Pre AP Modern World HistoryCourse Syllabus

Greg CozadSaraland High SchoolSaraland, Alabama

School ProfileSaraland High School is a new school and is part of a new school district, Saraland City Schools. Our school has 9th through 12th grades. Almost 47% of our students are economically disadvantaged and receive a free or reduced lunch price.

Grades: 9-12Type: Public high schoolTotal Enrollment: 800 studentsEthnic Diversity: African Americans comprise 21 percent of the student population;

Whites make up 75 percent; Hispanics, Native Americans andAsian Americans make up 1 percent each.

Personal PhilosophyMy own success in college was due in large part to the thorough preparation that my high school teachers gave me. Their rigorous course work and high expectations made my later college classes seem very manageable. That awareness shall guide my instruction in this course. I expect students to spend time every day on preparation for the course and consumption of reading materials. With self motivated reading, valuable class time can be used to challenge and analyze what the students have read and to deepen their knowledge. My goal is to prepare each student for the rigor of AP Coursework in 10th through 12th grades. I hope to convey each day that we are working together toward that success.

Class ProfileThere are three sections of Pre AP Modern World History. Classes will be composed of 9 th graders. The school is on a traditional schedule. Classes will meet 5 days a week for 52 minutes. There are two 9 week quarters in each semester. Modern World History has 80 instructional days each semester, leaving five days each quarter for testing, review and distractions like pep rallies and fire drills.

Course OverviewStudents who enroll in Pre AP Modern World History course should be aware that the AP courses are taught and graded at the college level and that they significantly exceed the demands and expectations of regular courses. The intention of this Pre AP Course is to approach the level of rigor that AP courses expect. It is also to prepare students to read and write at a college level. Consequently, there will be a considerable amount of reading, writing and homework assigned in this class.

Course DescriptionIn addition to providing a basic exposure to the factual narrative, the goals of the Modern World History course are to develop (1) an understanding of the principal themes in modern World History, (2) the ability to analyze historical

evidence, and (3) the ability to express that understanding and analysis effectively in writing.

Students in this course are expected to demonstrate knowledge of basic chronology and major events and trends from the year 1500 to the present. The broad themes of intellectual-cultural, political-diplomatic, and social-economic history form the basis of the course within that chronology.

This course includes history both as content and as methodology. Emphasis is placed on students developing intellectual and academic skills including (1) effective analysis of such primary sources as documents, maps, statistics, and pictorial and graphic evidence; (2) effective note taking; (3) clear and precise written expression; and (4) the ability to weigh evidence and reach conclusions on the basis of facts.

Course PlannerThe Course Planner does not attempt to show everything we do in class; instead, it is meant to be a guide that indicates the course’s pacing, readings, and test schedule. The principal textbook for the course is Modern World History Patterns of Interaction, by Roger B. Beck. Most of the secondary source readings come from Dennis Sherman’s Western Civilization readers. We will also read “Night”, by Elie Wiesel.

PacingFirst Semester15 Aug - 19 Aug Hymnal / Cold War focus / Writing FRQs Chapter 1722 Aug - 29 Aug The Rise of Democratic Ideals Prologue30 Aug – 7 Sep Renaissance and Reformation Chapter 18 Sep - 9 Sep The Ottoman Empire Chapter 2-1 only12 Sep - 19 Sep Age of Exploration Chapter 320 Sep - 27 Sep The Atlantic World Chapter 428 Sep - 5 Oct Absolute Monarchs in Europe Chapter 56 Oct - 12 Oct Review Days13 Oct End of First Quarter17 Oct – 28 Oct Enlightenment and Revolution Chapter 631 Oct – 4 Nov French Revolution & Napoleon Chapter 715 Nov – 30 Nov Nationalist Revolutions Sweep the West Chapter 81 Dec – 13 Dec The Industrial Revolution Chapter 914 Dec - 15 Dec Review Days16 Dec End of Second Quarter

Second Semester3 Jan – 13 Jan Age of Democracy and Progress Chapter 1017 Jan –30 Jan Age of Imperialism Chapter 1131 Jan – 13 Feb Transformations around the Globe Chapter 1214 Feb – 7 Mar The Great War Chapter 138 Mar – 13 Mar Revolutions in Russia / Totalitarianism Chapter 14-2 and 14-216 Mar End of Third Quarter19 Mar – 29 Mar Years of Crisis Chapter 1530 Mar – 11 Apr World War II Chapter 1616 Apr – 20 Apr Spring Break12 Apr – 1 May Restructuring the Post War World Chapter 172 May – 3 May The Indian Subcontinent achieves freedom Chapter 18-1

4 May - 7 May The Collapse of the Soviet Union Chapter 19-38 May – 18 May Global Interdependence Chapter 2031 May End of Fourth Quarter

Week 1 / Student FRQ Handout / Cold War FocusTextbook Unit readings

Modern World History Chapter 17Primary Sources  Readings from Sherman, Chapter 18

James L. Gormly, Origins of the Cold War (265), The Truman Doctrine and the Marshall Plan (249), Jens Reich, The Berlin Wall (251)

Week 1

The Week 1 Student Handout will be used to teach the FRQ method required for this class. Students will analyze art and political cartoons to learn about the Cold War. A free response question will be assigned as homework at the end of the first week.

Textbook Unit readingsModern World History Chapter 1Primary Sources  Readings from Sherman, Chapters 1 and 2

Peter Paul Vergerio, On the Liberal Arts (6), Christine de Pizan, The City of Ladies (6), Niccolo Machiavelli, The Prince (7), Baldesar Castiglione, The Courtier (8), Raphael, School of Athens (10), Arnolfini & Bride (11), Johann Tetzel (20), Martin Luther (21) John Calvin (23)

Chapter 1

Additional web video content: Leonardo Da Vinci (Dear Prudence), Lorenzo Magnifico (A Renaissance Music Video), Renaissance Man (Blister in the Sun – by the Violent Femmes), 95 Theses (Rap music video), The Reformation Polka

Extra Lecture Content: King Henry VIII and the English Reformation. The Counter Reformation.

Textbook Unit readingsModern World History Chapter 3Primary Sources  Readings from Sherman, Chapter 3

M.L. Bush, Effects of Expansion (42), Christopher Columbus (35), Bernal Diaz, (36)

Chapter 3

Possible FRQs: 1. To what extent and in what ways did women participate in the Renaissance? (2003B).

2. How and to what extent did the methods and ideals of Renaissance humanism contribute to the Protestant Reformation? (2006B)3. Compare and contrast the motives and actions of Martin Luther in the German states and King Henry VIII in England in bringing about religious change during the Reformation. (2005)

Textbook Unit readingsModern World History Chapter 4Primary Sources  Howard Zinn, People’s History of the United States

Christopher Columbus (1-5)Bartholomew De Las Casas (6-12)

Chapter 4

Project: Students will create a chart of the Columbian Exchange.

Textbook Unit readingsModern World History Chapter 5Primary Sources  Readings from Sherman, Chapters 4 and 5

James I (49), Thomas Hobbes (53), Hajo Holborn (56), Carl J. Friedrich (56), John Locke (64), Frederick William, The Great Elector (63), Conrad Russell, Causes of the English Civil War (58), George Macaulay Trevelyan (67)

Chapter 5

Web Content: Show Power points on Phillip II’s El Escorial, Absolutism in France. Music Video: Elizabeth I (She’s not there, by the Zombies)Extra Lecture Content: Queen Elizabeth I – Politique

Possible FRQ: Describe the policies of Peter the Great of Russia. (2002B)Possible FRQ: Describe the causes of the English Civil War.Possible FRQ: Philip II of Spain (1556-1598) built the Escorial and Louis XIV of France

(1643-1715) built Versailles. Starting with the pictures of these palaces shown below, analyze the similarities and differences in the conception and practice of monarchy between these two kings. (1988)

ESCORIAL VERSAILLESTextbook Unit readings

Modern World History Chapter 6 – Enlightenment and RevolutionPrimary Sources  Readings from Sherman, Chapters 6 and 8

Rene Descartes (72), Galileo Galilei (73), Rembrandt Van Rijn (74), Bonnie S. Anderson (78), Immanuel Kant (94), Denis Diderot (95), Voltaire (97), Mary Wollstonecraft (98) Jean Jacques Rousseau, the Social Contract (99), Joseph Wright, Experiment with an Air Pump (100)

Chapter 6

Home Reading Assignment / Thanksgiving: Voltaire, Candide.Possible FRQs: 1. Explain the development of the scientific method in the seventeenth century and the impact of

scientific thinking on traditional sources of authority. (2000)2. Assess the impact of the Scientific Revolution on religion and philosophy in the period 1550

to 1750. (2004)

Textbook Unit readingsModern World History Chapter 7 – French Revolution and NapoleonPrimary Sources  Readings from Sherman, Chapters 9 and 10

Cahiers de Doleances (111), Emmanuel Sieyes (111), Declaration of the Rights of Man and Citizen (113), Olympe de Gouges (114), Robespierre (116), Ruth Graham, Women in the French Revolution (123), Joseph Fouche (128), Jacques Louis David (130)

Chapter 7

Additional Web Content: Video: Marie Antoinette, Viva la Vida, by Lady Ga Ga. Also video “French Revolution”, by Lady Ga Ga. “Napoleon, gone daddy gone”, by Violent Femmes

Possible FRQs: 1. Analyze how the political and economic problems of the English and FrenchMonarchies led to the English Civil War and the French Revolution. (2011)

2. Identify the major social groups in France on the eve of the 1789 Revolution. Assess the extent to which their aspirations were achieved in the period from the meeting of the Estates-General (May 1789) to the declaration of the republic (September 1792). (1996)3. How and to what extent did Enlightenment ideas about religion and society shape the policies of the French Revolution in the period 1789 to 1799? (2003)

Textbook Unit readingsModern World History Chapter 8 – Nationalist Revolutions Sweep the WestPrimary Sources  Readings from Sherman, Chapters 13 and 14

Jonathan Sperber (165), Otto von Bismarck (168), Giuseppe Mazzini (170), Rudyard Kipling, The White Man’s Burden (173), Caspar David Friedrich (160), Eugene Delacroix, Liberty Leading the People (162)

Chapter 8

Possible FRQs: 1. Compare and contrast Enlightenment and Romantic views of the relationship between God and the individual. (2005B)2. To what extent did Romanticism challenge Enlightenment views of human beings and of the natural world? (2004B)3. Describe and analyze the ways in which artists and writers portrayed the individual during the Italian Renaissance and the Romantic era of the late eighteenth and early nineteenth centuries? (2002 B)

Textbook Unit readingsModern World History Chapter 9 – The Industrial RevolutionPrimary Sources  Readings from Sherman, Chapters 13 and 14

Heinrich von Treitschke, Militant Nationalism (171), Friedrich Fabi, Does Germany Need Colonies? (172), Map of European control of Africa (179), Herbert Spencer, Social Darwinism (187), Karl Marx, The Communist Manifesto (189), Emmeline Pankhurst, Why We Are Militant (192), The Stages of a Worker’s Life (196)

Chapter 9

Additional Web Content: Video: Emily Davison, Deeds not wordsPossible FRQs: 1. Describe and analyze responses to industrialization by the working class between 1850 and 1914. (2003B)2. Contrast how a Marxist and a Social Darwinist would account for the differences in the conditions of these two mid-nineteenth-century families.

Textbook Unit readingsModern World History Chapter 11 – The Age of ImperialismPrimary Sources  Readings from Sherman, Chapters 13

Rudyard Kipling (173), Controlling Africa: The Standard Treaty (174), Eric Hobsbawn (181)

Chapter 11

Special Lecture: Comparing Old Imperialism and New ImperialismPossible FRQs: 1. Compare and contrast the motives for European overseas expansion during the Age of Discovery (fifteenth and sixteenth centuries) and during the Age of New Imperialism (nineteenth and early twentieth centuries). (1982) 2. Analyze the policies of three European colonial powers regarding Africa between 1871 and 1914. (1997)3. How and in what ways were economic and political factors responsible for intensifying European imperialist activity in Africa from the mid-nineteenth century to the beginning of the First World War? (1990)

Introduce Document Based Questions (DBQs): Point of view training – The Football DBQ4. DBQ: Analyze the influence of ideas about gender on the reign of Elizabeth I and explain how Elizabeth responded to these ideas. (2010)

Textbook Unit readingsModern World History Chapter 13 – The Great WarPrimary Sources  Readings from Sherman, Chapter 15

The Battle for Verdun 1916 (204), Wilfred Owen, Dulce et Decorum Est (204), Program of the Provisional Government in Russia (206), V.I. Lenin,

April Theses (206), Woodrow Wilson, 14 Points (207), The Paths of Glory (209)

Chapter 13

Additional Web Content: Video: Shell Shock – VerdunPossible Additional Reading: Erich Remarque, “All Quiet on the Western

Front”Possible FRQs: 1. Contrast the impact of nationalism in Germany and the Austrian Empire between 1848 and 1914. (2004)2. Explain the degree of success of the Treaty of Versailles (1919) in achieving European stability. (1999)

Textbook Unit readingsModern World History Chapter 14-1 and 14-2 – Revolutions in Russia / TotalitarianismPrimary Sources  Readings from Sherman, Chapters 15

Revolutionary Propaganda (212), Robert Service, The Russian Revolution (216)

Chapter 14-1

Possible FRQs: 1. Analyze anti-Semitism in Europe from the Dreyfus affair in the 1890s to 1939. (2006B)2. Compare and contrast the extent to which the French Revolution (1789-1799) and the Russian Revolution (1917-1924) changed the status of women. (2004)Possible DBQ: Identify the various assumptions about children in early modern Europe, and analyze how these assumptions affected child-rearing practices. (2007)

Textbook Unit readingsModern World History Chapter 15 – Years of CrisisPrimary Sources  Readings from Sherman, Chapters 15

Benito Mussolini, The Doctrine of Fascism (230), Adolf Hitler, Mein Kampf (231), Joseph Goebbels, Nazi Propaganda Pamphlet (233), Map Authoritarianism and Totalitarianism (240), Fascism (241)

Chapter 15

Special Lecture: Comparing Old Imperialism and New ImperialismPossible FRQs: 1. Analyze the ways in which technology and mass culture contributed to the success of dictators in the 1920’s and 1930’s. (2004)2. Analyze the impact of the First World War on European culture and society in the interwar period (1919-1939). (2002)Possible DBQ: Analyze factors that contributed to the instability of the Weimar Republic in the period 1918 – 1933 (2010)

Textbook Unit readingsModern World History Chapter 16 – World War IIPrimary Sources  Readings from Sherman, Chapters 18

Mrs. Robert Henrey, The Battle of Britain (248), William Hoffman, A German Soldier at Stalingrad (248)

Chapter 16

Possible FRQs: 1. Considering the period 1933-1945, analyze the economic, diplomatic, and military reasons for Germany’s defeat in the Second World War. (2006)2. Analyze anti-Semitism in Europe from the Dreyfus affair in the 1890s to 1939. (2006B)3. Compare and contrast the victorious Allied powers’ treatment of Germany after the First World War with their treatment of Germany after the Second World War. Analyze the reasons for the similarities and differences. (2005B)Possible DBQ: How did France view the Vichy Regime? (2003B)

Textbook Unit readingsModern World History Chapter 17 – Restructuring the Post War WorldPrimary Sources  Readings from Sherman, Chapters 18

The Truman Doctrine and the Marshall Plan (249), Jens Reich, The Berlin Wall (251), Televised Violence (260), Jason Pollock, Number 1 (261), James L. Gormly, Origins of the Cold War (265), Raymond L. Garthoff, The End of the Cold War (271), Carol Skalnik Leff, The Collapse of Communism in Eastern Europe (273)

Chapter 17

Special Assignment: Read Chapter 19-3 before attempting the FRQ for this chapter.

Possible FRQs: 1. Compare and contrast the political and economic policies of Joseph Stalin in the period before the Second World War and those of Mikhail Gorbachev (1985-1991). (2000)Possible DBQs: 2. Analyze how political, religious and social factors affected scientists in the 16 th and 17th centuries. (2005B)3. Analyze various views regarding Western European unity from 1946 – 1989. (2005)

A Note about HomeworkThere will be homework assigned nearly every day. At the minimum there will be 3 homework assignments per week. Homework will be posted in the classroom on the dry erase board. Students are expected to write down the assignments at the beginning of the week. Completing the homework will be

an important key to success in this class and future success in the AP program.

Contacting the InstructorYou can reach the instructor by email at: gcozad@saralandboe.org It is also strongly recommended to parents that they get their grade book password from the front office of Saraland High School and check your student’s grades a few times per week. The instructor will not send grades via email, but will be happy to discuss an assignment or student progress in general.