1

APEURO II Hornor Spring 2015

Pace History
APEURO II
MODERN EUROPE
FROM THE FRENCH REVOLUTION TO THE PRESENT
Instructor: Tim Hornor
Repair & Review (R&R): Tuesdays and Fridays, 3p in BFUS 220
E-mail: thornor@paceacademy.org
Classroom: BFUS 220
Office: BFUS 115
Course Description: This course is the second half of a yearlong European survey
course. This semesters class surveys the main themes of European history from the
mid-eighteenth century through to the present. We will examine the relationship
between the social, cultural, economic, and political changes that occurred as Europe
moved, sometimes smoothly but often haltingly, from the early modern period into the
modern world. Again, do not expect to cover all events and all countries in equal depth
in class; rather, we will highlight different areas depending on the period or
development we are studying.
We will be working on three inter-related levels. First, the basic narrative of the Modern
Era (1789-present) will be covered, when you will become acquainted with who did
what, where, and when, in terms of both major political events and ordinary everyday
life. This class will be conducted as a combination of lecture and discussion; like last
semester, its success will depend on student preparation and participation. Second, you
must learn to analyze this material, assessing the significance of events and trends and
forming your own arguments about why and how things happened as they did. In
other words, simply repeating back the facts is not enough. Finally, we will be further
exploring the historiography of trends, events, and people during the Modern Era. As
always, count on nothing and prepare for everything.
The AP Exam
The AP Exam is 3 hours and 5 minutes in length.
Section I consists of a 55-minute multiple-choice section and a 130-minute free-response
section. The multiple-choice section consists of 80 questions designed to measure the
students knowledge of European history.
Section II, the free-response section, begins with a mandatory 15-minute reading period
followed by Part A, in which students are required to answer a document-based essay
question (DBQ) in 45 minutes, and Parts B and C, in which students are asked to answer
two thematic questions in 70 minutes. Students choose one essay from the three essays
in Part B and one essay from the three in Part C; they are advised to spend 5 minutes
planning and 30 minutes writing each of their thematic essays.
For each of essay, students are allocated 5 minutes for reading and 30 minutes for
writing each essay. The entire essay section is scored on a continuum of 0 through 9
with 9 being the highest possible score. For an essay to receive a score of 9 it must meet
the following criteria:

APEURO II Hornor Spring 2015

a well developed thesis that clearly addresses the question

an effective analysis of that thesis
the effective use of a number of documents
the substantial and relevant use of outside information
and clear organization

Within the free-response section, the DBQ essay is weighted 45 percent and the two
thematic essays together are weighted 55 %. For the total exam score, the multiplechoice and the free-response sections are weighted equally.
The AP exam is graded on a scale of 1 to 5, with 5 being the best possible score. These
scores are supposed to correlate to college grades in an introductory European History
course with a 5 representing an A, a 4 represents a B and so on.
The scoring breakdown for the 2014 AP European Exam was as follows:
5
4
3
2
1

8.6 %
16.9 %
34.0 %
11.8 %
28.7 %

The national mean grade for APEURO that year was 2.78. The College Board recognizes
the following criterion when assessing grades:
5
4
3
2
1

Extremely well qualified

Well qualified
Qualified
Possibly qualified
No recommendation

These percentages remain fairly consistent from year to year.

However, please keep in mind the second objective of this course (an excellent
grounding in Western history). As a result, we will study the arts, literature, and
military history of Europe in spite of their demotion by the College Board.
Division of Labor
In his book, Wealth of Nations, Adam Smith remarks that the wealth of societies is in
large measure the result of the division of labor. Smith claims that the wealthiest
societies are those characterized by the greatest number of divisions. Though today in
some parts of the world Smith is hung in effigy, in others people build shrines to this 18
century Scottish thinker. Some of you have read his text and understand that his words
have value even beyond their historical importance. The instructor too propose a
division of labor in the following way:

th

The instructors job is to be your coach. I will do my best to prepare you so that you
may excel on that fateful day in May. As a result, class time will be devoted to
developing and ensuring the understanding of lines of historical interpretation and
thought. I will ask many questions. In short, my job is to pepper you with potential

APEURO II Hornor Spring 2015

questions that may come up on the test and then help you develop lines of attack to
combat and successfully and completely answer these questions.
Your job is to know the narrative of European history. In other words, your job is to
know the textbook from beginning to end. Your task is to know what happened during
The Defenestration of Prague in the early 17 century (i.e. you should know before you
walk through the classroom door that in 1618 Bohemian Protestants threw two
Habsburg officials out of the window in Prague, marking the beginning of the 30 Years
War) so that we may interpret the Defenestrations historical significance and
historiographical context in class.
th

It is also important to remember that class sessions will cover some subjects in depth,
leaving other topics, some of great importance and perhaps, even, the issue on which the
exams DBQ might be based, left to your reading and examination. As a result, you
must complete and master all reading material.
With this non-negotiable requirement in mind, the instructor has assigned essential
readings in order to fill in the gaps left by the textbook. These too should be committed
to memory for future utilization. Do not fall behind in your reading or else you will
be buried.
Finally, APEURO II is part of a cumulative, year-long course. In other words, you are
responsible for material covered at any time during the two-semester course. As a
result, prepare to compare and contrast events and interpretations from all parts of our
time period no matter where we are in the course.
Requirements:
Reading averaging over 55 pages a week
Semester Grading Rubric:
Frequent (scheduled & unscheduled) quizzes multiple choice, short answer, and
geographic identification - 10%
Outlines - 10%
In-class debates, purges (see below) and class participation - 20%
Exam #1 - 20%
Exam #2 (Cumulative) - 25%
Final exam (Cumulative) - 15%
Course Readings:
Main Text:
Kagan, Ozment, and Turner, The Western Heritage

APEURO II Hornor Spring 2015

Essential Reading:
Marx and Engels, The Communist Manifesto
Virginia Woolf, A Room of Ones Own
Sigmund Freud, Civilization and Its Discontents
Aldous Huxley, Brave New World
Supplemental:
Handouts
Course Policies:
All students must complete all written and major course assignments to receive a
passing grade.
The instructor does not give I (incompletes) grades. Late outlines, essays and exams,
except in extraordinary and documented circumstances, will suffer a substantial
reduction in grade. Therefore, plan ahead and do your work on time!
Every day any assignment is late (starting from the moment the assignment was due)
10% will be deducted from the final grade. In other words, if an assignment is due C
period and you turn it in D period your grade will suffer the ten percent (10%) reduction
as it is within the first day late cycle. Each subsequent cycle will be penalized a further
ten percent (10%).
As with every other course at Pace, successful completion of AP European History will
depend heavily on student preparation. In other words, the pupil who comes to each
class on time, prepared with pencils and paper, and current with the class readings, will
see this readiness pay off when it comes to taking the exams and quizzes, writing the
papers, and participating in the debates. Plan ahead and be prepared!
The instructor believes in the Pace standards of academic honesty, and does his best to
enforce them vigorously and to the letter. Be aware of those standards, review them in
the Handbook and observe them.
Whenever submitting written materials for this course, the required format is Chicago
Style only.
All online materials and/or study aids such as Cliff Notes, Monarch notes or Spark
notes, etc. are prohibited for this course. Unless otherwise directed by the instructor,
you are not to go to the internet for materials for this course. Use of internet and/or
study aid information for this course will be treated like other acts of academic
dishonesty. Review your Pace Handbook.
Any use of electronic devices (phones, etc.), unless directed by the instructor, is
prohibited. Violations will be treated like other acts of academic dishonesty and will
also cause your class participation grade (see below) to plunge. Review your Pace
Handbook. If you should use a computer during class time, the very first time you are

APEURO II Hornor Spring 2015

found to be using it for any non-class purpose, your computer privilege will be
immediately and permanently revoked for the balance of the semester.
All assignments, unless otherwise directed by the instructor, are to be completed
individually and without collaborative help in any form. All work should be original.
Violations will be treated like other acts of academic dishonesty. Review your Pace
Handbook.
Grades, once assigned, are not subject to change except in cases of computational error.
Discussions and Readings:
Discussions, four days a week. Readings listed under each week should be completed
during that week and supplement the discussions. When reading a library book, never
mark in them in any way. When reading a library book always write your notes on
paper so you may refer to them in class. When reading your own book, highlight
intelligently and get in the habit of writing yourself notes in the margins (marginalia).
Note: pen your name in all your books immediately.
Outlines:
An outline of each weeks readings must be prepared by each student individually and
handed in to the instructor the first class meeting the week after the readings were
completed. Outlines must be no longer than four pages in length but must be complete
and capture the essential themes of all readings and podcasts.
Make sure your class (APEURO II), your name, your class period (D or F) the
week (Week 5) of the outline, the chapter (Kagan Ch. 23 & Freud, Civilization and Its
Discontents, pp. ix-xxiii), and the title of the readings, are noted in the upper right
hand corner of the first page of your outline.
Outlines are to be completed individually and without collaborative help in any form.
Violations will be treated like other acts of academic dishonesty. Review your Pace
Handbook. As with all assignments at Pace Academy, make sure you keep a hard copy
of all submitted outlines.
The APEURO First Class Folder:
Contained within it are the assigned podcasts, time lines, music, maps, art and other
valuable pieces of information you will need to master in order to excel in this class.
Additional items will be posted frequently in the First Class folder available on-line. As
the class proceeds on-line posted articles from national and international newspapers
and other sources may prompt discussions. Check your First Class history folder
regularly -- it will become more important as the year progresses. Please check your
schedule now to avoid problems later. Planning ahead will always serve you well.
Quizzes:
Quizzes will be given at intervals throughout the semester. These quizzes will vary in
length and will occur throughout the week regardless of period.
Debates and Class Participation:

APEURO II Hornor Spring 2015

Debates. Two types of debate will be practiced in this class. The first is the individual
debate. For a 6-minute slice of many class sessions, we will have a debate on a particular
historical question. These debates will involve at least two debaters, advocating
different points of view on the same question. You, as an advocate, will be notified the
class before the debate as to your participation. You may get your assignment at this
point or you may be directed to send a brief e-mail and then expect a reply with the
subject and your assigned point of view. In either case, you must have made contact
with the instructor prior to the end of the school day (2.50) on the day your debate is
assigned. Failure to do so will severely hamper your presentation. Not only will failure
to act suggest uninterest in the class and therefore your grade, but also the reply will
notify you of the subject of the debate as well as the point of view that you must
advocate.
The second type of debate is the parliamentary debate. Here, the class will be split into
two groups each advocating a (different) view on an historical subject. The group will
have to designate the following debaters:
The Government
Prime Minister (3 minutes)
First Minister (4 minutes)
Backbenchers (2 minutes each)
Whip (3 minutes)

The Opposition
Shadow PM (3 minutes)
Shadow FM (4 minutes)
Backbenchers (2 minutes each)
Whip (3 minutes)

One can be the PM/Shadow, First Minister/Shadow, or Whips additional times only a.)
after every other students has filled the role an equal or more times than you or b.) when
scheduled by the instructor.
The PM/Shadows job is to introduce the subject and give the broad outline of the
argument that follows while introducing the sub topics the backbenchers will cover in
turn. The First Minister is responsible for arguing the critical area of contention. The
backbenchers will be responsible for sub topics that support the Government or
Oppositions position. Though normally the Whips job is to count votes, in our case the
Whips job is to focus exclusively on the weaknesses of the oppositions case and
presentation (needless to say, this should never be nasty but do not go to the other
extreme either. The Whips job is to be critical of the oppositions argument and content
in an effort to minimize its persuasive power).
The goals for the debates are many. Hopefully they will help you in distinguishing and
prioritizing the merits of various arguments and the historical questions associated with
them. Arguing the merits of a position you may not hold may give you an appreciation
and curiosity of opinions not currently your own. As a result, a civilized approach to
these sessions is in order. It will not be enough simply to point out the weaknesses of
the opposing view (except for the Whip described above), but your presentation should
also concentrate on the merits of your position. Finally the act of speaking in public and
the consequent meditation on these historical questions will help prepare you for the
midterm exam, the research paper, and the final exam.
Grading. The instructor will award each presenter a debate grade by merging two sub
grades: content and presentation. Style without substance will cause your grade to
suffer as will substance in the absence of communicative energy and enthusiasm. (Hint:
practice your presentations in front of a mirror or a parent, friend, significant other, pet
or guardian. Make sure they are critical and not just fans of your work.) Almost all the

APEURO II Hornor Spring 2015

great, spontaneous orators in history practiced their spontaneity down to the last
detail.
Exams:
All APEURO exams are cumulative and will reflect one or more of the formats found
on the AP exam (MC, free response, DBQ).
THE AGE OF REVOLUTION
WEEK 1 (ENDS 9 JANUARY 2015)
Due the First Day Back After Winter Break:
Reading: Review Kagan, Chapter 19, Read Kagan, Ch. 20 & The APEuro II Syllabus in
its entirety
The Origins of the French Revolution
The French Revolution
Radicalization: The Terror
Readings: Marx, The Communist Manifesto
WEEK 2 (ENDS 16 JANUARY)
Napoleon: the Extension of the French Revolution?
The Defeat of Napoleons Grande Arme
The Peace of Vienna I
The Peace of Vienna II
Reading: Kagan, Ch. 21
THE AGE OF ISMS
WEEK 3 (ENDS 23 JANUARY)
The Industrial Revolutions I
The Industrial Revolutions II
The Consequences of the Industrial Revolutions I
Reading: Kagan, Ch. 22
WEEK 4 (ENDS 30 JANUARY)
The Consequences of the Industrial Revolutions II
Response to Industrialization: 19 Century Liberalism
Response to Industrialization: Romanticism
Response to Industrialization: Conservatism
th

Reading: Virginia Woolf, A Room of Ones Own

WEEK 5 (ENDS 6 FEBRUARY)
Response to Industrialization: Socialism

APEURO II Hornor Spring 2015

DISCUSSION: Karl Marxs Communist Manifesto

Shhhh, Darwinism and Feminism
Women and Society in the 19 Century
th

Reading: Kagan Ch. 23 & Freud, Civilization and Its Discontents, pp. ix-xxiii
WEEK 6 (ENDS 13 FEBRUARY)
DISCUSSION: Virginia Woolf, A Room of Ones Own
Nationalism I 1848
Nationalism II 1848-1871
Europe Goes Global: The New Imperialism I
Reading: Kagan, Ch. 24 & Freud, pp. 3-36
FIN-DE-SICLE EUROPE
WEEK 7 (ENDS 20 FEBURARY)
Europe Goes Global: The New Imperialism II
The Golden Age of the Middle Class
The Golden Age of the Middle Class
Reading: Kagan, Ch. 25 & Freud, pp. 37-74
THE GREAT WAR
WEEK 8 (ENDS 27 FEBRUARY)
The Drift to European War
The July Crisis & The Outbreak of War on the Western Front
From War to Revolution: The Russian Revolution I
The Russian Revolution II
Reading: Kagan, Ch. 26 & Freud, pp. 75 - end
WEEK 9 (ENDS 6 MARCH)
WWI: The Home Fronts
Exam #1 Cumulative (D: 3 March; F: 5 March)
WWI: The End of War and the Imperfect Peace
The Treaty of Versailles
Reading: Kagan, Ch. 27 (Due the Monday after Spring Break)
INTERWAR EUROPE
WEEK 10 (ENDS 20 MARCH)
The Stalinist State
DISCUSSION: Freud, Civilization and Its Discontents
DISCUSSION: Freud, Civilization and Its Discontents
Mussolini and the Rise of Italian Fascism

APEURO II Hornor Spring 2015

Readings: Reading: Kagan, Ch. 28

WEEK 11 (ENDS 27 MARCH)
Democracies in Crisis: Weimar Germany
Democracies in Crisis: England and France
Democracy at its Apex: Weimar Culture
Democracies in Crisis: Weimar Germany II
Reading: Kagan, Ch. 29
WEEK 12 (ENDS 2 APRIL)
The Nazi Seizure of Power
The Nazi Economy
The Catastrophe of Appeasement
Readings: Kagan, Ch. 30
THE SECOND WORLD WAR
WEEK 13 (ENDS 10 APRIL)
The Second German World War
War in the East: Operation Barbarossa
Nazi Occupied Europe
Readings: Aldous Huxley, Brave New World, Chs. 1-4
WEEK 14 (ENDS 17 APRIL)
The Circles of Hell
The End
Stunde Nul
Women in the Aftermath of Catastrophe
Readings: Huxley, Chs. 5-10
THE POSTWAR WORLD
WEEK 15 (ENDS 24 APRIL)
The Entrance of Extra-European Powers
Exam #2 Cumulative (D: 21 April; F: 23 April)
European Decolonization I
European Decolonization II
WEEK 16 (ENDS 1 MAY)
A United States of Europe?
Europeans as Bystanders
1968

APEURO II Hornor Spring 2015

The Unexpected Collapse of Soviet Communism

Readings: Huxley, Chs. 11 - end
WEEK 17 (ENDS 8 MAY)
DISCUSSION: Huxleys Brave New World
DISCUSSION: Huxleys Brave New World
Europe Today
Review
AP EUROPEAN EXAM: 1PM 8 MAY 2015
FINAL EXAM (CUMULATIVE): 9 AM 20 MAY 2015*
* Only if necessary (i.e. semester average of 84 and below)

10