Syllabus-10thAP 2020.doc
AP European History Course Syllabus
Maria Carrillo High School (707) 890-3800
Email: whitchcock@srcs.k12.ca.us
Website: HitchcockMCHS.com
Remind App: https://www.remind.com/join/f66kfg
Course Overview
This course is designed to provide students with a college level academic experience while in high school. This course introduces students to the political, economic, religious, social, intellectual, and artistic trends that shaped Europe from 1450 to the present. Students should acquire knowledge of the basic chronology of events and movements from this period as well as develop the ability to analyze historical documents and express historical understanding in writing. As part of the Advanced Placement program, the course prepares students for the AP European History exam. All students are expected to take the exam.
How is this course different from 10th grade World History?
-Student can take the Advanced Placement Test in May and can receive college credit.
-The workload for this course is designed to reflect a college level course.
-Students are expected to independently read approximately 20 pages per week in a college level textbook and take notes. Much of the material in the reading will not be discussed in class but will be required for the quizzes and exams. Students are responsible to know all assigned reading, primary and secondary resources, and lectures even if they are not covered during class time.
-All students are required to learn and complete SAQs, DBQs, and LEQs often throughout the school year. Writing is a major component of this course and the AP exam in May.
Outline of Course Materials and Resources:
-Western Civilization, 9th ed. (2016) by Jackson Spielvogel
-Primary sources from various readers and internet sources
AP European History simultaneously:
I. Divides the material into four periods:
1450–1648
1648–1815
1815–1914
1914–Present
II. Explores Six Major Themes (S.P.I.D.E.R.):
Scientific & technological change (Technological and Scientific Innovation- TSI)- Scientific and technological innovations have increased efficiency, improved daily life, and shaped human development and interactions, having both intended and unintended consequences.
Power-political, religious, etc. (States and Other Institutions of Power- SOP)- European states and nations developed governmental and civil institutions from 1450 to the present to organize society and consolidate pol power, with a variety of soc, cult., & econ effects.
Intellectual Ideas (Cultural & Intellectual Developments- CID)- The creation & transmission of knowledge, including the relationship between traditional sources of authority and the development of differing world views, had significant pol, intellectual, econ, cult, & soc effects.
Diplomacy with Non-Euros (Interaction of Europe and the World- INT)- Europe’s interaction with the world led to pol, econ, soc, & cult exchanges that influenced both European and non-Euro societies
Economics (Economic & Commercial Developments- ECD)- Econ development, especially capitalism, played an important role in Europe’s history, having soc, pol, & cult. effects.
Relationships- Social & Cultural (Social Organization & Development- SCD)- Econ, pol, & cult. factors have influenced the form and status of family, class, & social groups in European history, affecting both the individual and society.
III. AP History Disciplinary Practices
Practice 1: Analyzing Historical Evidence
Students will be assessed on their ability to …
Primary Sources:
• Describe historically relevant information and/or arguments within a source.
• Explain how a source provides information about the broader historical setting within which it was created.
• Explain how a source’s point of view, purpose, historical situation, and/or audience might affect a source’s meaning.
• Explain the relative historical significance of a source’s point of view, purpose, historical situation, and/or audience.
• Evaluate a source’s credibility and/or limitations.
Secondary Sources:
• Describe the claim or argument of a secondary source, as well as the evidence used.
• Describe a pattern or trend in quantitative data in non text-based sources.
• Explain how a historian’s claim or argument is supported with evidence.
• Explain how a historian’s context influences the claim or argument.
• Analyze patterns and trends in quantitative data in non-text-based sources.
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•Evaluate the effectiveness of a historical claim or argument.
Practice 2: Argument Development
• Make a historically defensible claim in the form of an evaluative thesis.
• Support an argument using specific and relevant evidence.
• Use historical reasoning to explain relationships among pieces of historical evidence.
• Consider ways that diverse or alternative evidence could be used to qualify or modify an argument.
IV. AP History Reasoning Skills
Skill 1:
Contextualization
-Describe an accurate historical context for a specific historical development or process.
-Explain how a relevant context influenced a specific historical development or process.
-Use context to explain the relative historical significance of a specific historical development or process.
Skill 2:
Comparison
-Describe similarities and/or differences between different historical developments or processes.
-Explain relevant similarities and/or differences between specific historical developments and processes.
-Explain the relative historical significance of similarities and/or differences between different historical developments or processes.
Skill 3:
Causation
-Describe causes or effects of a specific historical development or process.
-Explain the relationship between causes and effects of a specific historical development or process. Explain the difference between primary and secondary causes and between short- and long-term effects.
-Explain the relative historical significance of different causes and/or effects.
Skill 4:
Continuity and Change over Time
-Describe patterns of continuity and/or change over time.
-Explain patterns of continuity and/or change over time.
-Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.
Period One: 1450-1648 (Chapters 11-15)
Unit Zero: The High Middle Ages (Ch. 11)
Unit One: The Renaissance and the Growth of
New Monarchies (Ch. 12 & 13-
P332-365, P368-369)
Unit Two: The Age of Exploration (Ch. 14-
P403-34)
Unit Three: The Reformation and Religious
Warfare (Ch. 13 & 15- P370-401,
437-44)
Period Two: 1648-1815 (Chapters 15-20)
Unit Four: Absolutism and Limited Monarchy
(Ch. 15- P444-473)
Unit Five: The Scientific Revolution and the
Enlightenment (Ch16 & 17-
P476-515)
Unit Six:Politics and War in the 18th Century
(Ch.18- P531-47)
Unit Seven:Economic, Social, and Cultural
Changes in the 18th Century (Ch.
17, 18 & 20- P516-28, 547-60)
Unit Eight:The French Revolution and
Napoleon (Ch. 19- P563-94)
Period Three: 1815-1914 (Chapters 20-24)
Unit Nine:The Industrial Revolution (Ch. 20 &
22- P596-22, 677-87)
Unit Ten:The Isms and 19th Century
Revolution (Ch. 21, 22, & 23-
P624-55, 657-76, 716-20)
Unit Eleven:Second Industrialization and the
Growth of a Mass Society (Ch. 23-
P690-716)
Unit Twelve: The Age of Modernity and Anxiety
(Ch. 24- 723-44)
Unit Thirteen: Imperialism (Ch. 24- P745-55)
Period Four: 1914-Present (Chapters 24-30)
Unit Fourteen:WWI and the Russian Revolution
(Ch. 24 & 25- P755-94)
Unit Fifteen:Between the Wars (Ch. 26-
P796-830)
Unit Sixteen:WWII (Ch. 27- P832-65)
Unit Seventeen:The Cold War 1945-1965 (Ch. 28-
P867-99)
Unit Eighteen: The Cold War 1965-1985 (Ch. 29-
P901-25)
Unit Nineteen:After the Fall (Ch. 30- P927-59)
Class Rules for MCHS Classroom & Distance Learning
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•Leave objects inappropriate for the classroom at home or in backpack: phone, food, etc. (electronic devices will be turned into an administrator at the end of the school day). Distance learning classroom is our virtual space and rules apply there too.
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•Enter the classroom & Zoom meetings on time, calmly, and ready to work. In Zoom meetings, you should be presentable, your camera should be on, and your audio should be muted unless it is your turn to speak.
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•Respect everyone and everything in the classroom & in the virtual Zoom meetings.
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•Obey the school rules.
Consequences for Breaking the Rules
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•Formal warning.
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•Conference with student.
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•Call home and/or parent conference.
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•Referral to an administrator.
Make Up Work or Extra Help:
It is the responsibility of the student to conference with the instructor AFTER CLASS/ZOOM, via REMIND APP or during ADVOCACY whenever the student has missed any class/Zoom time or needs extra help. When a student has missed class/Zoom time it is required that the student conference with the instructor about missed assignments, tests, and deadlines on the day the student returns to school. Student and instructor will establish a reasonable deadline to make up the work. It is the responsibility of the student to make up all work missed during the absence by the deadline. Any work not made up by the deadline will be scored as a zero. Miss a quiz, the next quiz counts double, but miss two in a row and both must be made up. Test make ups can be taken during office hours and must be arranged with the instructor. The deadline to make up a test is one week from the day that the student returns to school. If a student is absent the day something is due, it is due when the student returns to class.
Late Homework, Late Projects:
NO LATE ASSIGNMENTS will be accepted. Students must use Puma Points to turn work in late (see Puma Points description below). Students that are absent will be given a reasonable amount of time to make up the work and must make arrangements with the instructor on the day they return to class. Projects turned in late are penalized 10% per class period (a class period = every time the student’s class meets- Tues, Wed, Fri).
Homework and Notebook or Google Drive:
Homework will be assigned approximately once per week. Most homework assignments will consist of reading and answering questions, taking notes into a bound (spiral) notebook or on your Drive, or document analysis. Absolutely 100% of the homework assignment MUST be completed on-time in order for the student to receive full credit for the assignment. All classwork will be recorded in the notebook or Drive including lecture notes, film notes, and any other in-class assignments. The notebook/Drive should be complete, organized, and neat. For Distance Learning: you may opt to complete all your work in a folder on your Google Drive instead of a notebook.
Materials:
Pencil and pen, spiral notebook or the equivalent (preferably with pockets for loose paper), daily planner, computer with keyboard and video camera, and completed work as assigned.
Office Hours:
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•Monday through Friday 2:15-3:30. Message me on the Remind app, not email, if you need extra help or have a concern and we can set up a private Zoom meeting during office hours.
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•Directly after each of our Zoom meetings. Message me via Remind app & we can hangout after a Zoom meeting to discuss a question or concern.
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•At school office hours during Advocacy. Get an Advo Pass from me.
Puma Points
All students begin each semester with three free Puma Points. Puma Points expire at the end of each semester and must be used before finals week begins. On the Friday before finals all PP not used turn into 0.75% extra credit applied to your final grade.
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•1 point gets you:
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•1 homework assignment accepted late for full credit anytime before the end of the semester
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•Drop lowest quiz
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•Turn in a project one class period late without penalty
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•10% extra credit on a test/project up to 20%
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•3x5 card on unit test
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•3 points: drop lowest unit test/project
***Note: The best use of a Puma Point is to use it on a missing homework assignment.***
AP European History Grading Policy
•Tests, essays, and major projects 45%
•Assignments and minor projects 30%
•Quizzes & Document Analysis 25%
Academic Dishonesty
Academic dishonesty is completely unacceptable in any form and will not be tolerated. All persons involved will receive a zero on the assignment and a referral to an administrator. Violations include, but are not limited to, cheating, plagiarism, collusion, claiming work (no matter how small) that is not of your own creation, any act designed to give unfair advantage to a student or the attempt to commit such acts. Plagiarism is failing to correctly indicate places where you are making use of the work of another person. Please discuss with the instructor if you need information on quoting and citing properly. Absolutely no copying-and-pasting! During a quiz or test during Distant Learning, use of notes, textbook, websites, help from another person, or any other aid other than your own brain is considered cheating.
Skills:
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•Manipulation of maps, globes, charts, graphs
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•Reading: textbooks, periodicals, primary source documents
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•Research
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•Group work
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•Critical thinking/ problem solving
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•Use of film and technology
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•Oral communication
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Assignments:
Includes weekly homework assignments, class work, tests, quizzes, projects, and long and short-term group work.
Schedule:
You are required to check Google Classroom or my website at the beginning of every period on Mon, Wed, Thurs.
Period Tuesday Wednesday Friday
2 8:30 Zoom There will be 8:30 Zoom
an assignment
4 10:00 Zoom due on Google 10:00 Zoom
Classroom every
Wednesday before
6 11:40 Zoom noon 11:40 Zoom
Office
Hours 2:15 2:15
Attendance
Attendance in Zoom meetings are required. You will be marked absent if you miss a meeting. You will be marked tardy if you are late.
By signing the following, I state that I have read and understand everything in the course syllabus for AP European History. I acknowledge that this syllabus can be found on the homepage of Mr. Hitchcock’s website. I also agree to contact Mr. Hitchcock as soon as possible if I have any questions about anything in this syllabus.
Student name (Print please) ___________________________________________
Student signature ___________________________________________
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