Why Europe?

Syllabus 2014-15
Why Europe? The Story of Europes Rise to Power with Victoria Pang

Contact: vpang@mosesbrown.org
Course Website: victoriapang.weebly.com

Overview:
Why study World History? History is more than just a list of facts, figures and dates. Rather,
history is the exploration of how ideas, populations, and technologies have evolved over
time. The story of Europes rise to power helps us to understand how the legacies of the
past profoundly impact both Europe and the places it has occupied.

This course will prepare you to become full participants in global society and will enable
you to navigate contemporary international issues. Why are particular countries struggling
today while others are respected world powers? This year, we will answer these questions
and more through understanding the enduring legacy of Europes domination.

Course Description:
This course spans from the 14th century to the end of World War I and the signing of the
Treaty of Versailles in 1919. These centuries were marked by a significant increase in
global activity that connected peoples across continents as never before. Historians refer to
this as "global convergence". This time period also resulted in the rise of European
dominance around the world, which marked the dawn of modern society. While Europe's
ascent created the mold of how to become an industrialized, militarized and imperialist
power, it borrowed much from Asian and Muslim societies as it honed its maritime and
military technology. As a result, some historians argue that there was nothing inevitable or
predestined about Europe's global power. Moreover, Europe's prestige did come at a cost
to its own people and to others.

Essential Questions for Why Europe?:
The essential questions for this course are recurring themes we will explore regardless of
the historical time period we are studying. These essential questions will guide you to the
enduring understandings of the course (and, ensure your success on semester exams!) The
essential questions are:

1. How and why did Europe emerge as the leading economic, political and military power
by the dawn of the 20th century?
2. How did Europe's rise to dominance affect the peoples of the Americas, Africa, Asia and
Europe?

History Skills:
In addition to honing your reading, writing and discussion skills, this course will continue
to cultivate a set of skills that are key to being able to think historically. Throughout the
year, you will practice and strengthen your ability to:
Understand and demonstrate knowledge of an analytical essay: introduction
& thesis, body paragraphs and conclusion
Why Europe? Syllabus 2014-15
Establish chronological order in constructing an argument
Use primary sources to explain historical continuity and change in writing
and in discussion
Analyze cause-and-effect relationships
Examine evidence from multiple sources
Contextualize and explain the significance of key historical figures and events
Identify and describe patterns of continuity and change
Locate sources and summarize their main points

Course Materials:
The required books for this course are:
Modern World History: Patterns of Interaction

Please note that in addition to these readings, I will assign a variety of sources to deepen
and enhance your understanding. These sources will include articles, primary sources, and
videos. Supplementary materials should be treated as extensions of the textbook and I will
expect you to refer to them in major assignments and semester exams.

Supplies:
Below is a short list of supplies you will need for this course. If you cannot obtain these
items for financial reasons or have any issue at all, please do not hesitate to email me or
speak to me after class privately and I will ensure that you receive the items.

1. A binder or folder: Please plan to have a binder or folder you use exclusively for
this course. Use this folder to collect supplementary handouts and sources from me
throughout the year, which I expect you to refer to in major assignments.
2. A ruled-notebook: Each student should have a ruled notebook (single-subject is
sufficient) in which you will take notes and complete in-class assignments. I will
frequently collect this notebook to track your progress.

Course Website:
I have created a website to accompany this course. The URL is: victoriapang.weebly.com.
To find U.S. History, drag your cursor over 9
th
and click on the unit we are currently
studying. On the website, you will find the supplementary texts for the course including any
relevant videos. As a general rule, please check the website once a week and especially on
nights when I specifically ask you to refer to it.

Components of Your Grade:
I will evaluate your work through the combination of:
Homework Tests/Quizzes Class
Participation
Essays Harkness discussion & notes Projects


Grading Procedure:
Why Europe? Syllabus 2014-15
Assignments will be worth a particular number of points which represents the maximum
points you can earn. Each marking period, I will add up the total points earned and divide
this sum by the total points possible and multiply this figure by 100. The resulting
percentage will be your grade for the marking period.

Each Semester:
First marking period = 40%
Second marking period = 40%
Semester Exam = 20%

Year-End Course Grade:
First Semester = 50%
Second Semester = 50%

Classroom Expectations:

Day-to-Day Arrive to class on time ready to learn.
Take notes when instructed.
Treat each other with respect.
Participate. This learning experience is about you!
Technology Do not use laptops in class unless given permission for a
relevant assignment.
Do not use smartphones in class. Please be respectful of
the time I have taken to plan a thoughtful lesson and take
this opportunity to learn from the words of your peers.
Academic Honesty Please follow Moses Browns policy of academic honesty.
If you have a question about whether something is
plagiarism, please do not hesitate to ask.
Classroom Controversy Communicate when you have an academic disagreement
using evidence. Be clear that you disagree with the idea,
and that you are not attacking the classmate presenting
that idea.