History is Philosophy,

teaching by examples.
Thucydides
Life must be lived forward,
but it can only be understood
backward.
Soren Kierkegaard

When the past no longer

illuminates the future, the
spirit walks in darkness.
Alexis de Tocqueville

Williams High School

AP EUROPEAN HISTORY
Course Syllabus 2016- 2017
Freebird McKinney

IB Co-Coordinator
Social Studies Department
(AP European History/
AP World History/
World History)
bryan_mckinney@abss.k12.nc.us
336-686-3323 (Cell)
www.mrfreebird.webs.com
Canvas Instructure On-Line Classroomhttps://abss.instructure.com/courses/18647

History will be kind to me,

for I intend to write it.
Winston Churchill

History never repeats

itself; at best it sometimes
rhymes.
Mark Twain

EVERYTHING YOU WILL NEED FOR THIS CLASS WILL BE ON THE

WEBSITE/ CANVAS!
I. TEACHING PHILOSOPHY
I am very much looking forward to working with each of you as we embark on this
challenging journey through the AP European History curriculum! I consider it the utmost
professional honor to be a member of the Williams High School staff and apart of the
Social Studies Department. This being said, my intent is to challenge each of you to work
harder than you ever thought possible, but to do it in a way that is fun, engaging, and
ultimately educationally and intellectually rewarding. I am extremely passionate about
HISTORY and about TEACHING! My definition for success lies in the amount of
knowledge each of you gain, and how your life has changed once this knowledge is
synthesized, not necessarily in the grade achieved.
We will be meeting five days a week for 1 hour and 30 minutes each day. My approach
can best be described as a blend of traditional and non-traditional classroom methods
(pseudo-flipped classroom). There will be daily PowerPoint presentations and lectures,
which you will be responsible for viewing at night on-line, as well as, in-class discussions
using the Socratic Method. Daily instructional time will include musical selections, DVD
and You Tube clips, as well as other medium presentations, but I am very committed to
student-driven discussions, small group cooperative learning, project-based assessments,
and the integration of modern technology to an academic curriculum that is centuries old.
I promise it will not be a class where you simply listen to me talk for 1 hour and 30
minutes every day while you take notes. YOU WILL BE ENGAGED!
I am living a dream! To this end, I pledge to make myself available to any student seeking
additional help. I will be available after school from 3:25 4:30pm after school each
day.

II. COURSE DESCRIPTION:

AP European History is a rigorous academic course that
furnishes a basic narrative of events and movements in
European History from ca. 1450 to the present. This
class will prepare students for the demands of a college
education by providing experience in college level
reading, writing and responsibility for learning. AP
European History is challenging and stimulating yet it
requires more time than other high school courses. Solid
reading and writing skills, along with a willingness to
devote considerable time to homework and study, are
necessary to succeed. Students can expect to spend
between four and six hours a week outside of class on coursework.

Students will investigate the broad themes of European intellectual, cultural and political
history and will appreciate how those ideas are reflected in trends of European
philosophy, popular literature, and the arts. As events in European history can only be
understood in terms of their social context, this course will examine demographics and
the influences of social classes and gender roles on history. The course will also focus on
European economic history and the role of industrialization by reviewing the
development of commercial practices and changing economic structures to recognize
Europes influence on the world.
In addition to traditional lectures, which will be recorded on-line with PowerPoint
accompaniment on important themes of European history, students will be expected to
participate in class through discussions of primary documents and events, debates of key
issues, role playing of historic figures and mock trials. Furthermore, students will be
expected to continually develop their writing skills through regular short essays (DBQs
and FRQs) and essay exams. The volume of material involved in a survey course
covering over five hundred years of history, of an entire continent, is immense and
therefore organization and the maintenance of a portfolio, for all class materials, is
essential.
AP European History is organized on the assumption that ALL students will take the
College Board AP examination, which allows qualified candidates to receive college credit
for the course. Consequently, there will be a focus on strengthening skills in taking
objective exams, in addition to writing clear and compelling expository essays.

III. COURSE OBJECTIVES:

While studying AP European History, students will:
Emphasize relevant factual knowledge about European history.
Highlight intellectual, cultural, political, diplomatic, social, and
economic developments.
Identify dominant themes in European history and trace them
through various eras.
Analyze evidence and interpretations presented in historical
scholarship.
Analyze and interpret a wide variety of primary sources, such as
documentary material, maps, statistical tables, works of art, and
pictorial and graphic materials.
Have frequent practice in writing analytical and interpretative essays
such as document-based questions (DBQs) and thematic essays.
Use historical data to support an argument or position, both
verbally and in writing.
Work effectively with others to produce presentations and solve
problems.
Gain an appreciation for the European culture and desire to embrace
this new found passion by traveling.
Prepare for and successfully pass the AP European History Exam.

IV. TOPIC OUTLINE

The outlined themes that follow indicate some of the important areas that might
be treated in this AP course in European History. The ideas suggested may not be
treated explicitly as topics or covered inclusively, nor will they preclude
development of other themes. In addition, questions on the exam will often call
for students to interrelate categories or to trace developments in a particular
category through several chronological periods. For this reason, we will address
periodization in European history and relate periodization, as appropriate, to
the following themes and historical skills.

V. COURSE ORGANIZATION:
AP European History consists of four units, each of which will be introduced with a Unit
Outline that sets forth a schedule of assignments, lesson plans, and class activities, and
that will be given to every student at the beginning of the unit. The units are as followed:

CLASSROOM INTRODUCTION (1 Day)

UNIT I (Period I: 1450- 1648) (22 Days):
o MODULE 1- Europe in Transition

 CRISIS OF THE LATE MIDDLE AGES (3 Days)

THE RENAISSANCE (4 Days)
THE PROTESTANT REFORMATION (4 Days)
o MODULE 2- Economic Renewal and Wars of Religion
ECONOMIC EXPANSION AND NEW POLITICS (3 Days)
WARS OF RELIGION (4 Days)
o MODULE 3- Western Europes Leadership and eastern Europes

Transformation

THE GOLDEN AGE OF MONARCHY (prior to 1648) (4

Days)
UNIT II (Period II: 1648- 1815) (24 Days)
o MODULE 4- Scientific View of the World and the Age of

Enlightenment

UNIT
o

o
o

UNIT
o

THE SCIENTIFIC REVOLUTION (2 Days)

THE ENLIGHTENMENT (4 Days)
MODULE 5- The Struggle for Wealth and Empire
18th CENTURY ECONOMIC AND SOCIAL CHANGE (2
Days)
18th CENTURY POLITICS AND DYNASTIC RIVALRIES (2
Days)
MODULE 6- The French Revolution and the Napoleonic Empire
FRENCH REVOLUTION (5 Days)
THE AGE OF NAPOLEON (3 Days)
MODULE 7- The Industrial Age
THE REVOLUTION IN ENERGY AND INDUSTRY (4 Days)
LIFE IN THE EMERGING INDUSTRIAL SOCIETY (2 Days)
III (Period III: 1815- 1914) (23 Days)
MODULE 8- Ideologies and Revolution in the Age of Nationalism
IDEOLOGIES AND UPHEAVALS ( 3 Days)
THE AGE OF NATIONALISM, PART I and 2 (5 Days)
MODULE 9- The West and the World
WESTERN IMPERIALISM (5 Days)
MODULE 10- War and Revolution
THE GREAT WAR (5 Days)
THE RUSSIAN REVOLUTION (3 Days)
THE PEACE SETTLEMENT (2 Days)
IV (Period IV: 1919- Present) (20 Days)
MODULE 11- Europe in Eclipse
THE AGE OF ANXIETY (3 Days)
TOTALITARIAN DICTATORSHIPS AND WORLD WAR II (7
Days)
MODULE 12- The Emergence of a New Europe
COLD WAR TRANSFORMATIONS (5 Days)

 EMERGENCE OF A NEW EUROPE (5 Days)

AP EXAM REVIEW (In May, dates/ times TBD)

VI. STUDENT EVALUATION

Student Assessments will include the following:
Tests:
Essays/ DBQs:
Vocabulary/Reading/ Map Quizzes:
Homework:

40 %
20 %
20 %
20 %

Tests: Tests will be given on each unit, and will always have two (2) sections. The first

section will be multiple-choice questions presented in a manner consistent with the AP

European History Exam. The second section of every test will be either short-answer
questions or a free-response essay question that will be scored according to the AP
grading scale/rubric. TEST DAYS WILL BE ANNOUNCED AT LEAST TWO WEEKS OUT,
THEREFORE- YOU MAY NOT MAKE-UP A TEST! You may drop your lowest test score
at the end of each semester, and a missed test will automatically count as this, but you
must be present at EVERY TEST ON THE TEST DAY (unless cleared with me due to
extenuating circumstances, but you will be given an alternate test). This will validate test
security, and I greatly appreciate your cooperation.

Essays/ DBQs: Students will be assigned several Essays/ DBQs over the course of the

year. The first DBQ will be completed for HOMEWORK on the SECOND WEEK of
CLASS, as a way for me to judge writing capabilities The next 2-3 DBQs will be takehome assignments with in-class review and discussion. Once students have grown
comfortable with the process, DBQs will be assigned as exclusively in-class assignments,
with time set aside for reading and pre-writing prior to the day of the DBQ. Essays will be
assigned as necessary goals/ objectives require.

Quizzes: At least one quiz will be given on each sub-unit. Quizzes will have multiple-

choice questions consistent with the AP European History Exam, but they will also include
short answer questions, fill in the blank portions, vocabulary recall, and essay responses.
In addition to traditional quizzes, the students should anticipate numerous Lecture/ PPT
quizzes based on their viewing of the on-line material (pop-quizzes, which will count as a
quiz). Because a key component of this course is to help students become proficient at
writing persuasive, coherent, and logical arguments, students may also expect vocabulary
quizzes throughout each chapter. Lastly, students will have periodic map quizzes to
ensure a basic understanding of relevant geography. QUIZ DAYS WILL BE ANNOUNCED
AT LEAST TWO WEEKS OUT, THEREFORE- YOU MAY NOT MAKE-UP A QUIZ! You
may drop your lowest QUIZ score at the end of each semester, and a missed QUIZ will
automatically count as this, but you must be present at EVERY QUIZ ON THE QUIZ DAY
(unless cleared with me due to extenuating circumstances, but you will be given an
alternate QUIZ). This will validate quiz security, and I greatly appreciate your
cooperation.

Homework: Students will have homework EVERY NIGHT! These homework

assignments will not be collected the next day, but students will still be expected to
complete any and all assignments by the date assigned, with the work completed to the
best of their ability. Most homework will be viewing PowerPoint presentations or online lectures or GRQs (Guided Reading Questions), which will accompany textbook or
primary source reading. Because this is an AP level course, students are expected to also
independently read, take notes, ask questions, and study to ensure their comprehension
of all basic knowledge prior to the day the thematic information is presented in class.

Reading: Students are required to demonstrate significant effort in finishing any and all

independent reading assignments, both from the textbook and other supplemental
readings which will be found on the website or handed out in class. It is expected that
nearly all factual material will be learned prior to coming to class. This concept of
independent learning will require different levels of effort from different students, so each
student is encouraged to do whatever they feel necessary to learn the material. This may
involve outlining and/or note-taking with the on-line lectures and PowerPoint
presentations to ensure an understanding of the facts of the period under historical
analysis. (I will provide certain tools for aiding in this process.)

THE AP EXAM: Because this class is an AP class, it is expected that all students take the AP
exam at the end of the year, typically in May. I cannot make this mandatory, but it is
highly recommended. My reasoning is simple- why would you take an AP class if it was
not your intention to take the exam to earn college credit. I follow Growth Mindset
Learning- challenge yourself and you will reveal your truest self. I will discuss the AP
Exam more, including a parent-meeting, as we reach the end of the semester.
TEXTBOOKS
McKay, John P. McKay. A History of Western Society. Boston: Houghton Mifflin
Company, 2006.
Perry, Marvin; Peden, Joseph R.; Von Laue, Theodore H., eds. Sources of the
Western Tradition. 2 vols. 4th ed. Boston: Houghton Mifflin, 1999.
Supplemental readings from various sources.

Portfolios: Students will be required to maintain a portfolio which will serve as their

main source of reference throughout the academic semester. This portfolio will contain
their daily notes, primary source documents, graded papers, maps, etc. This will be a

cumulative resource that will aid each student in their AP EXAM study. Organization of
this portfolio is mandatory and will be evaluated every unit.

THE CODE:
All homework must be turned in the day the assignment is due! Any work turned
in after the due date will automatically receive a 10 point deduction. I will mark it
immediately on your paper, LATE, -10 POINTS. Any work turned after the
second late day, I will immediately mark it 70/D and hand it back to you after
applying it in the grade book. There is a flow to the class, to the grading process,
and to assignments, PLEASE DO NOT INTERUPT THE FLOW.
All make-up work must be turned in within a week of being assigned. All make-up
work turned in beyond this deadline will receive a 70/D.
I will not accept incomplete work! Students are obligated to submit all work
completed. Grades will not be applied until the work is completed and turned in.
After the THIRD missing assignment, parents/ guardians will be notified through
their preferred mode of communication (please indicate at the end of the
syllabus).
I will drop the lowest TEST score and lowest QUIZ score every semester.
PLEASE ALSO REMEMBER THERE ARE NO MAKE-UP TESTS OR QUIZZES!- If a
student misses a test or a quiz they will automatically use this missed assignment as
their dropped assignment. More than one missed test/ quiz will result in a zero/0
for that assignment.

VII. REQUIRED MATERIALS

Students will need to acquire the following materials for class as soon as possible
as they are designed to enhance organization and success.
3-ring binder (at least 2-inch)
Lined paper
Pencils and/or pens (pencil for tests)
Highlighters
Colored pencils
Pencil Pouch

o
o
o
o
o
o

VIII. STUDENT EXPECTATIONS/ CLASSROOM PROCEDURES

Overall Classroom Environment

Mr. Freebirds Big Bs

Be Respectful (Follow the Golden Rule)

Be Punctual
Be Prepared
Be Positive
Be Passionate

I do not tolerate DISRESPECT.

I do not tolerate APATHY.

I do not tolerate TARDINESS.

Mr. Freebirds Three Promises

I promise I will always teach my students.

I promise I will always be respectful to my students.
I promise I will always be passionate in my teaching.

Upon entering the classroom, all students will, in a timely, respectful manner, sit
in their seats, turn in necessary assignments, take out their portfolio, and follow
the directions given at the start of class.
Students will take the utmost care in protecting the safety and integrity of the
class.
Students will commit themselves to strive for excellence and reject mediocrity or
apathy.
Flow Like Water- The class should always flow in a manner where each action
accentuates and encourages the process of learning.
Being that his class reflects on the unique cultures and peoples of Europe, all
students will conduct themselves with open eyes, open hearts, and open minds.
This does not mean that ones own ideology will be threatened, challenged, or
forgotten.
Please, NO FOOD IN THE CLASSROOM! I have no problem with water, and
coffee (which I will provide on occasion- pick your battles, I would rather you be
AWAKE) in the morning sessions.

I look forward to teaching you all this year

and hope that the experiences you will
have in my class will stay with you
throughout life, on which you will build
upon them and use them to grow. If you
agree with all that we discussed regarding
the syllabus/ classroom procedures, please
sign the next page. You and your parent/
guardians signature will signify a contract
that we now share.

In the blink of an eye,

Life passes us by . . .