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Course Title and number:
Modern European History 221
Course Description:
(See course catalog)
It is important to note that the material covered in this course is the
same as the material covered in the College Preparatory level. The difference
between the classes lay in the level of analytical and written expectation.
It is anticipated that the honors students have the writing skills necessary
to engage in an intermediate level of analytical writing early in the year.
This will include working with Document Based Questions, primary source
assignments and thesis driven thematic essays. Student essays at this level
will focus more on student interpretive and analytic skills and less on
content driven indicators.
| Instructional Objectives | Knowledge and Analytical Skills |
| Skills | Compostion, Grammer, Study Skills, Oral communication |
| Assessments Tools | |
| Syllabus | Course topics |
| Projects | Description and assignment sheets |
| Renaissance Faire(see link main page for more information) | Fall (second Quarter) |
| Research Paper | Winter - Early spring |
| Video/Oral Presentation | Late Spring (forth Quarter) |
A. Knowledge:
· The student will develop a working
vocabulary of essential political, socio-economic, cultural, philosophical,
and military vocabulary. (e.g. political ideologies, social classes, artistic
terms)
· The student will identify and explain the major paradigm shifts in
Europe from the late Middle Ages to the 1990's. (e.g. The Renaissance, The Industrial
Revolution)
· The student will recognize the impact of the Renaissance and the Reformation
in the development of Modern Europe.
· The students will identify and explain the causes and effects of the
social, political, economic, and technological revolutions that have shaped
Modern Europe in the period between 1650 and 1850.
· The students will develop an understanding of the influence of modern
Europe on the rest of the world particularly during the eras of exploration
and Imperialism.
· The students will identify and explain the changing boundaries in Europe
from the development of nation states through the changes wrought by world war
and those caused by the fall of Communism.
· The students will identify and explain the major characteristics of
the Fin-de-Siecle period and relate it to the turn of our own century.
· The student will identify and explain the social, political and economic
conditions and events in the late 19th and early 20th centuries that led to
WWI and how unresolved conflicts, economic problems, changing philosophical
influences and the rise of totalitarianism led to WWII.
· The students will identify and explain the effects of WWII on Europe
and the world in politics, economics and culture.
· The student will describe the causes and effects of the Cold War and
the subsequent fall of Communism in Eastern Europe.
· The student will identify and explain the impact of the rapid technological
innovations since 1945 and the effects of this change on contemporary Europe.
(e.g. atomic energy, the computer)
B. Skills:
· The student will demonstrate the
use of primary source material (written and visual) as important to the study
of history.
· The student will develop research skills through the use of spreadsheet,
database, word-processing, multi-media, and Internet software.
· The student will develop oral expression through group discussion and
role playing (e.g. a mock trial of Louis XVI).
· The student will develop good note taking and study skills. (see composition)
· The student will utilize and improve essay writing.
· The student will improve geography skills through the use of map projects.
C. Composition
Knowledge/Skills/Analysis/Synthesis/Evaluation
· The student will review one-paragraph compositions, with emphasis on
topic sentence and support.
· The student will gain a knowledge of the definitions of essay and thesis
as they apply to academic writing
· The student will become proficient in developing prewriting that includes
a thesis statement, support and argument.
· The student will write multi-paragraph essays that present and defend
a thesis, with emphasis on using the writing process to develop papers that
reflect clarity, organization, and accuracy.
· The student will use standard essay form appropriately to answer essay
questions on tests.
· The student will demonstrate proficiency in synthesizing historical
data, analyzing it in light of a document based question, and expressing that
answer is a well-written essay.
· The student will understand that effective written communication depends
on adapting language to audience, occasion, and purpose.
· The student will research, document, and write a multi-page paper that
utilizes and cites primary and secondary sources and that includes a properly
organized bibliography.
D. Analysis\Synthesis\Evaluation:
· The student will analyze primary source material
in light of the nature of the material, its historical background, and point
of view.
· The student will compare and contrast primary source material and judge
its usefulness in historical study.
· The student will analyze literary, artistic and cultural trends and
evaluate them as a reflection of the time period as well as identify their impact
on the time period.
· The student will evaluate the results of the major conflicts in Modern
European history (e.g. revolution, world wars, religious wars, imperialism)
and evaluate their impact.
· Quizzes
· Group debate
· Discussion
· Student writing including a research paper
· Peer evaluation
· Self evaluation
· Interdisciplinary projects with English dept.
· Geography study
· Cooperative learning project including a Renaissance project \ faire
Required Text: The Western Heritage
Course Topics:
| Middle Ages | Feudalism The Breakdown of theChurch |
| Renaissance |
Renaissance in Italy |
| Reformation | Causes  Luther Calvin  Counter-reform Results |
| The Tudors and Stuarts |
War of the Roses  Henry VII-VIII The Tudor Dynasty The Stuarts Glorious Revolution |
| The Ancien Regime and Absolutism | 18th C Social Systems French Time of Troubles  Louis XIV Frederick Willhelm theGreat Thought in the 16th and 17th Centuries |
| Enlightenment: | 18th century thought and the Philosophes |
| The French Revolution | The Structure of FrenchSociety  The Revolution Terror and Thirmador Historiography |
| The Napoleonic Period | Biography Power and War  Downfall Principles of War Congress of Vienna Concert of Europe |
| Reaction, Revolution, Romanticism and Reform | Liberalism Opposition to Liberalism Industrialism Revolutions
of 1848 Second French Empire |
| Nation States | Italian Unification German Unification |
| Russia in the 19th century | Life in Russia Tsars and Leaders Political Changes Russian Culture |
| Fin-de-Siecle Europe | Culture/Society Politics Philosophy Technology Vienna: A Case Study  England France Germany |
| Imperialism Case Studies: | Case Studies India North Africa South Africa |
| World War I | Causes All Quiet on the Western Front |
| Russian Revolution | The Last Tsar  Lenin and Revolution Civil War Stalin  |
| Weimar Germany and the Interwar Period | Weimar Germany The Depression |
| World War II and Fascism | Fascism Mussolini Rise of Hitler  Prewar Crisis War Defeat and Peace |
| The Cold War | Post War Europe The Cold War Heating Up Detente |
| Modern Europe | The Fall of Communism Modern "isms" |
| The Information Age | Technology in the New Century |
Spring Research Paper (also see page dedicated to the paper for dates and obejectives)
Sophmores will research write a thesis driven paper on a historical debate while learning the proper process for putting together a paper including following a bibliographic format. (See the BI Style Manual). I grade the paper 40% research/historic content, 40% quality of the arguement, 20% format/writing/spelling etc.
Topic Sheet
Name________________________________ English Teacher: _____________________
Parent Signature_______________________________________
The following sheet is designed to help you develop a workable topic for your thesis paper. Follow the guidelines and advice of both your History and English teachers. If you meet the deadlines on this sheet writing your paper will be much easier.
A. TOPIC CHOICE: List six topics that interest you. Use your notes or the index and table of contents in your text for inspiration. The library also has some things that can help you. The topic must be from the late middle ages to the present day and in European history. This will be reviewed with your history teacher.
1. ________________ 2. _________________
3. ________________ 4. _________________
5.________________ 6. _________________
(Examples from American history)
Vietnam War
General Grant
The Continental Congress
World War I
The New Deal
The Civil War
Due:
B. NARROW TOPIC: Choose one topic. What is the issue or debate surrounding that topic? This requires research. Write it in question form. This will be reviewed with your history teacher.
Topic: ________________________________________
Inquiry: _______________________________________________
______________________________________________________
______________________________________________________
Example:
Topic: The Civil War
Inquiry: Was the Union occupation of Norfolk really a great Federal victory?
Due: (depending on cycle)
C. DEVELOP THESIS WITH PROS AND CONS: Write a tentative thesis statement. This is the answer to your inquiry. You must do some good research in order to do this but remember the thesis is not set in stone. This will be reviewed with your history teacher.
Thesis: _____________________________________________________________
____________________________________________________________________
(see example on next page)
Example: The evacuation and subsequent occupation of Norfolk was the result of a Confederate strategic decision and therefore not a Federal victory.
PROS AND CONS: Make a list of facts which support your thesis (pros) and which attack your thesis (cons). These facts should clearly prove or disprove your argument and connect to the thesis. Pros and Cons should be complete sentences as they may eventually be used to form your topic sentences and help with organizing your note cards. Six is just a guide. You may have a few less or a few more. If you need more room use a separate sheet and attach it to this packet.
PROS:
1.
2.
3.
4.
5.
6.
CONS:
1.
2.
3.
4.
5.
6.
Example:
Pros
1. The occupation of the city postdates the evacuation by five days.
2. General Johnson developed a long-standing and well-documented strategy for defending Richmond and the evacuation of Norfolk was part of that plan.
3.Local newspapers, correspondence and personal diaries all refer to the move as an "evacuation not as a surrender.
4.General Huger was committed to Johnson's plan of defense.
Cons:
1. General Wood received a commendation for his "taking" of Norfolk.
2. Lincoln and Sec. Stanton both refer to the surrender of Norfolk, as do the Northern papers.
3. The Confederates abandoned a great deal of important supplies as well as the Merimac with apparent haste indicating this was not a planned evacuation.
.THESIS EVALUATION: Do your pro statements support your thesis or are your cons stronger? Do you need to rewrite your thesis or do more research?
YES my pro arguments are clear and support my thesis. (Explain why)________________________
_________________________________________________________________________________
NO my pro arguments are not strong enough to argue my thesis and I need to do more research or change my thesis. (Explain why)_____________________________________________________________
_________________________________________________________________________________
All of section C is due:
D. FULL AND FINAL THESIS: Write out your full and final thesis that includes your thesis statement and all of your pros and cons. Use a separate sheet and attach it if necessary.
Thesis: _________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Pros:
1.
2.
3.
4.
5.
6.
Cons:
1.
2.
3.
4.
5.
6.
Honor code (write out):
History Teacher Final Approval______________________________________________
Due:
Other Dates:
Working Bibliography
Note Cards:
Outline:
Rough Draft:
Final Paper
EUROPEAN HISTORY SPRING ORAL REPORTS
MELANSON
SUBJECT: Eastern Europe
LENGTH: No less than 15 minutes, no more than 20
GROUP SIZE: No more than three ( exceptions made by teacher only)
TOPICS: First come, first serve for each class
POINTS: 75
INCLUDE:
The presentation can be oral or video but it must include visuals such as maps , pictures, or charts. Research should be current, complete and accurate.
Since the purpose of the report is to teach the class about the information the report should be clear and in your own words. Do not just read information from a book or use words and terms you do not understand. Break down the material into a simple understandable presentation. Plagiarism is a danger here. Be careful.
Date Due: Beginning the week of (insert date)
A quiz on the presentations will follow.
Please see me if you need help on what to focus on or where to go for information.
TURN THIS SLIP INTO TEACHER
GROUP TOPIC: __________________________________________
GROUP MEMBERS: _____________________________________________
_______________________________________________________________
The Berlin Wall
