2007-2008

Ms. J. Byrum

AP European History

2008-09

AP* European History Syballus and Course Description

Instructor: Ms. Byrum

(AP* is a registered trademark of the College Board)

Text: Kagan, Ozment, & Turner The Western Heritage, Since 1300

Pearson/Prentice Hall, 8^th Edition, 2004

Western Civilization Documents CD-Rom, Pearson/Prentice Hall, 2004

Supplemental Texts: Golden, The Social Dimension of Western Civilization, Volumes 1 & 2,

Bedford/St.Martin’s, 5^th Edition, 2003

Kagan/Ozmen/Turner, Preparing For the European History AP* Exam,

Pearson/Prentice Hall, 2004

Additional Text and materials: various art books, poster/pictures, sections from various primary source materials (as such: John Locke’s Second Treatise on Government, Martin Luther’s 95 Theses, “The Willy –Nicky telegrams”, “The Treaty of Paris 1763” an so on)

Additional required reading: See AP European History Reading List

Course Description:

AP* refers to an Advanced Placement or college level course taught at the high school. This is not a Gifted or an Honors course; it is much more demanding. AP European History is a college level survey course that introduces students to the rich political, cultural, social and intellectual heritage of Europe from the Renaissance to the present. It will develop the student’s ability to critically evaluate and analyze information and events.

It is part of a cooperative endeavor by high schools, colleges, and the College Board to provide highly motivated students the challenge and opportunity to earn college credit during their high school years. The student must pass the classroom course to receive high school credit and the College Board national exam (usually with a 3 or better on a 5 point scale) to be considered or college credit.

Preparing students for this exam is a major part of this course. All students enrolled in AP European History are required to take the 3 hour AP European History Exam in May.

The overall purpose of this course, however, extends beyond the exam. It also seeks to provide students the opportunity to develop skills and knowledge that will form a foundation for their future educational endeavors.

The course is designed to introduce students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop:

an understanding of some of the principal themes in modern European history
an ability to analyze historical evidence and historical interpretation
an ability to express historical understanding in writing

Therefore, this course will require students to develop the following skills:

Time management, organization, and study skills
Critical reading of primary and secondary sources
Constructing and evaluating historical interpretations
Essay writing and oral communication
Cause and effect relationships
Comparative analysis
Making historical analogies
Inductive and deductive reasoning
Evaluation and interpretation of non-written sources

Students will be required to do large amounts of reading in this course! The course will seek to develop their ability to analyze historic evidence and to read critically. Beside the college-level textbook, they will be required to read various primary and secondary sources. They will also be required to read, interpret, and analyze period literature.

The time frame of the course is not flexible, as a result the course will move very quickly. A student that falls behind in the reading will have a great deal of difficulty keeping up with the course. The course requires an average of 10-15 pages of reading a night. This is a very demanding course and good time management and study skills are very important.

Students will be required to do large amounts of writing in this course! Students will be taught to write the Defense of Thesis style essay. The course will seek to develop their ability to communicate analysis, critical understanding, and complex thought in an appropriate written form. Essays will be regularly given as both homework and on exams. In this class all essays must be hand written in cursive and in dark blue or black ink. They must be legible!

The instructor will be under no obligation to grade illegible papers! Typically students will be given 3 to 4 essay questions or topics for each chapter or unit, one of which will be on their exam.

Students will be expected to participate and lead class discussions. This course is intended to be taught as a seminar, which means that each student will play an important role in the learning process. Students are responsible for completing the assigned reading as the class will consist of discussion. Class will be primarily dedicated to discussions seeking to develop a deep understanding and analysis of the topics or themes of the European history course (see attached).

The Exam

The AP European History exam is usually given during the first week of May (Friday, May 8^th, 2009). It is 3 hours and 5 minutes in length. It consists of a 55 minute multiple-choice section with 80 questions. And a 130 minute free-response section made up of 3 essays. The essays consist of 1 Document-Based-Question (DBQ) and 2 general Defense of Thesis thematic essays (often comparative in nature). The multiple choice section and the free-response section each make up 50% of the score. The score for the free-response section is made up of 45% for the DBQ and 55% for the 2 thematic essays. The exam will begin between 12:00PM – 1:00PM and ends usually between 3:30Pm – 4:00PM. Students must make sure that appropriate transportation arrangements are made.

Grading

2/3 of all grades will be from exams and essays. 1/3 will be based on assignments based on college preparatory skills. In class noting taking will be an important part of these skills and will receive 4 grades each 9 Weeks.

Essays: With the high volume of essays that the instructor must deal with not all will be graded in detail. The essays receiving individual grades will usually carry 4 grades. The grades will usually represent different elements of the essay. Although essay grading is subjective, there are standards or Rubrics specific to all required essay styles. We will go over these in class.

Exams: Exams will always have a multiple choice section with questions ranging from basic identification to much more difficult questions that test the students understanding and critical thinking skills. Most will also include timed essay questions. Exams will usually be valued at 4 grades. Individual students may not be given additional time on exams unless prescribed in an individual education plan due to an exceptionality. As the AP exams are timed it is important for students to learn to function within the time constraints.

No work will be accepted late.

All 9 Week grades will be based on the required State of Florida scale:

A = 4.00-3.50

B = 3.49 – 2.50

C = 2.49 – 1.50

D = 1.49 – 1.0

F = .99 and below Absolutely no AP grade may be “bumped up”!! Do Not even ask!

Absences or tardiness would be a major hindrance to success in this class, as well as very disruptive. The student must request make up assignments without interfering with regular lessons. Work must be made up within the same amount of time the student was absent (1-day=1day). Students cannot make up work for unsatisfactory absences. Please note that if a student misses 50% or more of a class period it will count as an absence. It is solely the student’s responsibility to show the teacher any admits issued by the office.

Grading makeup work is a very time consuming and burdensome process and will be done as time is available. Students that consistently miss exams will have their absences or tardies challenged by the teacher, and will require a parent conference before being allowed to make p any future missed exams (this usually means 3 or more exams in close order). This has only been a problem with a few students over the years. Students may not miss class for other schools activities of classes unless I have given my consent or it is an approved fieldtrip (this is district procedure). Fieldtrips should be limited, especially if a student finds themselves struggling in the course. As this is a college course students should not be missing class for unnecessary reasons. Note that “Take Your Child to Work” day is not geared to a college course and instruction and examinations will take place as scheduled!

If a student has any problems with make up assignments, or extenuating circumstances with other assignments, please speak to me! I am actually reasonable; I expect students and parents to be reasonable in return.

Parents

Please remember, especially if this is your child’s first AP course, that this is a much more difficult course than a high school honors or gifted class. A final grade of a C or higher does receive extra points in Miami-Dade County Public Schools. If your child is not doing well, first check that they are doing their reading. That is the most important step. Then make sure they are doing “Study Skills’ and other assignments (see “Study Skills” instruction sheet). Ask to see their assignment list or 9 Week essay sheet. Make sure they are turning in all of the essays, DBQ’s, and book critiques. On the essays, make sure they are addressing the question or the topic and are on point 100% of the time. Check their grammar and spelling, as well as format. Students are to keep a folder with all of the requirements, syllabus, and instruction sheets that are handed out throughout the course. Check these to see what their requirements are.

Students must achieve a minimum level of success or correctness in their work to receive credit. “Trying” is just the first step. It is possible to try and fail. Read your child’s handwritten work. If you have difficulty understanding it, work with them. Remember, after them, you are their first line of defense against failure or low grades.

For Parent/Teacher conferences please contact the student’s guidance counselor to arrange the appointment (305-666-5871). They should also attend the conference.

For additional questions it is best to contact me via e-mail: jbyrum@dadeschools.net.

We do not have phones in our classrooms and do not have easy access to a school phone.

Summer Reading

The Prince by Niccolo Machiavelli

This must be read before the being of the course. An essay based on this book will be assigned during the first week of class. Do not write the essay in advance, there are very specific requirements. It would be best if you have the book in your possession during the first week.

Essay Topic: Analyze Machiavelli’s ideal of what a Renaissance Prince must be. What examples does he explore to arrive at his conclusion?

Student should also review the early periods of Western Civilization. This may be done with a book of your choice. An exam covering the development of civilization in the Ancient Middle East through the Middle Ages will be given in the first week of class. Specific attention should be paid to Classical Greece, Rome, Byzantine Empire, and the Middle Ages.

Other books required during the year are:

Leviathan by Thomas Hobbes

Candide by Voltaire

The Communist Manifesto by Karl Marx

A Doll’s House by Henrik Ibsen

All Quiet On the Western Front by Eric Marie Remarque

A Day in the Life of Ivan Denisovich by Alexander Solzhenitsyn

Student will also be required to memorize and recite several works including:

“The Charge of the Light Brigade” and “In Flanders Field”

AP European History Topic Or Thematic Outline

The outlined themes that follow are guidelines and are not necessarily covered explicitly as topics or covered inclusively, nor are they exclusive of other topic.

1. Intellectual and Cultural History

o Changes in religious thought and institutions

o Secularization of learning and culture

o Scientific and technological developments and their consequences

o Major trends in literature and the arts

o Intellectual and cultural developments and their relationship to social values and political events

o Development in social, economic, and political thought, including ideologies characterized as “isms”

o Developments in literacy, education, and communication

o The diffusion of new intellectual concepts among different social groups

o Changes in elite and popular culture, such as the development of new attitudes toward religion, the family, work, and ritual

o Impact of global expansion on European culture

2. Political and Diplomatic History

o The rise and functioning of the modern state in its various forms

o Relations between Europe and other parts of the world: colonialism, imperialism, decolonization, and global interdependence

o The evolution of political elites and the development of political parties, ideologies, and other forms of mass politics

o The extension and limitation of rights and liberties (personal, civic, economic, and political); majority and minority political persecutions

o The growth and changing forms of nationalism

o Forms of political protest, reform, and revolution

o Relationship between domestic and foreign policies

o Efforts to restrain conflict: treaties, balance-of-power diplomacy, and international organizations

o War and civil conflict: origins, developments, technology, and their consequences

3. Social and Economic History

o The character of and changes in agricultural production and organization

o The role of urbanization in transforming cultural values and social relationships

o The shift in social structures for hierarchical orders to modern social classes: the changing distribution of wealthy and poverty

o The influence of sanitation and health care practices on society; food supply, diet, famine, disease, and their impact

o The development of commercial practices, patterns of mass production and consumption, and their economic and social impact

o Changing definitions of and attitudes toward social groups, classes, races, and ethnicities within and outside of Europe

o The origins, development, and consequences of industrialization

o Changes in the demographic structure and reproductive patterns of Europeans: causes and consequences

o Gender roles and their influence on work, social structure, family structure, and interest group formation

o The growth of competition and interdependence in national and world markets

o Private and state roles in economic activity

Also: Periodization, trace developments in a particular chronological period or through several chronological periods, identify periods of European development and their traits

2007-08 AP European History Course Syllabus/Calendar (Teacher’s copy)

Instructor: XXXXXXXXXXX

Text: The Western Heritage 8^th Edition, Kagan, Ozment, & Turner Pearson/Prentice Hall

1^st 9 Weeks Dates (Days)

Introduction:

Chapters 1 through 9 Review_______________________________________________________ ______ 8/20-8/24(5)

Map of Modern Europe

Chapter 9 Essay topics (one day on writing essays)

Renaissance and Reformation:

Chapter 10 Renaissance and Discovery The Prince (Wed. 8/29) 8/27-9/5 (7)

Read and discuss: Letters from Kongo to Portugal (WHCD)

Chapter 10 Essay topics (Thesis Statements)

Introduce DBQ: Renaissance Education (Step by step worksheet)

Internet Art: Renaissance

Chapter 11 Age of Reformation 9/6-9/18 (8)

Read and discuss: 95 Theses, Luther’s Letter to the Archbishop of Mainz, 1517,

“Nuns, Wives, and Mothers” (S. D., Wiesner)

Chapter 11 Essay topics (analysis)

Take Home Essay: Analyze the relationship between the Renaissance and the Reformation.

DBQ: Pilgrimage of Grace (Step by step worksheet)

Chapter 12 Age of Religious Wars 9/19-9/28 (7)

Read and discuss: “The Seige of Madeburg”

Map of 16^th century Europe

Chapter 12 Essay Topics (Support)

DBQ: Rituals and Festivals

Changing Power Structures:

Chapter 13 Paths to Constitutionalism and Absolutism Leviathan (Mon. 10/1) 10/1-10/10 (7)

Read and discuss: parts of Locke’s Second Treatise on Government , Richelieu: Controlling the Nobility, Louis XIV: Memoires for the Instruction of the Dauphin(WHCD)

Chapter 13 Essay Topics (Comparison)

Chapter 14 New Directions in Thought and Culture in the 16^th & 17^th C. 10/11-10/19 (6)

Read and discuss: sections of The Starry Messenger, Galileo, selections from Discourse On Method, Descartes

Evaluate and discuss: charts of the Copernican, the Ptolemaic, and Kelper’s models of the universe

Chapter 14 Essay topics

DBQ: Galileo, Women & The Scientific Rev.

(PSAT 10/17)

2^nd 9 Weeks

Chapter 15 Successful and Unsuccessful Paths to Power (1686-1740) 10/22-10/29(5)

Read and discuss: Peter the Great Correspondence with his Son (WHCD)

Chapter 15 Essay Topics

DBQ: Plague, Dutch Republic

Old Regime and Revolution:

Chapter 16 Society and Economy Under the Old Regime in the 18^th C. 10/23-10/30 (5)

Read and discuss: Material Conditions of Family Life (S.D., Sarti), G.M. Trevelyan: Chapter XIII from English Social History (WHCD)

Essay: Compare and Contrast the lives of Nobility and gentry to those of the peasntry and lower artisans.

Internet Art: Baroque & Rococo

DBQ: Attitudes Toward the Poor

Chapter 17 The Transatlantic Econ., Trade, War, and Colonial Rebellion 10/31-11/7* (6)

Map of European control around the world

Read and discuss: Common Sense, Paine, “Declaration of Sentiments”(WHCD)

Selections from the Treaty of Paris 1763, The Declaration of Independence, Jefferson

Chapter 17 Essay Topics

Movie: The Madness of King George 11/8 & 9 (dependent on being on schedule)

(These days are written into the schedule incase we loose some for hurricanes)

Enlightenment and Revolution:

Chapter 18 The Age of Enlightenment: 18^th Century Thought Candide (Fri. 11/6) 11/13-11/20 (6)

Read and discuss: sections of Treatise On Tolerance, Voltaire, “The Encyclopedie” (WHCD), “Charles Montesquieu: Book 4 from The Spirit of the Laws” (WHCD)

Chapter 18 Essay Topics

Chapter 19 The French Revolution 11/21-11/30 (6)

Read and discuss: “The Declaration of the Rights of Man and Citizen”, “Declaration of the rights of Women and the Female Citizen”, “Robespierre: Justification of Terror”, (all WHCD), “The Marsielles”

Chapter 19 Essay Topics

DBQ: Slavery & French Rev.

Chapter 20 The Age of Napoleon and the Triumph of Romanticism 12/3-12/7* (5)

Map of Early 19^th Century Europe (Napoleon & After the Congress of Vienna)

Read and discuss: “A View from the Field: A Napoleonic Soldier”, “A View From the Other Side: A British Soldier”, “Prometheus” Goethe,(all WHCD), “The Rhyme of the Ancient Mariner” by Wordsworth

Internet Art: Romanticism

Chapter 20 Essay Topics

Chapter 21 The Conservative Order and the Challenges of Reform 12/10-12/14 (5)

Chapter 21 Essay Topics

DBQ: 19^th Century Manchester

Movie: War and Peace 12/17-21 (dependent on being on schedule and not having lost the days to hurricanes)

Winter Recess (12/22-1/7)

3^rd 9 weeks

Industrial Revolution and Nationalism:

Chapter 22 Economic Advance and Social Unrest The Communist Manifesto (Fri. 1/11) 1/7-1/11* (5)

Read and discuss: “Thomas MacAulay: A Radical War-Song”, “Anachism: Michael Bakunin”, “Child Labor Inquiry”, “ Women Miners” (WHCD)

Chapter 22 Essay Topics

DBQ: Pol., Soc., & Eco. Disorder in the German States

Internet Art: Realism, Naturalism, & Impressionism

Mid-Term Exams (1/14-1/16?)

Chapter 23 The Age of Nation-States Memorize: Charge of the Light Brigade (Tues. 1/22) 1/17-1/30 (7)

Chapter 23 Essay Topics

DBQ: The Greeks & Ottoman Empire

World War I, Imperialism, and Between the Wars:

Chapter 24 The Building of European Supremacy: Soc. & Pol. To WWI 1/31-2/11 (7)

Read and discuss: John Stuart Mill: from The Subjection of Women, Bernard Shaw: Act III from “Mrs. Warren’s Profession” (WHCD)

Chapter 24 Essay Topics

DBQ: The English & The Irish

(FCAT writes 2/12 & 13 ?)

Chapter 25 The Birth of Modern Thought A Doll’s House (Tues. 2/19) 2/14-2/26* (7)

Read and discuss: selections from Nietzche

Chapter 25 Essay Topics

Internet Art: Post-Impressionism, Cubism, & Surrealism

Chapter 26 Imperialism, Alliances and War Memorize: In Flanders’ Fields (Tues. 3/4) 2/27-3/11 (10)

Read and Discuss: White Man’s Burden, “Nicky-Willie” Telegrams, Ems Telegram, Zimmerman Telegram,Wilson’s “Fourteen Points”

Chapter 26 Essay Topics

DBQ: The Sudan Crisis

(FCAT 3/17, 18, & 19 ?)

4^th 9 Weeks

Chapters 27 & 28 Combined: Political Experiments of the 1920’s

& Europe and the Great Depression of the 1930’s All Quiet On The Western Front (Fri. 3/14) 3/12-3/27* (9)

Reading order: 1) Victors 934-936, 946-953, 966-973; 2) Soviet Union 939-941, 983-991; 3) Italy 941-946,

982-983; 4) Germany 954-960, 972-982

Read and discuss: Jean-Paul Sarte on Existentialism, Benito Mussolini: from The Political and Social Doctrine of Fascism, (WHCD)selections from Adolf Hitler’s Mein Kampf

Chapters 27 & 28 Essay Topics

Internet Art: Dadaism, Fascist and Soviet Propaganda

DBQ: Civil Peace In Germany (1914-1918

Spring Break (3/30-4/8)

World War II to Today:

Chapter 29 World War II 4/7-4/18 (10)

Read and discuss: Winston Churchill “Their Finest Hour”, Himmler’s “Speech to SS Officers, The Buchenwald Report, Notes from the Warsaw Ghetto, (all WHCD)

Chapter 29 Essay Topics

DBQ: Sports 1860-1940

Chapter 30 The Cold War Era and the Emergence of the New Europe

A Day in the Life of Ivan Denisovich (Fri. 4/25) 4/21-4/25(5)

Chapter 31 The West at the Dawn of the Twenty-First Century 4/28-5/2* (5)

Read and discuss: Khrushchev’s Address to the Twentieth Party Congress, George Kennan, from Memoirs: 1925-1950 (WHCD)

Chapters 30 & 31 Essay Topics

DBQ: Western European Unity

Review for AP Exam 5/5-5/8 (4)

AP European History Exam

Friday, May 9^th!

11:45 AM to approximately 4:00 PM

Transportation must be flexible. All Students are required to take the exam!

Final Exams June 2, 3, & 4 (?)

After school reviews for the AP exam will began on April 9^th, Mondays and Wednesdays from 2:45 to 4:30. A specific schedule will be handed out in class after mid-term exams.

Practice AP exam will beheld Wednesday, April 30^th, from 2:45 to 5:30PM. No “in and out”. This is strongly recommended!

Tentative After-School Workshops

Workshops will be held from 2:45 to 3:45 unless otherwise announced.

Workshops are not mandatory, they are set up to assist students. Students may request additional workshops and I will try to schedule them.

Basic Defense of Thesis Essay Writing………………….Wed. 9/5

How to deal with Leviathan…………………………….Wed. 9/19

DBQ Help………………………………………………...Fri 9/28

How to deal with The Communist Manifesto………….Wed. 12/19

Additional after-school workshops will be announced in class.

If Students need additional help I am available most Mondays & Wednesdays after-school. Please check with me in class first, just to make sure.

All dates are subject to change, but not by much!

Sample Assignments

AP European History

Chapter 9: The Late Middle Ages

Write a Thesis Statement and 3 supporting statements for each of the following. List specific historical information or evidence under each supporting statement. This will be demonstrated in class.

Essay Topics/Questions

The 14^th century has been called “The Age of Calamity”; analyze how this was true or untrue?
Analyze the problems and issues faced by the Catholic Church during this period.
Compare and contrast the Russian experience during the 10^th to the 15^th century to that of France.

AP European History

Chapter 30: The Cold War Era and the Emergence of the New Europe

Write a Thesis Statement and 3 supporting statements for each of the following. List specific historical information or evidence under each supporting statement.

Essay Topics/Questions

Compare and contrast the American strategies in Post World War II Europe to those of the Soviet Union

Analyze the reasons for and impact of European decolonization.

Analyze and trace the development of the European Union.

Compare and contrast the policies of Stalin, Khrushchev, and Brezhnev.

AP European History

Name Date Period

DBQ Step by Step Worksheet

Read all instructions carefully.
Read the question carefully. Read it again. Underline the key terms that clearly identify the task.

Example: Identify the problems faced by the Catholic Church during the Late Medieval period. Analyze to what extent these problems opened Europeans to new ideas and views of their world.

Read the Historical Background information.

Rewrite the essay topic or question in your own words. Be careful to clearly state the task. Then re-read the question to make sure you did not change the meaning of the question.

Begin reading the documents, underlining the parts that appear to be the main emphasize of the document.

To the left side of each document identify the “Point of View” of the source, perspective, bias, tone, and reasons they may have for that Point of View.

To the right side write a brief interpretation of the document and how it relates to the question asked.

After reading all of the documents, go back to the first page and re-read the question. Draw a conclusion as to what these documents are saying in relationship to the question. Write a thesis statement that directly responses to the entire question or topic, presenting your argument.

Thesis check list: Does it directly answer or respond to the question asked?

Does it cover the entire topic?

Does it demonstrate the task (analysis, compare and contrast, etc.)?

Does it provide a defendable argument?

Does it reflect the information in the documents?

Is it clear and to the point?

Does it make sense?

Now place the documents into 3 specific groups. You may and should use some of the documents more than once. List them by number under a topic for each group. The topic should support what you are saying in your thesis. Together they should be covering all of the important points you need to make. These 3 topics should be able to be developed into your 3 supporting statements.

Document check list: Are documents supporting the same view or idea grouped together?

Have you used all of the documents?

Have you used at least 3 in more than 1 group?

Does the way you have grouped them support what you are saying in your thesis statement?

Does the way you have grouped them respond to the question asked?

Now you are ready to write the Document Based Essay!

AP European History

Name Date Period

Internet Art Assignments

Period/Style of Art:

Years and Historic Period:

Find 6 examples of art from the assigned period or style. You should include a variety of work: Paintings, sculpture, architecture, and other relevant media. (For multiple periods find 4 examples of each and group together under the appropriate title.)

Print the examples and place in a portfolio format. Include the following information:

Title, Artist, where it can be found today, internet citation.
How does this piece reflect the style or period of art assigned?
What does it tell you about the society at that time? Specifically identify any important features.

AP European History Review Name

Years…	Intellectual/Cultural	Political/Diplomatic	Social/Economic	Period
1350- 1400
1400- 1450
1450- 1500
1500- 1550
1550- 1600
1600- 1650
1650- 1700
1700- 1750
1750- 1800
1800- 1850
1850- 1900
1900- 1950
1950- 2000
2000- Present

AP European History

Free Response Essays

Compare and contrast the religious policies of 2 of the following:

Elizabeth I of England

Catherine de Medici’s of France

Isabella I of Spain

Analyze the influence of humanism on the visual arts in the Italian Renaissance. Use at least 3 specific works to support your analysis.

Using examples from at least 2 different states, analyze the key feature of the “new monarchies” and the factors responsible for their rise in the period 1450 to 1550.

****

Discuss the political and social consequences of the Protestant Reformation in the first half of the sixteenth century.

Analyze the aims, methods, and degree of success of the Catholic Reformation (Counter-Reformation) in the sixteenth century.

Compare and contrast the motives and actions of Martin Luther in the German states and King Henry VIII in England in bringing about religious change during the Reformation.

****

Analyze the effects of the Columbian exchange (the interchange of plants, animals, and diseases between the Old World and the New World) in the sixteenth century.

Describe and analyze how overseas expansion by European states affected global trade and international relations from 1600 to 1715.

Assess the impact of the Scientific Revolution on religion and philosophy in the period 1550 to 1750.

****

Analyze at least 2 factors that account for the rise and 2 factors that explain the decline of witchcraft persecution and trails in Europe in the period from 1580 to 1750.

In what ways and to what extent did absolutism affect the power and status of the European nobility in the period 1650 to 1750? Use examples from at least 2 countries.

Analyze the economic, technological and institutional factors responsible for western Europe’s domination of

**** world trade from 1650 to 1800.

Analyze how and why European attitudes toward children and child-rearing changed in the period from 1750 to 1900.

Analyze how economic and social developments affected women in England in the period from 1700 to 1850.

Compare and contrast the French Jacobins’ use of state power to achieve revolutionary goals during the Terror (1793-1794) with Stalin’s use of state power to achieve revolutionary goals in the Soviet Union during the period 1928 to 1939.

****

In the period 1815-1900, political liberalization progressed much farther in Western Europe than in Russia. Analyze the social and economic reasons for this difference.

Compare and contrast the foreign policy goals and achievements of Metternich (1815-1848) and Bismarck (1862-1890).

Contrast the impact of nationalism in Germany and the Austrian Empire from 1848 to 1914.

****

Compare and contrast the relationship between the artist and society in the Renaissance/Reformation period to the relationship between the artist and society in the late nineteenth century.

How did new theories in physics and psychology in the period from 1900 to 1939 challenge existing ideas about the individual and society?

Historians speak of the rise of mass politics in the period from 1880 to 1914. Define this phenomenon and analyze its effects on European politics in this period.

****

Analyze the impact of the First World War on European culture and society in the interwar period (1919-1939).

Assess the extent to which the economic and political ideals of Karl Marx were realized in post-revolutionary Russia in the period from 1917 to 1939.

Compare and contrast the extent to which the French Revolution (1789-1799) and the Russian Revolution (1917-1924) changed the status of women.

****

Analyze the ways in which technology and mass culture contributed to the success of dictators in the 1920’s and 1930’s.

Considering the period 1933 to 1945, analyze the economic, diplomatic, and military reasons for Germany’s defeat in the Second World War.

Compare and contrast the social and economic roles of the state in seventeenth and eighteenth century Europe (before 1789) to the social and economic roles of the state in Europe after the Second World War.

****

Compare and contrast the political and economic effects of the Cold War (1945-1991) on Western Europe with the effects on Eastern Europe.

Many historians have suggested that since 1945, nationalism has been on the decline in Europe. Using both political and economic examples from the period 1945 to 2000, evaluate the validity of this interpretation.

Analyze the factors working for and against European unity from 1945 to 2001.

****

Explain and analyze the role of Nationalism in both the causes of World War I and the peace agreement reached in Paris.

Identify and analyze the developments of late 19^th Century and early 20^th century that lead to World War I and the Russian Revolution.

Compare and contrast the relationship between artists and society in the Baroque era and in the twentieth century. Illustrate your essay with references to at least 2 examples of each period.

****

To what extent and in what ways did women participate in the Renaissance?

Describe and analyze the influence of the Enlightenment on both elite culture and popular culture in the eighteenth century.

Compare and contrast political liberalism with political conservatism in the first half of the nineteenth century in Europe.

****

Explain why Europe saw no lasting peace in the period between the Peace of Westphalia in 1648 and the Peace of Paris in 1763.

Describe and analyze responses to industrialization by the working class between 1850 and 1914.

Identify features of the eighteenth century Agricultural Revolution and analyze its social and economic impact.

****

Louis XIV declared his goal was “one king, one law, one faith.”

Analyze the methods the king used to achieve this objective and discuss the extent to which he was successful.

Explain how advances in learning and technology influenced fifteenth and sixteenth century European exploration and trade.

42. Analyze three reasons for the end of Soviet domination over Eastern Europe.

****

43. Analyze three examples of the relationship between Romanticism and nationalism before 1850.

44. How and to what extent did Enlightenment ideas about religion and society shape the policies of the French Revolution in the period 1789-1799?

45. Using specific examples from Eastern and Western Europe, discuss economic development during the period 1945 to present, focusing on 1 of the following.

A. Economic recovery and integration

B. Development of the welfare state and its subsequent decline.

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46. Compare and contrast the roles of British working women in the preindustrial economy (before 1750) with their roles in the era 1850 to 1920.

47. To what extent and in what ways did nationalist tensions in the Balkans between 1870 and 1914 contribute to the outbreak of the First World War.?

48. To what extent did the Enlightenment express optimistic ideas in eighteenth century Europe? Illustrate you answer with references to specific individuals and their works.

49. Compare and contrast the Lutheran Reformation and the Catholic Reformation of the sixteenth century regarding the reform of both religious doctrines and practices.

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50. Discuss how Renaissance ideas are expressed in the Italian art of the period, referring to specific works and artists.

51. Focusing on the period before 1600, describe and analyze the cultural and economic interactions between Europe and the Western Hemisphere as a result of the Spanish and Portuguese exploration and settlement.

52. Analyze the policies of Three European colonial powers regarding Africa between 1871 and 1914.

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53. Describe and analyze the resistance to Soviet authority in the Eastern bloc from the end of the Second World War through 1989. Be sure to include examples from at least two Soviet satellite countries.

54. Describe and analyze the economic, cultural, and social changes that led to and sustained Europe’s rapid population growth in the period from approximately 1650-1800.

55. Discuss some of the ways in which Romantic artists, musicians, and writers responded to political and socioeconomic conditions in the period from 1800 to 1850. Document your response with specific examples from discussions of at least two of the three disciplines: visual arts, music, and literature.

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56. Account for the responses of the European democracies to the military aggression by Italy and Germany during the 1930’s.

57. Between 1450 and 1800, many women gained power as rulers, some as reigning queens, others as regents. Identify two such powerful women and discuss how issues of gender, such as marriage and reproduction, influenced their ability to obtain and exercise power.

58. Describe and analyze the long-term social and economic trends in the period 1860 to 1917 that prepared the ground for revolution in Russia.

APEuropean

Name______________________________________________Period________Date________

1. Analyze the above political cartoon and explain its meaning or purpose.

A. B. C.

Based on the above posters answer the following questions:

3. What was the purpose of these posters?

4. In what ways do they each make their appeal to people?

2. Identify this painting and the artist. Analyze the message of this painting.

The Leviathan

By Thomas Hobbes