essential part of this course. DBQs (Document-Based Questions) are in the same format as the AP exam and will prepare you to do the work of a historian in brief. Based on the AP skills-based rubric, students will read text, analyze graphs, figures, and drawings, to construct an essay that will be graded on the AP seven-point rubric. There will be a minimum of 3 DBQs scheduled throughout the year. LEQs (Long Essay Questions) are in the same format as the AP exam and will test your detailed knowledge of modern European history and will be graded on the AP six-point rubric. There will be a minimum of 3 LEQs that will correspond with where we are in the course. SAQ’s will be practiced throughout the year.

Participation:

Participation is a prerequisite for achieving success in this class. All students will be required to participate in class discussions, debates, and other activities, which are part of the course curriculum. Students will be required to share their work. All students are expected to begin class immediately at the bell & plan on working the entire class period every day.

Make-up Work:

Your regular attendance is required to successfully complete this course. Students that are frequently absent for non-critical issues will not be successful in this course. Despite this fact, life happens and you may be absent for a variety of reasons. Make-up work is the sole responsibility of the student. Please keep in mind I will not ask you for make-up assignments, tests, etc. It is up to you to hand in assignments and schedule make-up tests. Test make ups must be scheduled before or after school, since retaking a test during class time will only result in you falling further behind. Only work missed because of an excused absence will be accepted.

Grading: I. Daily assignments and homework (40% of overall grade): This includes any work given during the class period and home work assignments. This includes projects and presentations assigned periodically throughout the year.

II. Assessments (60% of overall grade): Assessments include chapter tests, multiple choice practice tests; DBQs and LEQs.

Class Rules ALL school rules will be enforced consistently in this classroom. Additionally, the following items describe what I expect from the class EVERY SINGLE DAY, so that everyone has the opportunity to learn to the best of his or her ability.

• Turn off personal technology during the class period (unless permission is given).

• Arrive to class on time.

• Keep hands, feet, inappropriate language and comments to self.

• Respect and take care of property.

Academic Dishonesty Plagiarism and cheating will not be tolerated under any circumstances and will result in an automatic zero on the assignment, test, quiz, or project. Plagiarism is the use of another’s ideas or words without properly crediting your source. Be sure that you know what constitutes plagiarism so that you do not get caught in an unfortunate situation.

Unit Breakdown:

Quarter 1-August 22 to October 26, 2020:

Period 1: c. 1450 to c. 1648

Chapter 1 The Rise of Europe

Chapter 2 The Upheaval in Western Christendom, 1300–1560

Chapter 3 The Atlantic World, Commerce, and Wars of Religion, 1560-1648

TEST

Period 2: c. 1648 to c. 1815

Chapter 4 The Growing Power of Western Europe, 1640–1715

Chapter 5 The Transformation of Eastern Europe, 1648–1740

Chapter 6 The Scientific View of the World

TEST

Quarter 2-October 27, 2020 to January 16, 2021:

Period 2: c. 1648 to c. 1815

Chapter 7 The Struggle for Wealth and Empire

Chapter 8 The Age of Enlightenment

Chapter 9 The French Revolution

Chapter 10 Napoleonic Europe

TEST

Period 3: c. 1815 to c. 1914

Chapter 11 Industries, Ideas, and the Struggle for Reform, 1815–1848

Chapter 12 Revolutions and the Re-imposition of Order, 1848-1870

Chapter 13 The Consolidation of Large Nation-States, 1859-1871

SEMESTER EXAM

Quarter 3-January 17 to March 23, 2021:

Period 3: c. 1815 to c. 1914

Chapter 14 European Civilization, 1871–1914: Economy and Politics

Chapter 15 European Civilization, 1871–1914: Society and Culture

Chapter 16 Europe's World Supremacy, 1871–1914

TEST

Period 4: c. 1914 to the Present

Chapter 17 The First World War

Chapter 18 The Russian Revolution and the Emergence of the Soviet Union

Chapter 19 Democracy, Anti-Imperialism, and the Economic Crisis after the First World War

Chapter 20 Democracy and Dictatorship in the 1930s

TEST

Quarter 4-March 26 to May 17, 2021:

Period 4: c. 1914 to the Present

Chapter 21 The Second World War

Chapter 22 The Cold War and Reconstruction After the Second World War

Chapter 23 Decolonization and the Breakup of the European Empires

TEST

Chapter 24 Coexistence, Confrontation, and the New European Economy

Chapter 25 The International Revolt against Soviet Communism

Chapter 26 Europe and the Changing Modern World

TEST

Course pacing guide:

Day/Week

Key Concepts

Supporting Concepts/Historical Development/TLO

8/22/2020

Review syllabus and course expectations. Introduce Text.

8/23/2020

Key Concept 1.1 The worldview of European intellectuals shifted from one based on ecclesiastical and classical authority to one based primarily on inquiry and observation of the natural world.

Teach Primary Source

1.1.I. A revival of classical texts led to new methods of scholarship and new values in both society and religion.

Italian Renaissance humanists promoted a revival in classical literature and created new philological approaches to ancient texts. Some Renaissance humanists furthered the values of secularism and individualism (Petrarch (pre-1450), Lorenzo Valla, Marsilio Ficino, Pico della Mirandola). OS, SP

8/24/2020

1.1.II. The invention of printing promoted the dissemination of new ideas.

The invention of the printing press in the 1450s aided in spreading the Renaissance beyond Italy and encouraged the growth of vernacular literature, which would eventually contribute to the development of national cultures. OS, SP, IS

8/25/2020

1.1.III. The visual arts incorporated the new ideas of the Renaissance and were used to promote personal, political, and religious goals.

Princes and popes, concerned with enhancing their prestige, commissioned paintings and architectural works based on classical styles and often employing the newly invented technique of geometric perspective (Michelangelo, Donatello, Raphael, Andrea Palladio, Leon Battista Alberti, Filipo Brunelleschi). OS, SP

8/28/2020

1.1.IV. New ideas in science based on observation, experimentation, and mathematics challenged classical views of the cosmos, nature, and the human body, though folk traditions of knowledge and the universe persisted.

New ideas and methods in astronomy led individuals such as Copernicus, Galileo, and Newton to question the authority of the ancients and religion and to develop a heliocentric view of the cosmos. OS, IS

8/29/2020

Key Concept 1.2: The struggle for sovereignty within and among states resulted in varying degrees of political centralization.

Teach Secondary Sources

1.2.I. The new concept of the sovereign state and secular systems of law played a central role in the creation of new political institutions.

New monarchies laid the foundation for the centralized modern state by establishing a monopoly on tax collection, military force, and the dispensing of justice, and by gaining the right to determine the religion of their subjects (Ferdinand and Isabella of Spain consolidating control of the military, Star Chamber, Concordat of Bologna (1516), Peace of Augsburg (1555), Edict of Nantes (1598). PP, OS, SP

8/30/2020

1.2.II. The competitive state system led to new patterns of diplomacy and new forms of warfare.

Advances in military technology (i.e., the "military revolution") led to new forms of warfare, including greater reliance on infantry, firearms, mobile cannon, and more elaborate fortifications, all financed by heavier taxation and requiring a larger bureaucracy. Technology, tactics, and strategies tipped the balance of power toward states able to marshal sufficient resources for the new military environment (Spain under the Habsburgs, Sweden under Gustavus Adolphus, France). OS, SP

8/31/2020

1.2.III. The competition for power between monarchs and corporate groups produced different distributions of governmental authority in European states.

The English Civil War, a conflict between the monarchy, Parliament, and other elites over their respective roles in the political structure, exemplified this competition (James I, Charles I, Oliver Cromwell). SP

9/1/2020

Key Concept 1.3: Religious pluralism challenged the concept of a unified Europe.

Teach Causation

1.3.I. The Protestant and Catholic Reformations fundamentally changed theology, religious institutions, and culture.

Reformers Martin Luther and John Calvin, as well as religious radicals such as the Anabaptists, criticized Catholic abuses and established new interpretations of Christian doctrine and practice (indulgences, nepotism, simony, pluralism and absenteeism). OS

No School 9/4/2020

Labor Day

9/5/2020

1.3.II. Religious reform both increased state control of religious institutions and provided justifications for challenging state authority.

Monarchs and princes, such as the English rulers Henry VIII and Elizabeth I, initiated religious reform from the top down ("magisterial") in an effort to exercise greater control over religious life and morality (Spanish Inquisition, Concordat of Bologna (1516), Book of Common Prayer, Peace of Augsburg). SP, IS

9/6/2020

1.3.III. Conflicts among religious groups overlapped with political and economic competition within and among states.

States exploited religious conflicts to promote political and economic interests (Catholic Spain and Protestant England, France, Sweden, and Denmark in the Thirty Years’ War). OS, SP

9/7/2020

Key Concept 1.4: Europeans explored and settled overseas territories, encountering and interacting with indigenous populations.

Teach Comparison

1.4.I. European nations were driven by commercial and religious motives to explore overseas territories and establish colonies.

European states sought direct access to gold and spices and luxury goods as a means to enhance personal wealth and state power and the rise of mercantilism gave the state a new role in promoting commercial development and the acquisition of colonies overseas. INT, SP IS

1.4.II. Advances in navigation, cartography, and military technology allowed Europeans to establish overseas colonies and empires.

Compass, stern-post rudder, portolani, quadrant and astrolabe, lateen rig, horses, guns and gunpowder. INT, OS, SP, IS

9/8/2020

1.4.III. Europeans established overseas empires and trade networks through coercion and negotiation.

The Atlantic nations of France, England, and the Netherlands established their own colonies and trading networks to compete with Portuguese and Spanish dominance. INT, SP

9/11/2020

Special lesson on 9/11/2001 as mandated by the school district.

9/12/2020

1.4.IV. Europe's colonial expansion led to a global exchange of goods, flora, fauna, cultural practices, and diseases, resulting in the destruction of some indigenous civilizations, a shift toward European dominance, and the expansion of the slave trade.

The exchange of new plants, animals, and diseases—the Columbian Exchange—created economic opportunities for Europeans and facilitated European subjugation and destruction of indigenous peoples, particularly in the Americas (Europe to America: wheat, cattle, horses, pigs, sheep, smallpox, measles; America to Europe: tomatoes, potatoes, squash, corn, tobacco, turkeys, syphilis). INT, PP IS

9/13/2020

Key Concept 1.5: European society and the experiences of everyday life were increasingly shaped by commercial and agricultural capitalism, notwithstanding the persistence of medieval social and economic structures.

Teach Contextualization

1.5.I. Economic change produced new social patterns, while traditions of hierarchy and status persisted.

The growth of commerce produced a new economic elite, which related to traditional elites in different ways in Europe's various geographic regions (gentry in England, nobles of the robe in France, town elites (bankers and merchants), caballeros and hidalgos in Spain). INT, PP, IS

9/14/2020

1.5.II. Most Europeans derived their livelihood from agriculture and oriented their lives around the seasons, the village, or the manor, although economic changes began to alter rural production and power.

As western Europe moved toward a free peasantry and commercial agriculture, serfdom was codified in the east, where nobles continued to dominate economic life on large estates. PP, IS

9/15/2020

1.5.III. Population shifts and growing commerce caused the expansion of cities, which often found their traditional political and social structures stressed by the growth.

Migrants to the cities challenged the ability of merchant elites and craft guilds to govern and strained resources (employment, poverty, crime). PP, IS

9/18/2020

1.5.IV. The family remained the primary social and economic institution of early modern Europe and took several forms, including the nuclear family.

From the late 16th century forward, Europeans responded to economic and environmental challenges by delaying marriage and childbearing, which restrained population growth and ultimately improved the economic condition of families. PP,OS, IS

9/19/2020

1.5.V. Popular culture, leisure activities, and rituals reflecting the persistence of folk ideas reinforced and sometimes challenged communal ties and norms.

Local and church authorities continued to enforce communal norms through rituals of public humiliation (charivari, stocks, public whipping and branding) while reflecting folk ideas and social and economic upheaval, accusations of witchcraft peaked between 1580 and l650. OS, IS

9/20/2020

Assessment

Chapters 1-3 Text

MC Test on Period 1

9/21-9/22, 2020

Begin Period 2

Key Concept 2.1: Different models of political sovereignty affected the relationship among states and between states and individuals.

Teach CCOT

2.1.I. In much of Europe, absolute monarchy was established over the course of the 17th and 18th centuries.

Absolute monarchies limited the nobility's participation in governance but preserved the aristocracy's social position and legal privileges (James I of England, Peter the Great of Russia, Philip II, III, IV of Spain). OS, SP, IS

9/25-9/26, 2020

2.1.II. Challenges to absolutism resulted in alternative political systems.

The outcome of the English Civil War and the Glorious Revolution protected the rights of gentry and aristocracy from absolutism through assertions of the rights of Parliament (English Bill of Rights, parliamentary sovereignty). OS, SP

9/27-9/28, 2020

2.1.III. After 1648, dynastic and state interests, along with Europe's expanding colonial empires, influenced the diplomacy of European states and frequently led to war.

Louis XIV's nearly continuous wars, pursuing both dynastic and state interests, provoked a coalition of European powers opposing him (Dutch War, Nine Years’ War, War of Spanish Succession). INT, SP

9/29 & 10/2, 2020

2.1.IV. The French Revolution posed a fundamental challenge to Europe's existing political and social order.

The first, or liberal, phase of the French Revolution established a constitutional monarchy, increased popular participation, nationalized the Catholic Church, and abolished hereditary privileges (Declaration of the Rights of Man and of the Citizen, Civil Constitution of the Clergy, Constitution of 1791, abolition of provinces and division of France into departments) and revolutionary armies, raised by mass conscription, sought to bring the changes initiated in France to the rest of Europe. INT, PP, OS, SP, IS

10/3-10/4, 2020

2.1.V. Claiming to defend the ideals of the French Revolution, Napoleon Bonaparte imposed French control over much of the European continent that eventually provoked a nationalistic reaction.

Napoleon's new military tactics allowed him to exert direct or indirect control over much of the European continent, spreading the ideals of the French Revolution across Europe while after the defeat of Napoleon by a coalition of European powers, the Congress of Vienna (1814-15) attempted to restore the balance of power in Europe and contain the danger of revolutionary or nationalistic upheavals in the future. PP, SP, IS

10/5-10/6, 2020

Key Concept 2.2: The expansion of European commerce accelerated the growth of a worldwide economic network.

Teach Argument Development

2.2.I. Early modern Europe developed a market economy that provided the foundation for its global role.

The putting-out system or cottage industry expanded as increasing numbers of laborers in homes or workshops produced for markets through merchant intermediaries or workshop owners while the development of the market economy led to new financial practices and institutions (insurance, banking institutions for turning private savings into "venture capital," new definitions of property rights and protections against confiscation, Bank of England). PP, IS

10/9-10/10, 2020

2.2.II. The European-dominated worldwide economic network contributed to the agricultural, industrial, and consumer revolutions in Europe.

The transatlantic slave-labor system expanded in the 17th and 18th centuries as demand for New World products increased (Middle Passage, triangle trade, plantation economies in the Americas) as overseas products and influences contributed to the development of a consumer culture in Europe (sugar, tea, silks and other fabrics, tobacco, rum, coffee) and the importation and transplantation of agricultural products from the Americas contributed to an increase in the food supply in Europe. INT, PP, SP, IS

10/11-10/12, 2020

2.2.III. Commercial rivalries influenced diplomacy and warfare among European states in the early modern era.

European sea powers vied for Atlantic influence throughout the 18th century as Portuguese, Dutch, French, and British rivalries in Asia culminated in British domination in India and Dutch control of the East Indies. INT, SP

10/13/2020

Assessment

MC Test Period 2

10/16/2020

Introduce DBQ Writing

View samples of DBQ’s/ Discussion of Rubric

10/17/2020

Using Documents

Primary Document Reading

10/18/2020

Teaching POV

APPARTS Document

10/19-10/20, 2020

Student Holidays

Professional Development for Teachers

10/23/2020

Constructing Arguments

Argument Towers

10/24/2020

Creating a 5 Paragraph DBQ

Power Point Presentation

10/25/2020

Write DBQ

AP Test Conditions

10/26/2020

Last Day of First Quarter

Peer Reading of DBQ’s

At this time I do not even have a copy of the text I will be using for APEH for the 2017-2018 school year. APEH has not been taught at my school since 2001. I attended the 2017 APSI to refresh my understanding of what the College Board requires. As a result I yet to produce a full pacing guide or syllabus for the course. It will continue to be a work in progress although I have produced a rough outline for the final three quarters.

10/27-11/3, 2020

Chapter 7

The Struggle for Wealth and Power

11/6-11/10, 2020

Chapter 8

The Age of Enlightenment

11/13-11/17, 2020

Chapter 9

The French Revolution

11/20-11/21, 2020

Introduce SAQ’s

Review Samples/Classroom Practice

11/22-11/26, 2020

Thanksgiving Holidays

11/27-11/30, 2020

Chapter 10

Napoleonic Empire

12/1/2020

Assessment

MC Test

12/4-12/8, 2020

Chapter 11

Industries, Ideas, and the Struggle for Reform

12/11-12/14, 2020

Chapter 12

Revolution and Re-imposition of Order

12/15 & 12/18-19, 2020

Chapter 13

The Consolidation of Large Nation-States

12/20/2020

Assessment

MC Test

12/21/2020-1/2/2021

Winter Holidays

1/3-1/5, 2021

Introduce LEQ’s

View sample questions from College Board web.

1/8-1/11, 2018

Semester Exam Review

Cumulative Chapters 1-13

1/12/2021

Tentative Sem. Exam Date

1/15/2021

Martin L. King Day

1/16/2021

Tentative Sem. Exam Date

Last Day of 2^nd Quarter

1/17-1/19, 2021

Chapter 14

European Civilization, 1871-1914: Economy

1/22-1/26, 2021

Chapter 14

European Civilization, 1871-1914: Politics

1/29-2/2, 2021

Chapter 15

European Civilization, 1871-1914: Society & Culture

2/5-2/8, 2021

Chapter 16

Europe’s World Supremacy, 1871-1914

2/9/2021

Assessment

MC Test Chapters 14-16

2/12-2/15, 2021

Chapter 17

The First World War

2/20-2/23, 2021

Chapter 18

The Russian Revolution & the Emergence of the USSR

2/26-3/2, 2021

Chapter 19

Democracy & Anti-Imperialism

3/5-3/9, 2021

Chapter 19

Economic Crises After the First World War

3/12-3/16, 2021

Chapter 20

Democracy & Dictatorship in the 1930’s

3/19/2021

School Holiday

3/20/2021

Unit Review

Chapters 17-20

3/21/2021

Assessment

MC Test Chapters 17-20

3/22/2021

Review LEQ Rubric CCOT

View Sample LEQ CCOT

3/23/2021

CCOT LEQ

3/26/2021

Peer Reading of CCOT

Last Day of 3^rd Quarter

3/27-3/30, 2021

Chapter 21

The Second World War (begin)

3/31-4/8, 2021

Spring Holidays

4/9-4/13, 2021

Chapter 22

The Cold War & Reconstruction After World War II

4/16-4/19, 2021

Chapter 23

Decolonization and Breakup of European Empires

4/20/2021

Assessment

MC Test Chapters 21-23

4/23-2/27, 2021

Chapter 24

Coexistence, Confrontation, and the New Europe

4/30-5/4, 2021

Chapter 25

The International Revolt Against Soviet Communism

5/7-5/10, 2021

Chapter 26

Europe and the Changing Modern World

5/11/2021

Assessment

MC Test Chapters 24-26

5/14-5/18, 2021

REVIEW AND TAKE AP TEST!!

5/21-6/8, 2021

History in the Cinema

This pacing guide is subject to review and revision in the event of snow days, state and/or District testing, fire drills scheduled and unscheduled, tornado drills, bus evacuation drills, pep rallies and any other disruptive influences as yet unplanned or unprepared for.