MONTCLAIR PUBLIC SCHOOLS Department of Instruction. Course Syllabus

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1 NAME OF COURSE: Advanced Placement Modern European History GRADE(S): 12, 11 LENGTH OF COURSE: 1 year CREDITS: 5 COURSE DESCRIPTION: The AP course and exam in European History are intended for qualified students who wish to complete classes in secondary school equivalent to college introductory courses in European history. The exam presumes at least one academic year of college- level preparation, a description of which is set forth in this book. The inclusion of historical course material in the Course Description and in the exam is not intended as an endorsement by the College Board or ETS of the content, ideas, or values expressed in the material. The material has been selected by historians who serve as members of the AP European History Development Committee. In their judgment, the material printed here reflects the course of study on which this exam is based and is therefore appropriate as a measure of the skills and knowledge acquired in this course. The AP European History course corresponds to the most recent developments in history curricula at the undergraduate level. In colleges and universities, European history is increasingly seen in a broad perspective, with teaching methods reflecting an awareness of other disciplines and diverse techniques of presentation, including visual and statistical materials. Trends such as these are used by the Development Committee to adjust the course and the exam. The exam is divided into three parts: a multiple- choice section dealing with concepts, major historical facts and personalities, and historical analysis; a document based essay designed specifically to test students ability to work with evidence; and two thematic essays on topics of major significance. Together, these three parts of the exam provide students with an opportunity to demonstrate that they are qualified to pursue upper- level history studies at college. All sections of the exam reflect college and university programs in terms of subject matter and approach. Therefore, questions in cultural, diplomatic, economic, intellectual, political, and social history form the basis for the exam. Students are expected to demonstrate a knowledge of basic chronology and of major events and trends from approximately 1450 (the High Renaissance) to the present. The entire chronological scope and a range of approaches are incorporated throughout the exam. Students need to understand the designations for centuries; e.g., the seventeenth century is the 1600s, not the 1700s. In the multiple- choice section, 1 of 2

2 approximately one- half of the questions deal with the period from 1450 to the French Revolutionary and Napoleonic era, and one- half deal with the period from the French Revolutionary and Napoleonic era to the present. A number of questions may be cross- chronological or combine several approaches. No essay or multiple- choice question will focus on the pre or the post period. TEXTBOOK: Western Civilization (sixth edition) by Jackson J. Spielvogel SUPPLEMENTARY INSTRUCTIONAL MATERIAL: Christine de Pisan, The City of Ladies Baldassare Castiglione s The Courtier Niccolò Machiavelli, The Prince (1513) Dante Alighieri, The Divine Comedy Pico della Mirandola, Oration on the Dignity of Man Desiderius Erasmus, In Praise of Folly (1509) Sir Thomas More, Utopia (1516) François Rabelais, Gargantua and Pantagruel Thomas à Kempis, The Imitation of Christ Martin Luther, The Freedom of a Christian (1520) and Marriage and Celibacy (1566) John Calvin, Institutes of Christian Religion (1534) and Catechism (ca. 1540) The Twelve Articles of the Peasants of Swabia (1524) and Martin Luther, Admonition to Peace (1525) Canons and Decrees of the Council of Trent Saint Ignatius Loyola, The Spiritual Exercises Henry IV, The Edict of Nantes (1598) Cardinal Richelieu, The Political Testament (1638) Thomas Hobbes, Leviathan (1651) James I, True Law of Free Monarchies and A Speech to Parliament Conrad Russell, The Causes of the English Civil War The English Declaration of Rights Nicolaus Copernicus, On the Revolutions of the Heavenly Spheres Cardinal Bellarmine, Attack on the Copernican Theory Galileo Galilei, The Starry Messenger Galileo Galilei, Letter to the Grand Duchess Christina Francis Bacon, Refutation of Philosophies William Harvey, The Motion of Heat and Blood in Animals René Descartes, Discourse on Method (1637) Isaac Newton, Principia Mathematica 2 of 2

3 John Locke, The Second Treatise Concerning Government Immanuel Kant, What Is Enlightenment? Thomas Jefferson, Declaration of Independence Adam Smith, The Wealth of Nations (1776) John Locke, Essay Concerning Human Understanding John Locke, Some Thoughts Concerning Education Claude Helvétius, Essays on the Mind and A Treatise on Man Jean Jacques Rousseau, Émile Voltaire, Candide (1759) Jean Jacques Rousseau, The Social Contract (1762) Montesquieu, Spirit of the Laws (1748) Voltaire, A Plea for Tolerance and Reason Thomas Paine, The Age of Reason Baron d Holbach, Good Sense Denis Diderot, Encyclopedia Abbé de Sieyès, What Is the Third Estate? (1789) The Declaration of the Rights of Man (1789) Olympe de Gouges, The Declaration of the Rights of Woman (1791) Edmund Burke, Reflections on the Revolution in France (1790) Thomas R. Malthus, On the Principle of Population Karlsbad Decrees J. S. Mill, On Liberty (1859) Pierre Proudhon, What Is Property? (1840) and The Great Charter (1842) Karl Marx and Friedrich Engels, The Communist Manifesto (1848) Giuseppe Mazzini, Young Italy Alexis de Tocqueville, Recollections Carl Schurz, Reminiscences Sir Edwin Chadwick, Inquiry into the Condition of the Poor (1842) Charles Darwin, The Descent of Man (1871) Sigmund Freud, The Interpretation of Dreams (1899) Émile Zola, The Experimental Novel Charles Dickens, Hard Times Emmeline Pankhurst, Why We Are Militant J. A. Hobson, Imperialism (1902) Cecil Rhodes, Confession of Faith (1877) Rudyard Kipling, The White Man s Burden (1899) Heinrich von Treitschke, The Greatness of War Erich Maria Remarque, All Quiet on the Western Front Woodrow Wilson, The Fourteen Points (1918) Alexander II and Prince Kropotkin, The Emancipation of the Serfs (1861) Prince Peter Kropotkin, Memoir V. I. Lenin, What Is to Be Done? (1902) 3 of 2

4 The Kishinev Pogrom, 1903 Theodor Herzl, The Jewish State N. N. Sukhanov, Trotsky Arouses the People V. I. Lenin, The Call to Power Proclamation of Kronstadt Rebels Jean-Paul Sartre, Existentialism (1946) Paul Valéry, Disillusionment Friedrich Nietzsche, Birth of Tragedy, The Will to Power, and The Antichrist Alexander Solzhenitsyn, One Day in the Life of Ivan Denisovich (1962) Joseph Stalin, Liquidation of the Kulaks Lev Kopelev, Terror in the Countryside Benito Mussolini, Fascist Doctrine (1932) Adolf Hitler, Mein Kampf (1923) Neville Chamberlain, In Defense of Appeasement Winston Churchill, A Disaster of the First Magnitude Charter of the United Nations (1946) Winston Churchill, The Iron Curtain (1946) George Kennan, Containing the Soviet Union Nikita Khrushchev, Khrushchev s Secret Speech Simone de Beauvoir, The Second Sex (1949) Vaclav Havel, Living in Truth (1986) Lech Walesa, A Way of Hope (1987) Mikhail Gorbachev, Perestroika (1987) Francis Fukuyama, The End of History? (1989) UNITS OF STUDY: The outlined themes that follow indicate some of the important areas that might be treated in an AP course in European History. The ideas suggested do not have to be treated explicitly as topics or covered inclusively, nor should they preclude development of other themes. In addition, questions on the exam will often call for students to interrelate categories or to trace developments in a particular category through several chronological periods. For this reason, students and teachers need to address periodization in European history and to relate periodization, as appropriate, to the following themes. 1. Intellectual and Cultural History Changes in religious thought and institutions Secularization of learning and culture Scientific and technological developments and their consequences Major trends in literature and the arts Intellectual and cultural developments and their relationship to social values and political events 4 of 2

5 Developments in social, economic, and political thought, including ideologies characterized as - isms, such as socialism, liberalism, nationalism Developments in literacy, education, and communication The diffusion of new intellectual concepts among different social groups Changes in elite and popular culture, such as the development of new attitudes toward religion, the family, work, and ritual Impact of global expansion on European culture 2. Political and Diplomatic History The rise and functioning of the modern state in its various forms Relations between Europe and other parts of the world: colonialism, imperialism, decolonization, and global interdependence The evolution of political elites and the development of political parties, ideologies, and other forms of mass politics The extension and limitation of rights and liberties (personal, civic, economic, and political); majority and minority political persecutions The growth and changing forms of nationalism Forms of political protest, reform, and revolution Relationship between domestic and foreign policies Efforts to restrain conflict: treaties, balance- of- power diplomacy, and international organizations War and civil conflict: origins, developments, technology, and their consequences 3. Social and Economic History The character of and changes in agricultural production and organization The role of urbanization in transforming cultural values and social relationships The shift in social structures from hierarchical orders to modern social classes: the changing distribution of wealth and poverty The influence of sanitation and health care practices on society; food supply, diet, famine, disease, and their impact The development of commercial practices, patterns of mass production and consumption, and their economic and social impact Changing definitions of and attitudes toward social groups, classes, races, and ethnicities within and outside Europe The origins, development, and consequences of industrialization Changes in the demographic structure and reproductive patterns of Europeans: causes and consequences Gender roles and their influence on work, social structure, family structure, and interest group formation The growth of competition and interdependence in national and world markets 5 of 2

6 Private and state roles in economic activity PROFICIENCIES: 1. Develop an understanding of the principal themes in modern European History. 2. Develop an ability to analyze historical evidence and historical interpretation. 3. Develop an ability to express historical understanding in writing. FIELD TRIPS & GUEST SPEAKERS: N/A EVALUATION AND ASSESSMENT: Description and method of evaluation for each component noted below. Tests and Quizzes (40%) Multiple Choice Exams: The multiple- choice section consists of 80 questions designed to measure the student s knowledge of European history from the High Renaissance to the present. Approximately one- half of the questions deal with the period from 1450 to the French Revolutionary and Napoleonic era and one- half from the French Revolutionary and Napoleonic era to the present. The questions covering the nineteenth century and the twentieth century are divided evenly (approximately 25 percent of the total number of questions for each century). Approximately one- third of the questions focus on cultural and intellectual themes, one- third on political and diplomatic themes, and one- third on social and economic themes. Of course, many questions draw on knowledge of more than one chronological period or theme. A student is not expected to be familiar with all the material covered. To best prepare for the AP test in May, most tests and quizzes given in class will be AP style multiple choice questions. Short answer quizzes may be given in the event of a pop quiz. Document Based Questions: This question is designed to test your ability to work with and understand historical documents. Grading is based on Core- Scoring Guide for AP European History Document- Based Question. Students should write an essay that: 6 of 2

7 Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question and does NOT simply restate the question. Discusses a majority of the documents individually and specifically. Demonstrates understanding of the basic meaning of a majority of the documents. Supports the thesis with appropriate interpretations of a majority of the documents. Analyzes point of view or bias in at least three documents. Analyzes the documents by explicitly grouping them in at least three appropriate ways. Homework and Class Participation (25%) Discussion Questions: Discussion questions are based on reading homework from the textbook and are graded according to depth, breadth, analysis, and content of the responses. Primary Source Responses: Students are expected to be able to analyze primary sources. Individual In-Class Assignments: Students are expected to finish in class assignments, like DBQ preparation, primary source analysis, or charting. The AP exam is a timed test, and in class timed assignments are essential for AP test preparation. Group In-Class Assignments: Students are expected to participate in group work and are graded on their level of participation in group work and in follow up explanations to the class. Papers and Projects (35%) Thematic Essay Questions: The free- response thematic essay questions provide an opportunity for students to demonstrate the range of the skills and information mastered in the course in two broad interpretive essays. The questions in this part reflect the three thematic categories listed under Units of Study. Students should write an essay that: Has a relevant thesis. Addresses all parts of the question. Supports thesis with specific evidence. Is well organized, well written, and grammatically correct. 7 of 2

8 Response Papers: Research papers are designed for students to reflect on and synthesize information from class, the text, primary sources, and various historical journal articles. Students should write a paper that: Has a clear thesis Address all parts of the question Supports the thesis with specific evidence Uses specific evidence to analyze historical information as related to thesis Is well organized, well written, and grammatically correct. Shows understanding of broad historical themes such as change over time Projects: All projects are graded using a rubric. Projects offer creative ways for AP students to engage with the material. NEW JERSEY CORE CURRICULUM CONTENT STANDARD ALIGNMENT: 6.2 (1 6) 8 of 2