ANY CHANGES TO THE SYLLABUS ANNOUNCED IN CLASS TAKE PRECEDENCE OVER THE ON-LINE SYLLABUS.  STUDENTS ARE RESPONSIBLE FOR THOSE CHANGES MADE REGARDLESS OF WHETHER OR NOT I HAD TIME TO CHANGE THE ON-LINE SYLLABUS.  STUDENTS WHO ARE ABSENT SHOULD CONTACT A CLASSMATE FROM THEIR OWN BELL AND MAKE SURE THAT NO CHANGES HAVE BEEN MADE. 

PAST ASSIGNMENTS ARE AT THE BOTTOM OF THE SYLLABUS                   

AP EUROPEAN HISTORY

This is a college level course that covers the Late Medieval Period to the present.  The themes of the course are listed below and the essential questions and terms for each unit can also be found below.  In addition to the factual, chronological, and thematic content of the course, students are expected to master skills.  You will learn to see that historians do not always, and in fact rarely, all agree.  You will learn to analyze the point of primary sources and to assess the usefulness of different types of sources.  You will learn to construct arguments around a thesis/claim in your essays and required research paper.  You will learn to compare such things as different cultures, societies, political and economic systems.  You will also learn to see continuity and change over time in Europe and in the different regions of Europe.  These skills are often referred to as developing habits of mind.  They will make you a more critical thinker, reader, and writer.

In order to learn these skills and master the content of the course students will engage in a variety of activities such as: oral debate, essay outlining and writing both in and out of class, writing based on analysis of primary documents (DBQ essays), charts to analyze the primary sources based on subject, occasion, audience, purpose, and speaker, individual and group presentations on themes, multiple-choice quizzes and sections of tests, viewing some films and analyzing them, and constant class discussion.  Some activities will also involve the use of the department student laptops.  Class discussion takes many forms from group discussion, general discussion, inner/outer circle, and student prepared and directed discussions.  The class is primarily discussion centered so the most important activity that you must do every day is be an active reader for all readings assigned.  In order to show engagement with the reading you will have to show several times a quarter that you are either jotting down notes/questions or highlighting and annotating.  A more detailed description of when you do what for which book is found below in the Deciphering the Syllabus section.

COURSE MATERIALS:

(Films and library resources are attached to the end of the syllabus)

REQUIRED:

Hunt, Lynn et al. The Making of  the West: Peoples and Cultures Second Edition.  Boston: Bedford/St. Martin’s, 2005.
            -this is your main text book

Lualdi, Katherine. Sources of The Making of  the West: Peoples and Cultures Second Edition. Volumes I and II.  Boston: Bedford/St. Martin’s, 2005.
            -this is your primary source reader in two paperback volumes

Annual Editions Western Civilization Volume 2 Early Modern Through the 20^th c. 14^th edition. Duskin, McGraw Hill, 2007.
            -this is your collection of short articles by historians.

Strickland, Carol. The Annotated Mona Lisa: A Crash Course in Art History from Prehistoric to Post-Modern.  Kansas City: Andrew McMeel Publishing LLC, 1992.
            -your art reference reader with many reproductions of the most important artwork

Hammond. Historical Atlas of the World Revised, Expanded Edition.

Manchester, William. A World Lit Only By Fire. Little Brown, 1992.  This is for your summer assignment and the only book on the required list that you must purchase yourself.

At the end of the syllabus you will find examples of many sources in the school library that you may need for your research paper.  They are also available throughout the year should you need to or want to read further on a topic in order to understand it better.  It is a brief list of examples of what is in the library, it is by no means a complete list of everything in our library.  And you also have access to many full text databases, including JSTOR, through our school library website.

SCHOOL ISSUED TEXTS AND OTHER RESOURCES FOR YOUR OPTIONAL USE, PAST STUDENTS HAVE FOUND THEM VERY HELPFUL.

Sanderson, Dr. Robert.  A Student’s Guide to AP European History.  CD-ROM.
            -contains overview essays on each era, a set of outline notes, and study sheets you can use to review an era and prepare for essays

Johnson, Eric and Victoria Thompson.  Preparation Guide for the AP European History Exam to Accompany The Making of  the West: Peoples and Cultures Second Edition.  Boston: Bedford/St. Martin’s, 2005.
            -contains short summaries of the text and practice questions and map exercises.

My Website: (link removed from audit version since it identifies the school)  has helpful links as well as our on-line syllabus if you lose the unit assignment handouts.

The class Blackboard site:  I have many files in the course document bin that will help you to review if you want them and the class discussion board is also located here.

The textbook website bedfordstmartins.com/hunt  This site contains many many review activities that you can do in order to make sure you have mastered the material.  While a few are contained in the paperback studyguide that you have, there are more on-line.

SUGGESTED STUDENT PURCHASE:

Feller, Chris. AP Achiever, European History.  McGraw-Hill, 2008.
-There are many review books available out there, this one is new and far and away the best.  If you feel that you just have to have a review book, this is the one I would recommend.  I do have copies of all of the existing review books in my classroom and you are welcome to look at them if you are trying to decide which would be best for you. 

Important Note about the Bell Rotation and the Syllabus:
The unique school block schedule results normally in 3 meetings per week at 70 minutes a meeting.  In unusual situations with days off we may meet only twice, but that only happens about 5 times a year.  Since the schedule rotation is only put out by the Activities Director 2-3 weeks in advance it is impossible to predict which bells will be affected when holidays or other school activities cause a 4 day week.  The syllabus notes the weeks that have only 4 days but students must check the board in the room or the teacher’s website for adjustments to the syllabus if your AP Euro bell loses its third day during those weeks.  This course syllabus is designed for you to meet the curriculum objectives in time to take the national exam in AP European History. 

Note to Students:

Decifering the Syllabus and Understanding What is Expected:

·         References to readings assigned for the day are normally done by author’s last name, so Hunt means your main textbook, Lualdi your primary source reader,  and Strickland the brief Art History book. The exception to this rule is your Annual Editions article reader for which the syllabus will give the number of the article to be read AE#6.  The full publication information for all of these books is listed above.  Center for Learning Lessons will be given out as handouts and available as PDF files on our Blackboard site for those who misplace their handouts or who wish to complete them early.

·         Daily Activities Expected of Students: all of these are based on the assumption that you are an active reader engaged with learning as we will discuss the first day of class when we go over the SQ4R reading system that many of you already know.  If you are not doing that then all of these activities are going to present problems for you.

·         2-minute Drill: class will nearly always begin with a drill that requires you to speak for 40 seconds to 2 other students on a topic from the day’s assigned reading.  Done in groups of 3 on 3 topics this drill takes 2 minutes, hence the name.  All members of the group must do a topic so if you don’t do the reading your group will be sitting in silence when it’s your turn.  These drills are quick reviews to help you take the quiz and be mentally alert for discussion in class.

·         Reading Quizzes: All reading due on a day can be covered in the daily 5-8 AP style multiple choice question quizzes.  Though the bulk of these quizzes will cover the textbook reading, if it appears from class discussion that the primary sources assigned for the day or other articles are not being read by all students then they will also begin appearing as part of the reading quizzes.  Only 2 quizzes can be dropped in a quarter and if you are absent then this becomes one of your  dropped quizzes.  Only when you are absent more than once will I begin to write makeup quizzes.  Makeup quizzes will not be multiple choice and cannot be corrected.  If you do not contact me with a plan for taking a makeup quiz then you will take it the day you return to class in the office attached to my room during class.  The same policy will apply to missed tests.  ALL reading Quiz Corrections are due the first day of class the following week.

·         SOAPS Primary Source Analysis for Lualdi Reading: From your Lualdi reader you should be prepared to discuss the source’s point of view.  Subject, Occasion, Audience, Purpose, Speaker. I will not retype SOAPS next to every Lualdi entry on the syllabus, you need to remember to do this.  In addition, you must be able to discuss how the source connects to your textbook reading for the day or to past readings and how the type of source also affects its reliability or usefulness.  Finally, you should be able to address the questions posed at the end of the source in class discussions. I recommend using postit arrows to mark sentences or passages you found important/interesting/confusing so that you can find them quickly to reference in discussions. It is best to address the primary sources through class discussions, whether whole class, group, or in an inner/outer circle format.  It keeps you from needing to do more written homework and you are far more likely to make historical connections and gain understanding if you actively discuss.  However, if it becomes clear through class discussion that students are not doing primary source reading then we will have to turn to written answers to the source questions in the reader as additional homework.  If you are particularly shy about vocal class discussion then you will need to see me to arrange to do these questions before the class discusses the source to replace the primary source discussion portion of your grade.

·         Annual Editions Articles: on days when these are assigned you must complete a brief form noting the thesis of the author and 5-10 points he/she uses to back up his thesis or you can use arrowed postit notes to mark these and bring the reader to class with you.  As with the Lualdi reader, it is better to discuss these articles than to require long written assignments, but if you can’t discuss or don’t then Cornell style notes will be substituted.

·         Strickland Reading: The Annotated Mona Lisa book is assigned to supplement your textbook in the field of art.  On days when it is assigned you will be expected to be able to discuss the works of art reproduced on those pages according to analysis questions on your Library of Congress Visual Source Analysis handout.  And again if you cannot or will not discuss then writing out the analysis handout before the class discussion can be substituted.

·         Hunt Textbook Inserts: do not skip the pages that are different colors in your textbook.  These inserts on Terms of History, Primary Source Documents, Historian’s Perspectives, etc. will be included in class discussion and can appear on your daily reading quizzes.

·         Hunt Textbook Maps, Photos, Paintings: they are there for a reason, consider them as you read as they will be part of discussion and quizzes.

·         Maps: you will be expected to know Europe as it existed in each era that we cover, as well as the parts of the world that European countries controlled during colonialism and imperialism.  For that purpose, you will be issued a historical atlas, but there will also occasionally be map quizzes.  Your book does an excellent job with maps as does the website that comes with the book, take the time to look at them.

·         Other Student Activities:

·         Written Homework: each week has one written assignment that is due no later than at the beginning of the last bell that your class meets that week.  As you know, depending on the schedule rotation that will normally mean either Thursday or Friday, though if there is no school on Friday then it could on rare occasions mean Wednesday.  These assignments include learning to group DBQ documents, to analyze the point of view of an author.

·         Group Work: in addition to group discussions, you will have also work on preparing FRQ thesis statements and/or outlines, doing some debates, and presentations on certain themes of the course such as showing continuity and change over time or comparing and contrasting different issues or eras.

·         Tests:

·         All unit tests are done in AP format with both multiple choice and one 35 minute FRQ (essay) since our 70 minute allows this.  

·         In the beginning, as students adjust to the AP format, you will be given a list of FRQs and the one on the test will come from that list.  By the second quarter there will be no list and you will have more than one FRQ on the test to choose from.

·         In-Class DBQ essays will also count as tests after the first quarter.  During the first quarter we will work on DBQs in groups, as a class, and as homework so that you are ready by the second quarter.  Since these take up an entire class period you will only write 5 as in-class tests.  There will also be a DBQ on both your midyear and final exam. 

SYLLABUS

COURSE THEMES and STUDENT YEAR LONG THEMATIC PROJECT
Students will be given a copy of these themes to be kept in the front of your binder at all times.  Instead of simply placing the themes for you in the different units, I have given you more focused essential questions that you should be able to answer by the time you have completed the reading for that unit and essential terms/people that you must know.  You should be noting which questions apply to which course themes, and I will repeatedly ask this of you in class discussions.  In addition, every student will have one theme  each from the 3 theme categories and you will be expected to create a notes study guide throughout the year on your 3 assigned themes.  These guides must be posted on the class file exchange on blackboard for other students to use at least 48 hours before each unit test.  When you continue your guide in the next unit and go to repost the updated guide, please make sure you remove the earlier guide from the file exchange.

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
• Developments in social, economic, and political thought
• 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 and ideologies
• 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 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 and their economic and social impact
• Changing definitions and attitudes toward mainstream groups and groups characterized as "the other"
• The origins, development, and consequences of industrialization
• Changes in the demographic structure of Europe, their causes and consequences
• Gender roles and their influence on work, social structure, family structure, and interest group formation
• Private and state roles in economic activity
• Development of racial and ethnic group identities

ESSENTIAL QUESTIONS FOR STUDENTS

Chapter 13 Late Medieval Society

1. What economic, demographic, political, and religious crisis led to the collapse of growth and expansion of Europe in the Middle Ages?

2. Explain how the Hundred Years’ War caused widespread destruction in France and Burgundy, the rise of bureaucratic states in England and France, a new sense of nationalism, and accelerated changes in the nature of warfare?

3. Explain how social, economic, and political transformations caused social upheaval, peasant and worker revolts and the creation of radical religious groups that challenged traditional authority?

4. Explain how the Black Death led to a decline in feudalism, decline in production, increase in individual wealth and demand of luxury goods.

5. Explain how political realignment occurred in England, France, the German states, and the Ottoman Empire.

6. Explain the Great Schism in the church in the Middle Ages.

Chapter 14 Renaissance Europe

1. Describe the cultural revolution, the expansion of European power, and the new influences from beyond Europe.

2. Explain the connection between culture and power in Renaissance Europe.

3. Explain Humanism and its expression in the visual arts, architecture, music, and education.

4. Explain individualism and the new power of the state.

5. Why did Europeans go exploring?

6. What was the impact of the invention of the printing press? And why did it happen when it did?

ESSENTIAL TERMS FOR STUDENTS:

Assignments for Unit One:

Week 2 Sept. 2-5 (OFF MONDAY)

 A BELL

Due WED: HUNT Intro and Crisis: Disease War and Schism 387-401
                    Lualdi: 13.1,13.2,13.3,13.4

Due  THURS: HUNT The Renaissance: New Forms of Thought and Expression 401-408
                         Lualdi: 13.5

 F BELL

 Due TUES: PLAGUE DBQ ASSIGNMENT DUE

 Due THURS: HUNT Intro and Crisis: Disease War and Schism 387-401 AND The Renaissance: New Forms of Thought and Expression 401-408
                 Lualdi: 13.1,13.2,13.3,13.4, 13.5

Week 3 (Sept. 10-14)
Chapter 14: Renaissance Europe, 1400-1500

Weekly Written Assignment: Center for Learning Lessons 7 and 8, The Prince and The Peasants  Highlight important points

Due Day 1      Hunt Ch. 14 Intro and “Widening Intellectual Horizons”  Hunt Ch. 14 “Revolution in the Arts” Note page 508 Terms of History, Renaissance.

                        Lualdi 14.1, 14.2, 15.1 Primary Source Excerpt(s) from: 1496 Mirandola Oration on the Dignity of Man; 1427 Bruni on Florence, 1457 Rucelli on Florence, 1514 Erasmus Praise of Folly.

                        Strickland: pp. 30-46 Renaissance Art Sections

Due Day 2      Hunt Ch. 14 “The Intersection of Private and Public Lives”; Primary Source Analysis of pg. 518 Document “A Merchant’s Advice to His Sons”  Handout on Northern Humanism (your textbook glosses over this topic in the next chapter so you need to read the supplement)

Due Day 3      Hunt Ch. 14 “The Renaissance State and the Art of Politics”

                        Lualdi 14.3, 14.4 Primary Source Excerpt(s) from: 1450-1465 Alessandra Letters from a Widow and 1380-1444 Siena An Italian Preacher

Week 4 (Sept. 17-21)
Chapter 14: Renaissance Europe, 1400-1500
Chapter 15: The Struggle for Reformation Europe, 1500-1560

Weekly Written Assignment: Take Home DBQ work On Luther

Due Day 1:     Hunt Ch. 14 “On the Threshold of World History: Widening Geogrpahic Horizons” and conclusion; Primary Source Analysis of pg. 538 “Columbus Describes His First Voyage” and page 534 “Portuguese Voyages of Discovery”

Due Day 2:     Unit Test: Middle Ages, Renaissance, Exploration
                        30 Multiple Choice Questions and 1 FRQ

Due Day 3: see next unit for the days assignment

UNIT TWO: REFORMATION AND RELIGIOUS WARS

ESSENTIAL QUESTIONS FOR STUDENTS

Chapter 15 Reformation Europe

1. Why did many believe that the Last Judgment was imminent? And what did this belief cause?

2.  Explain the corruption in the church and how the social, economic, and political changes of the time created a demand for change.

3. Explain the Christian humanist focus on education.

4. What were the effects of Martin Luther’s complaints on the people and on the church?

5. How did Luther’s actions lead to Calvinism and Anabaptism?

6.  Why was the 16^th century filled with social unrest, rebellion, and severe retaliation by the governments of Europe?

Chapter 16 Age of Religious Wars:

1. What were the causes of the Wars of Religion in France?

2. What impact did the Thirty Years’ War have on European Society?

3. Why did Spain’s power decline in the 17^th century?

4. How did economic decline affect ordinary people?

5. How did art, culture, and intellectual life change in the late sixteenth and early seventeenth centuries.

ESSENTIAL TERMS FOR STUDENTS

Assignments for Unit Two:
 

Week 4 continued

WEEK 4 Due Sept.  20/21

Due Day 3:  Hunt Ch. 15 Intro, “A New Heaven and a New Earth” and “Protestant Reformers”; Take note of the Contrasting Views in the document excerpts on pg. 554 “Martin Luther: Holy Man or Heretic?”; Primary Source Analysis of pg. 551 Excerpt from Thomas More’s Utopia and pg. 556 “Erasmus writes to Martin Luther”.  Be Prepared to hold a discussion on these inserts and Lualdi.
                     Lualdi 15.1 (yes reread it)

Week 5 (Sept. 24-28)
Chapter 15: The Struggle for Reformation Europe, 1500-1560

Weekly Written Assignment: 2007 DBQ Outline on Childhood in Early Modern Europe

Due Day 1:     Hunt Ch. 15 “Reshaping Society Through Religion”

                        Lualdi 15.2, 15.5 Primary Source Excerpt(s) from: 1524 by Luther, 1520s-1530s by Grumbach and Hooker on Women in the Reformation, 1560 and 1543 by John Calvin

Due Day 2:     Hunt Ch. 15 “A Struggle for Mastery”

                        Lualdi 15.3 Primary Source Excerpt(s) from: 1515-1547 on Iconoclasm.

Due Day 3:     Hunt Ch. 15 “A Continuing Reformation” and Conclusion

                        Lualdi 15.4 Primary Source Excerpt(s) from: 1546, 1549, 1553 by Loyala

Week 6 (Oct. 1-5)
Chapter 16: A Century of Crisis, 1560-1648

Weekly Written Assignment: Worksheet for AE article #2

Due Day 1:     Hunt Ch. 16 Intro and “Religious Conflicts and State Power, 1560-1618”; “The Thirty Year’s War and the Balance of Power, 1618-1648”. Note pg. 594 and 613 are primary source excerpts, one on the horrors of war and a letter from Galileo to Kepler, so follow the steps for Primary Source Analysis.

Due Day 2:      Hunt Ch. 16 “Economic Crisis and Realignment” and “A Clash of World Views” and conclusion. Note pg. 600 for Different Historian’s views on the Little Ice Age and pg. 610 on the Gregorian Calendar.

Due Day 3:    Lualdi all 5 Chapter 16 sources; AE#2; Strickland: p. 44, 46-63 Mannerism and Baroque Sections
    Extra Credit: Article Worksheet for AE#1 and/or #3

ALL ASSIGNED IDs SHOULD BE POSTED TO THE FILE EXCHANGE BY SUNDAY OCT.7 AT 2PM.

Week 7 (Oct. 8-12)
Chapter 17: State Building and The Search for Order, 1648-1690

Weekly Written Assignment: see next unit below

Due Day 1-MONDAY:     Unit Test: Reformation and Religious Wars
                        35 multiple choice and 1 FRQ essay

Due Days 2 and 3: see next unit 

UNIT 3: STATE BUILDING AND THE ATLANTIC SYSTEM

ESSENTIAL QUESTIONS FOR STUDENTS:

Chapter 17 State Building and the Search for Order

1. What are the characteristics of absolutism, in France and in central and eastern Europe?

2. What was constitutionalism, and where did it flourish?

3. How did rulers impose order on their subjects?

4. What new ideas emerged in the second half of the seventeenth century?

5. How did a growing emphasis on discipline in European culture and society manifest itself?

Chapter 18 The Atlantic System and Its Consequences

1. What was the Atlantic System, and what impact did it have on Europe?

2. What was life like in eighteenth-century cities?

3.  How did the growth of a literate middle-class public change European society?

4. How did international affairs change in the eighteenth century?

ESSENTIAL TERMS FOR STUDENTS

Assignments for Unit Three:

Week 7 continued

Weekly Written Assignment: AE Mercantilism Notes

Due Day 2:     Hunt Ch. 17 Intro and “Louis XIV: Model of Absolutism” and “Absolutism in Central and Eastern Europe”
                        Lualdi 17.1 and 17.3

Due Day 3:     Hunt Ch. 18 The Consolidation of the European State System all subsections except the British Dutch and Public Hygiene subsections so you are reading 683-686, 688-693; Lualdi 18.2
AE#4 “From Mercantilism to ‘The Wealth of Nations’”, Intro and Sections on Colbert only from this article, pay attention to Colbert's involvement with mercantilism and how it's carried out in France

Week 8 (Oct. 15-19)
(classes do not meet on Wednesday as it is PSAT day, assignments may be combined if your bell only meets twice this week as a result of this)
Chapter 17: State Building and The Search for Order, 1648-1690
Chapter 18: The Atlantic System and its Consequences, 1690-1740

Weekly Written Assignment: Turn in Written Points for Class Debate acc. to debate Prep Handout

Due Day 1:     Hunt Ch. 17 “Constitutionalism in England” and “Constitutionalism in the Dutch Republic and the Overseas Colonies”, AND pages 686 to 688 in Ch. 18 Note pg. 640 for contrasting historical interpretations on the English Civil War; Note pg. 647 on Tobacco.

Due Day 2:  Lualdi 17.2; Group Outline for Debate Due

DAY 3: F Bell ONLY: Absolutism/Constitutionalism Debate

Week 9 (Oct. 22-26)
Chapter 17: State Building and The Search for Order, 1648-1690
Chapter 18: The Atlantic System and its Consequences, 1690-1740

Weekly Written Assignment: Center for Learning Lesson 16 The Development of Royal Absolutism and Lesson 17 The Glorious Revolution

Due Day 1 B Bell: Absolutism/Constitutionalism Debate

Due Day 1 F Bell and Due Day 2  B Bell:    Lualdi 17.5, 18.4; Hunt Ch. 17 “The Search for Order in Elite and Popular Culture” and Conclusion AND Ch. 18 pp. 693-695. Note that pgs. 654 and 659 are primary sources so follow the steps for Primary Source Analysis.

Due Day 2 F Bell and Due Day 3 B Bell:  Lualdi 18.5; Hunt Ch. 18 Intro and “The Atlantic System and the World Economy”;“New Social and Cultural Patterns” Note the provided document excerpts and their different perspectives on the Life of Slaves on pg. 672; Strickland: p. 64 Rococo

End of First Quarter

            Week 10 (Oct. 29-Nov. 2)

Due First Day: Unit 3 TEST 1648 to 1740

Week 10 (Oct. 29-Nov. 2)
Chapter 18: The Atlantic System and its Consequences, 1690-1740
Chapter 19: The Promise of the Enlightenment, 1740-1789

Weekly Written Assignment: Science/Enlightenment Guy Poster

Due Day 2:   Mini-Test Multiple Choice Only  on The Scientific Revolution; Review 608-615, 649-653 and the Scientific Revolution overview from Sanderson File in Course Document Bin.

Due Day 3:     Hunt Ch. 18 “The Birth of the Enlightenment”; Note the historical development of the term “progress” on pg. 696 and the primary source excerpt by Voltaire on pg. 699 so follow the steps for Primary Source Analysis.

                        Lualdi 18.3 Primary Source Excerpt(s) from: 1721 Montesquieu Persian Letters

UNIT FOUR: UNIT FOUR: SCIENTIFIC REVOLUTION AND ENLIGHTENMENT AND CULTURE UNDER GROWING STATE POWER

ESSENTIAL QUESTIONS FOR STUDENTS

Chapter 18 last section

1.  What topics and issues characterized the early Enlightenment?

Chapter 19 Enlightenment

1. What were the major ideas and themes developed in the Enlightenment?

2. Why were middle-class people interested in the Enlightenment?

3. How, and to what extent, did the lives of peasants and workers change?

4. What factors explained the shift in the European balance of power?

5. How did politics change in the second half of the eighteenth century?

ESSENTIAL TERMS FOR STUDENTS

Assignments for Unit Four:

Week 11 (Nov. 5-9)
Chapter 19: The Promise of the Enlightenment, 1740-1789

Weekly Written Assignment: Lessons 19 and 21 Due on Wednesday before you write the DBQ, along with the extra credit commercial revolution exercise if you are doing that one

Due Day 1:  Hunt Ch. 19 Intro and “The Enlightenment at Its Height”; Note pg. 710 the development of the term “enlightenment” and pg. 714 on the contrasting historical views on women in the Enlightenment and pg. 718 is a primary source excerpt by Rousseau so follow the steps for Primary Source Analysis.  

Due Day 2:     First In-Class DBQ For this first DBQ you will be allowed the entire 70 minute class period instead of the 60 minute limit that will be used in the future to prepare you for the national exam.

Due Day 3:     Hunt Ch. 19 “Society and Culture in an Age of Enlightenment”

                        Lualdi 19.1, 19.2 Primary Source Excerpt(s) from: 1765 Geoffrin and d’Alembert on Salons, 1764-1802 Menetra’s Journal

                        Strickland: pp. 66-73 Neoclassicism Sections

Week 12 (Nov. 12-16)

Due Day 1:     Hunt Ch. 19 “State Powers in an Era of Reform”

                        Lualdi 19.4 Primary Source Excerpt(s) from: 1752 Frederick II Political Testament

Due Day 2:     Hunt Ch. 19 “Rebellions Against State Power”

                        Handout: Catherine the Great (Discussion to be handled by the .5 Lualdi Group)

Due Day 3:     Unit Test: 1700 to 1789
                        40 multiple choice and 1 FRQ essay

School Character Formation Days and Thanksgiving, no classes for a week

Week 13 (Nov. 26-30)
Hunt Chapter 20: The Cataclysm of Revolution, 1789-1800

Weekly Written Assignment: Center for Learning Lesson 26 The French Revolution: Changing Images of the King, analysis of art work, drawings, and political cartoons.

Due Day 1:     Hunt Ch. 20 Intro and “The Revolutionary Wave, 1787-1789”; Note pg. 750 on the historical development of the term “revolution”.

                        Lualdi 20.1, 20.2, 20.3 Primary Source Excerpt(s) from: 1789 Abbe Sieyes What is the Third Estate, 1815 Political Cartoon The People under the Old Regime, 1789 Declaration of Rights of Man and of the Citizen

Due Day 2:     Hunt Ch. 20 “From Monarchy to Republic, 1789-1793”; Note pg. 758 is a primarcy source excerpt on The Rights of Minorities so follow the steps for Primary Source Analysis

Due Day 3:     Hunt Ch. 20 “Terror and Resistance”

                        Lualdi 20.4 Primary Source Excerpt(s) from: 1793 Olympe de Gouges Letters on the Trial

UNIT FIVE: FRENCH REVOLUTION TO CONGRESS OF VIENNA

ESSENTIAL QUESTIONS FOR STUDENTS:

Chapter 20 Revolution

1. What did the various movements of reform and revolution that occurred in the 1780s have in common?

2. What were the characteristics of the different stages of the French Revolution?

3. Why, and in what way, did the revolutionary in France seek to effect a cultural revolution?

4. Why did various groups and individuals resist the French Revolution?

5. What impact did the French Revolution have on the rest of Europe?

6.  What did the different segments of society want from the Revolution and to what extent did they achieve their goals?

7.  To what extent was Robespierre a Totalitarian Dictator?

Chapter 21 Napoleon and the Revolutionary Legacy

1.      How and why did Napoleon’s reforms change European society?

2.      How did the Congress of Vienna “restore” Europe and did it really?

ESSENTIAL TERMS FOR STUDENTS

Week 14 (Dec. 3-7)
Hunt Chapter 20: The Cataclysm of Revolution, 1789-1800
Hunt Chapter 21: Napoleon and the Revolutionary Legacy, 1800-1830

Weekly Written Assignment: Center for Learning Lesson 28 Napoleon Giant or Midget?

Due Day 1:     Hunt Ch. 20 “Revolution on the March” and Conclusion; Note pg. 778 is a primary source excerpt from an Address to the National Assembly so follow the steps for Primary Source Analysis

                        Lualdi 20.5 Primary Source Excerpt(s) from: 1794-1795 Toussant Revolution in the Colonies

Due Day 2:     Hunt Ch. 21 Intro and “Napoleon’s Authoritarian State” and “Europe Was at My Feet: Napoleon’s Conquests”; Note pg. 796 to see different historian’s opinions on Napoleon and note pg. 804 is a primary source excerpt by a soldier so follow the steps for Primary Source Analysis.

                        Strickland: pp. 74-75 Goya a nonconformist painter

Due Day 3:     In-Class DBQ; Written assignment on Napoleon Due

Week 15 (Dec. 10-14)

Due Day 1:     Hunt Ch. 21 “ The “Restoration of Europe”; Chart on Napoleon based on text and both articles below
                         AE#14 Napoleon Article
                         “Napoleon: A Classic Dictator?”, Laurent Joffrin, History Today, July 2005

Due Day 2:     Unit Test: French Revolution, Napoleon, Restoration
                        40 multiple choice and 1 FRQ essay

Assignments for Unit Five:

Due Day 3:    Hunt Ch. 21 “Forces for Social and Cultural Change”  Note pg. 816 is a primary source, poetry by Wordsworth so follow the steps for Primary Source Analysis

                        Strickland: pp. 76-80 Romanticism

Assignments for Unit Six:

Week 16 (Dec. 17-20)
Hunt Chapter 21: Napoleon and the Revolutionary Legacy, 1800-1830

Weekly Written Assignment: Center for Learning Lesson 24 The Industrial Revolution: England’s Advantage

Due Day 1:     Hunt Ch. 21 “Political Challenges to the Conservative Order”

                        Lualdi  Lualdi 21.2, 21.3, 21.4  Primary Source Excerpt(s) from: 1831 Macauley Speech on Parliamentary Reform, 1825 Robert Owen on New Harmony; 1805-1872 Writing of Mazzini

Due Day 2:  In-Class DBQ; Written Assignment Due

Due Day 3:  AE Articles/Handouts

2 Week Christmas Break

EXAM REVIEW WEEK Jan. 7-11:

Due Day1: The Center for Learning  Industrialization Lesson

Due Day 2: The Center for Learning Economics and Elbe/Trieste Line Lessons

Due Day 3:  The Center for Learning Renaissance to Napoleon Review Lesson  
Your Exam DBQ, since the school only allows a 2 hour exam slot per class next week you will do your 80 multiple choice and 2 FRQs in that slot but your DBQ on this day a week early.

EXAM WEEK: F Bell Tuesday Jan 15 afternoon slot; B Bell Wednesday January 16 morning slot; OR Friday morning during the makeup slot but you MUST let me know you are doing this so I don't turn you in to the office as late during your regular bell exam slot.

Week 17  (Jan. 22-25) (no school on Monday, both bells only meet 2xs)
Hunt Chapter 22: Industrialization, Urbanization, and Revolution, 1830-1850
Hunt Chapter 23: Politics and Culture of the Nation-State, c. 1850-1870

Weekly Written Assignment:  AE article 22: Pink Lemonade Socialists You must create a chart on the different socialist groups and subgroups when they existed and what they stood for, indicating change over the course of the century if what they stood for changed.  This article in just a few pages overviews many different types of socialism and their connections to other movements, a well done study chart on this article will save you the time of looking up all the varities of
(available on Blackboard in AE Article Folder for those who also want to highlight as they read)

Due Day 1:      Hunt Ch. 22 Intro to 849 “The Advance of Industrialization and Urbanization” and “Reforming the Social Order”  Note pg. 836 involves different historian’s opinions on the standard of living of the working class and Note pg. 841 is a primary source excerpt by a romantic about workers so follow the steps for Primary Source Analysis.

                        Lualdi 22.1 and 22.2 Primary Source Excerpt(s) from: 1844 Factory Rules in Berlin and 1839 Sarah Ellis Characteristics of the Women of England;

Due Day 2:     Hunt Ch. 22 “The Ferment of Ideologies”; pg. 856 is a primary source excerpt from the Communist Manifest so so follow the steps for Primary Source Analysis.

                        Lualdi 22.3 Primary Source Excerpt(s) from: 1847 Engels on Communism

UNIT SIX: INDUSTRIALIZATION

ESSENTIAL QUESTIONS FOR STUDENTS:

Chapter 21 part 2

1.  What were the characteristics of the new ideologies and artistic movements that emerged as a result of the French and Industrial Revolutions?

2.      How successful was the Concert of Europe?

3.      What impact did nationalism have on European politics in the 1820s and 1830s?

4.      What explains the failure of some revolts in the 1820s and 1830s and the success of others?

5.      How did the lives of women and workers change during this period?

Chapter 22  Industrialization, Urbanization, and Revolution

1. What changes did industrialization and urbanization produce in the lives of ordinary people?

2. To what extent, and in what ways, was life changing in rural areas in Europe?

3. How did people of the middle and upper classes react to problems of poverty among workers

ESSENTIAL TERMS FOR STUDENTS

UNIT SEVEN: IDEOLOGIES, ISMS, AND THE END OF THE CONCERT OF EUROPE

ESSENTIAL QUESTIONS FOR STUDENTS:

Chapter 22  Industrialization, Urbanization, and Revolution

1. What new ideologies emerged in response to the changes European society was experiencing?

2. What were the causes and consequences of the revolutions of 1848?

Chapter 23 Politics and Culture of the Nation-State, SECTION 1

1. How did the Concert of Europe end?

2. What is the significance of the Crimean War?

3. Why did reform finally happen in Russia and how successful was it really?

ESSENTIAL TERMS FOR STUDENTS

Assignments for Unit Seven:

 Week 18 (Jan. 28-Feb. 1)
Hunt Chapter 23: Politics and Culture of the Nation-State, c. 1850-1870

Monday:     Hunt Ch. 22 “The Revolutions of 1848” and Conclusion  (CHAPTER 22 QUIZ)

                        Lualdi 22.4 Primary Source Excerpt(s) from: 1848 Petofi National Song of Hungary

Due Day 2:     Hunt Ch. 23 Intro and “The End of the Concert of Europe”; Note pg. 879 is a primary source by Mrs. Seacole so follow the steps for Primary Source Analysis.

                        Lualdi 23.2 Primary Source Excerpt(s) from: 1899 Kropotkin Memoirs of a Revoluionist.

Thursday      Unit Test: The Concert of Europe and the First Half of the 19^th c.
                        40 multiple choice and 1 FRQ essay taken from the 6 on blackboard

Week 19 (Feb. 4-8)
Hunt Chapter 23: Politics and Culture of the Nation-State, c. 1850-1870
Hunt Chapter 24: Industry, Empire, and Everyday Life, 1870-1890

Weekly Written Assignment: Finish the In-Class Packet, Last Lesson on Venn Diagram

Due Day 1:     Hunt Ch. 23 “War and Nation Building”; Note pg. 886 is a primary source excerpt by Bismarck so follow the steps for Primary Source Analysis.

                        Lualdi 23.1 Primary Source Excerpt(s) from: 1866 von Ihering Two Letters

Due Day 2:     Hunt Ch. 23 “Establishing Social Order”; Note pg. 898 on different historian’s opinions on the use and message of photographs.

                        AE#17 “Napoleon III: ‘Hero’ or ‘Grotesque Mediocrity’?”, Roger Price, History Review, March 2003

                        AE#18 Bismarck History Review

Due Day 3:     Hunt Ch. 23 “The Culture of Social Order”

                        Lualdi 23.4 Primary Source Excerpt(s) from: 1871 Darwin Descent of Man

                        Strickland: pp. 83-96 Realism and Architecture and Photography and Art Nouveau

Week 20 (Feb. 11-14) (no school on Friday, both bells only meet twice)
Hunt Chapter 24: Industry, Empire, and Everyday Life, 1870-1890

Weekly Written Assignment: Center for Learning Lesson v. 2 #6 Revisionist Socialism Roots and Fruits.

Due Day 1:     Hunt Ch. 23 “Contesting the Growing Power of the Nation-State” and Conclusion

Due Day 2:     Hunt Ch. 24 Intro and “The Advance of Industry”

                        Lualdi 24.3 Primary Source Excerpt(s) from: 1896 Williams Made in Germany

UNIT EIGHT: NATION AND EMPIRE BUILDING IN AN AGE OF MASS POLITICS

ESSENTIAL QUESTIONS FOR STUDENTS:

Chapter 23 Politics and Culture of the Nation-State

1. How did the balance of power shift in the 1850s and 1860s?

2. How did leaders like Napoleon III, Otto von Bismarck, and Camillo di Cavour practice Realpolitik?

3. What sorts of reforms did governments sponsor, and why?

4. What trend characterized developments in literature, the visual arts, and science?

6.      To what extent did democracy progress during this period?

Chapter 24 Industry, Empire, and Everyday Life

1. How did governments meet new challenges to political stability?

2. How did governments, businesses, and individuals respond to economic instability?

3. How did relations change between workers and employers, and between male and female workers?

4. What was the new imperialism, and what impact did it have on people in both Europe and the colonies?

5. How did Social Darwinism shape Europeans’ view of their society and their response to perceived problems in it?

Chapter 25 Modernity and the Road to War

1. What role did nationalism and anti-Semitism play in European politics?

2. How did intellectual and artistic developments challenge accepted beliefs and values?

3. How did women’s lives change, and why were these changes perceived as threatening?

4. What sorts of actions did workers take to improve their situations, and how did others react to these actions?

ESSENTIAL TERMS FOR STUDENTS

Week 21 (Feb. 19-22)
(no school on Monday)
Hunt Chapter 25: Modernity and the Road to War, c. 1890-1914

Weekly Written Assignment: Center for Learning Lesson v. 2 #7 Evolution of Democracy in Britain

Due Day 1:     Hunt Ch. 24 “The New Imperialism”; Note pg. 929 is a primary source excerpt on the popularity of imperialism so follow the steps for Primary Source Analysis.

                        Lualdi 24.1, 24.2 Primary Source Excerpt(s) from: 1883 Jules Ferry Speech before the French National Assembly, 1899 Kipling’s White Man’s Burden

Due Day 2:  B BELL MUST COMPLETE BOTH DAY 2 AND DAY 3 READING FOR DAY 2, THURSDAY SINCE WE DO NOT HAVE A THIRD B BELL THIS WEEK.  SO YOUR HUNT QUIZ WILL COVER 933-954

Due Day 2:     Hunt Ch. 24 “The Transformation of Culture and Society”; Note pg. 940 for different historian’s opinions on migration and note pg. 943 a selection from Ibsen’s A Doll’s House so follow the steps for Primary Source Analysis.

                        Strickland: pp. 96-122

Due Day 3:     Hunt Ch. 24 “The Birth of Mass Politics” and Conclusion

                        Lualdi 24.4 Primary Source Excerpt(s) from: 1948 Bondfield’s Memoirs on her years as a worker and union member

Assignments for Unit Eight:

Week 22 (Feb. 25-29)
Hunt Chapter 25: Modernity and the Road to War, c. 1890-1914

Due Day 1:     Hunt Ch. 25 Intro and “Private Life in the Modern Age” and “Modernity and the Revolt in Ideas”; Note pg. 962 on the development of the term ‘modern’ and pg. 968 for different historian’s opinions on the development of psychohistory.

                        Lualdi 25.1, 25.5 Primary Source Excerpt(s) from: 1882 Nietzche The Gay Science, 1905 Freud’s Infantile Sexuality

                        Strickland: pp. 128-140 Modern Art

Due Day 2:     Hunt Ch. 25 “Growing Tensions in Mass Politics”; Note pg. 984 is a primary source excerpt by Leon Pinsker so follow the steps for Primary Source Analysis.

                        Lualdi 25.2, 25.4 Primary Source Excerpt(s) from: 1898 Zola J’Accuse!, 1908 Pankhurst Speech from the Dock

Due Day 3:     Unit Test: 2^nd Half of the 19^th c.
                        40 Multiple Choice and 1 FRQ essay

UNIT NINE: WWI AND THE RUSSIAN REVOLUTION

ESSENTIAL QUESTIONS FOR STUDENTS

Chapter 25 Modernity and the Road to War, last 2 sections

5. What forces prepared Europeans to accept, and even celebrate, the outbreak of war in 1914?

Chapter 26  War, Revolution, and Reconstruction

1. What impact did the war have on European society?

2. How did Europeans attempt to resolve sources of domestic and international political instability?

3. What roles did mass culture play in people’s lives in the years during and after World War I?

ESSENTIAL TERMS FOR STUDENTS

Assignments for Unit Nine:

Week 23 (March 3-7)
Hunt Chapter 26: War, Revolution, and Reconstruction, 1914-1929

Weekly Written Assignment: Take Home Multiple Choice on Imperialism

Due Day 1:     TEST 1848 to 1900

Due Day 2:     Hunt Ch. 25 “European Imperialism Contested”

                        Lualdi 25.3 Primary Source Excerpt(s) from: 1900 The Boxers Demand Death for all Foreign Devils

Due Day 3:     Hunt Ch. 25 “Roads to War”; Note pg. 996 is a primary source excerpt from a contempary historian promoting nationalism so follow the steps for Primary Source Analysis.

Week 24 (March 10-14)
Hunt Chapter 26: War, Revolution, and Reconstruction, 1914-1929
Due Day 1:     Hunt Ch. 26 Intro and “The Great War, 1914-1918”; “Protest, Revolution, and War’s End, 1917-1918”; Note pg. 1018 is a primary source on the Russian Revolution so follow the steps for Primary Source Analysis.

                        Lualdi 26.1, 26.2, 26.3  Primary Source Excerpt(s) from: 1914-1918 Two Soldiers’ Views of the Horrors of War, 1917 Dorat Women on the Home Front; 1919 Lenin’s letter to Rozhkov

Due Day 2:    

Due Day 3:     Hunt Ch. 26 “The Search for Peace in an Era of Revolution”; Note pg. 1024 on historian’s opinions on the peace conference.

UNIT 10: INTERWAR YEARS AND WWII, RISE OF TOTALITARIANISM

ESSENTIAL QUESTIONS FOR STUDENTS

Chapter 26  War, Revolution, and Reconstruction

1. What impact did the war have on European society?

2. How did Europeans attempt to resolve sources of domestic and international political instability?

3. What roles did mass culture play in people’s lives in the years during and after World War I?

4. Why did the Soviet Union develop in the way that it did?

5. Why were nationalist and right-wing movements so attractive in the postwar period?

Chapter 27 An Age of Catastrophes

1. What impact did the Great Depression have on European society and politics?

2. Why did artists and writers adopt a more realistic style in the 1930s?

3. How and why id Nazi racial policy develop into the Holocaust?

4. Whey did Europe experience another world war so soon after World War I?

5. What impact did World War II have on European society?

ESSENTIAL TERMS FOR STUDENTS

Assignments for Unit 10:

Spring Break Work: Post Assigned IDs for 3rd Quarter on File Exchange and Outline in Detail your Assigned WWI/Russia Essay

Week 25 (March 17-20)
Hunt Chapter 27: An Age of Catastrophes, 1929-1945

Weekly Written Assignment: Open Book Take Home Test Multiple Choice on WWI and Revolution

Due Day 1:     Hunt Ch. 26 “A Decade of Recovery: Europe in the 1920s”; “Mass Culture and the Rise of Modern Dictators” and Conclusion; Note pg. 1038 is a primary source excerpt by Virginia Woolf so follow the steps for Primary Source Analysis.

                        Lualdi 26.4, 26.5 Primary Source Excerpt(s) from: 1932 Mussolini’s Doctrine of Fascism, 1925 Hitler’s Mein Kampf

                        Strickland: pp. 148-152 Dadaism and Surrealism, Art Between the Wars

Due Day 2:     Hunt Ch. 27 Intro and “The Great Depression” and “Totalitarian Triumph”; Note pg. 1056 on the development of the term ‘totalitarianism’ and Note that pg. 1058 is a primary source excerpt on dekulakization so follow the steps for Primary Source Analysis.

                        Lualdi 27.1  Primary Source Excerpt(s) from: 1930 Goebbels Nazi Propaganda Pamphlet,

                        AE#30. “The Mystery of Stalin”, Paul Wingrove, History Today, March 2003  

Week 26 (March 31-April 4)
Hunt Chapter 27: An Age of Catastrophes, 1929-1945

Due Day 1:     Hunt Ch. 27 “Democracies on the Defensive” “The Road to Global War”; Note that pg. 1072 is a primary source excerpt so follow the steps for Primary Source Analysis.

                        Lualdi 27.2 Primary Source Excerpt(s) from: 1938 Chamberlain Speech on Munich Crisis

                        Lualdi 27.3 Primary Source Excerpt(s) from: 209 Gomez on the Spanish Civil War

Due Day 2:     Hunt Ch. 27 “World War II, 1939-1945” and Conclusion; Note pg. 1082 on different historian’s thoughts on how museums deal with memory.

                        Lualdi 27.4 Primary Source Excerpt(s) from: 1938-1945 Bankhalter and Kibort Memories of the Holocaust

Due Day 3:   ITALIAN FASCISM DBQ ASSIGNMENT DUE

End of 3^rd Quarter

Week 27 (April 7-11)
Hunt Chapter 28: Remaking Europe in the Shadow of Cold War, c. 1945-1965

Due Day 1:      ASSIGNED ESSAY OUTLINE DUE   

Due Day 2:      1920s AND 1930S G.R.E.A.T. P.I.E. Assignment Due

Due Day 3:     CHAPTER 28 QUIZ

Week 28 (April 15-18) (classes don't meet on Monday)

Due Day 1:  CHAPTER 29 QUIZ

Due Day 2:  Take Home Practice Exam Due

UNIT ELEVEN: POSTWAR EUROPE

ESSENTIAL QUESTIONS FOR STUDENTS:

Chapter 28 The Atomic Age

1. What problems did Europeans face at the end of World War II?

2. What was the cold war, and how did it begin?

3. How did the cold war affect decolonization?

4. How did the cold war affect culture, in both East and West?

5. How did Eastern and Western Europe’s social and economic structure change in the 1950s?

Chapter 29 Challenges to the Postindustrial West

1. What impact did new technologies have on social, political, and cultural life?

2. How did the cold war evolve?

3. What caused the United States to lose its global dominance?

4. What sorts of causes did people protest, and why was protest so widespread?

5. What new challenges and opportunities were available to ordinary people in postindustrial society?

Chapter 30  The New Globalism: Opportunities and Dilemmas

1. What challenges did the world face in the last two decades of the twentieth century?

2. How and why was communism overturned in eastern Europe?

3. What were the characteristics of the new global culture?

4. How and why did the governments of western Europe attempt to restructure their economies?

5. What areas of the world challenged the West’s long-standing dominance?

ESSENTIAL TERMS FOR STUDENTS

Week 29 (April 21-25)
(classes do not meet on Friday since it is our school Unity Day)

Weekly Written Assignment: group work

Due Day 1:     QUIZ Hunt Ch. 30 “Soviet Collapse Releases Global Forces”, “Global Opportunities Transcend the Nation-State”
                          Group: Decolonization: Causes and Effects

Due Day 2:     1988 Exam Scantron Due
                        Group: Postwar Culture, Technology, and Student Dissent

DUE UNIT DAY: All of Your IDs in ONE FILE posted to the FILE EXCHANGE and HANDED IN in hardcopy NO STAPLE so I can put them through the xerox machine into one packet for everyone for review.

Week 30 (April 28-May 2)

Due Day 1:  Group: Postwar Economics from Boom to Stagflation, effects on the Welfare State

Due Day 2:   Group: European Unity or European Nationalism? What’s been the trend since 1945 and where is it headed?

Due Day 3:  In-Class Multiple Choice Practice Exam: Any Score under 50% will then cause a quarter point deduction, 1 point deduction for every point under 50%. 

ssignments for Unit Eleven (final unit):

                                                                               Week 31 (May-5-9)

Due Day 1:    Group: Eastern Europe from Soviet Domination to Dissent and Freedom
                       Ms. Cronin: Economic, Political, and Social Causes of the Collapse of the USSR, including the Role of Mikhail Gorbachev

Due Day 3: Center For Learning Review Lesson: The Transformation of Western Civilization

Due Day 4: Center For Learning Review Lesson: Turning Points in History

Student Choices for Our Final Exam for School, Saturday May 3^rd or Sunday May 4^th: Remember that this exam follows the exact same format you will face on May 9^th, 80 multiple choice in 55 minutes, a break, then the 15 minute reading period followed by an hour and 55 minutes for the DBQ and 2 FRQs.  The scoring will be done the same as the national exam and I will convert the 5s, 4s, 3s, 2s, and 1s to Summit grades depending on where you fall in each of those point ranges just like I did for the midyear exam.