Course Description
The course is a survey of modern European history from the Renaissance and Reformation through the modern era. A variety of topics will be covered, including the rise of nation-states, the development of cultural and intellectual movements and institutions, the great revolutions, war and its aftermath, social and family life, and contemporary issues such as the emergence of the European Union, immigration, and Islam in Europe. Along the way students will be asked to read both primary and secondary sources, learn how to critically analyze text and meaning in historical context, and master both objective content and subjective argument.
Required Text
Kagan, Ozment, and Turner. The Western Heritage since 1300, Ninth edition (Upper Saddle, NJ: Pearson Prentice Hall, 2007).
Required Supplies
A notebook, for taking NOTES!! Your notes should be a single source, not a collection of disparate pieces. Hence the notebook should be bound (spiral or otherwise). See me if you prefer another approach.
A folder for handouts (this can also be a three-ring binder).
PENS. No pencils. I would prefer to see cross outs rather than erasures.
ALL OF THESE SUPPLIES, ALONG WITH YOUR TEXTBOOK, SHOULD BE BROUGHT TO CLASS EVERYDAY!
Goals and Objectives
The academic goals of this course fall into two general categories: content and skills.
The content of the course is both objective and subjective. This means that there is a certain amount of material that is fact (names, dates, places, definitions, etc.), or objective knowledge. There is also information that is argument, analysis, or opinion (subjective knowledge). I expect students to have a high level of mastery of course content and be able to retrieve and articulate that knowledge on tests and in class discussion. Students should also engage the material of the course and have informed opinions of their own.
I also expect students to develop strong reading, writing, and critical thinking skills aimed at historical analysis. These skills will be approached in a variety of ways, especially emphasizing writing and critical reading. I want to remind students that studying history is not simply rote memorization of facts, but also an active engagement of the student with ideas and interpretations.
Grading
Each quarter will contain a mixture of assignments that fall into four main categories: tests, quizzes, homework, and participation. Tests will be given regularly throughout the year, with at least three chapter tests a trimester, often more. Study materials for chapter tests will be given out at the appropriate times. Quizzes will also be given and will typically be announced, but I reserve the right to give pop quizzes as needed.
Students will engage in writing quite often during the year. Count on a written assignment every two weeks or so. Good essay writing skills, as well as development of research writing, will be an important aspect of the course.
Non-essay homework such as handouts, identifications, etc. will be regularly assigned. Homework assignments may include folder and note checks. Students are expected to take notes in class and for assigned reading. I will start the year teaching students specific note-taking skills.
Participation and presentation will be common aspects of the course. This will vary between informal discussion of reading and class material to more formal assigned presentations of specific topics by students.
The weight of each of these categories will vary somewhat by trimester, depending on the frequency of certain types of assignments. Generally, the first two categories will count more than others. To illustrate this consider the following: if there are only two or three chapter tests in a quarter and tests count of 30% of a student’s overall grade, each test will significantly impact student success.
Student Conduct Policy
Students should familiarize themselves with the student conduct rules on plagiarism and cheating in the handbook. Any infraction will be dealt with immediately and sternly. On a broader note, with the continued emphasis on character and integrity, students should give serious thought to how living within the honor code affects classroom behavior.
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