European History Advanced
European History, Advanced,
American School of Marrakech, 2014-2015
Dr. VLADIMIR BROVKIN
Content: The main purpose of this course is to comprehend the causes of change
in political organization, belief systems, culture, religion, arts and sciences and
identities in Europe from the late Renaissance to the 21th Century. The focus is not
on studying facts but in finding explanations for the rise of Renaissance and
Reformation, Scientific Revolution, and the Age of Reason leading to
Enlightenment and revolutions and a search for new identities in nationalism,
socialism, imperialism and democracy. The devastating wars in 19th and 20th
centuries are examined as outcomes of these trends, as well as a search for a new
European identity and the development of the European Union.
Skills: The study of content facilitates learning of essential skills, such as seeing
the “Big Picture” through the maze of small facts, identifying the main idea by
relating it to supporting evidence, comparing/contrasting historical phenomena,
reading maps and graphs, working in teams, taking notes, making oral
presentations, finding sources, using Internet resources and writing essays. The
ultimate objective is to develop students’ analytical thinking, capacity to draw
conclusions and distinguish between various interpretations.
Outcomes: After successfully completing this course, students will have skills
involving collection of evidence, building an argument and formulating new
interpretations in an essay. They should be able to reach the AERO standards for
10th grade. The course is structured in order to reach those goals.
Assessment procedures and policies:
Class Work:
Every class shall begin with questions posed randomly to two students at the
blackboard. Students are invited to pose questions, the instructor approves or
disapproves of the posed questions and directs the question to a student at the
blackboard. That way all students are involved in formulating the question and
following on the ways it is answered. If the student at the board fails to answer the
question, the instructor addresses the question to the class. There correct answers
provide 99 point to the category of class work in the total list of assessment. In
addition to questions, class work grade includes, evaluation of preparedness, class
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European History Advanced
participation in discussion and intellectual vigor in formulating responses and
ideas.
Note-Taking:
Students are required to take notes using Cornell system. Every class they must
take notes on the proceedings and material presented by the instructor and the
students making summaries and presentations.
Summaries and Presentations:
Students are required to prepare summaries on a particular topic from the text book
and from on-line resources and present the content in class. Likewise students
choose a topic for individual research presentation once a trimester on atopic
which is not in the textbook and prepare a research based presentation in class.
Essay writing: Students are required to write at least two document based essays in
a given trimester. As a group in class students read and discuss the historical
document. The instructor explains the origin of the document and ways of its
interpretation. Students are then invited to write a document based essay using the
rubric criteria of assessment provided by the instructor. Students are required to
submit the paper to their account in Turnitin.com.
Tests:
Students will take a test approximately every two weeks on the content of one or
two units in the syllabus. The tests will usually combine multiple choice questions
and regular questions.
Grades for all categories of activities are entered into Engrade.com. Students are
encouraged to follow their performance on Engrade.
The overall grade for the trimester is composed of the following
Class work 10%
Note-taking 10%
Summaries 10%
Tests 30%
Presentation 20%
Essays 20%
Materials: Students shall use the text book, as one of the sources for learning.
Equally important are materials distributed, discussed and provided by the
instructor in class. Almost every class we shall use Internet resources, such as
documents, videos and documentaries. Students are required to take notes on the
content of those materials. The complete list of those resources will be too long. It
includes biographies of American Presidents, letters, declarations, speeches, and
other relevant materials.
Required Reading: The textbooks:
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Judith G. Coffin Robert Stacey, Western Civilization vol.2. New York, London
Norton
 Internet Modern History Sourcebook. Fordham University. The Sourcebook
is a collection of public domain and copy-permitted texts for introductory
level classes in modern European and World history. Unless otherwise
indicated the specific electronic form of the document is copyright.
Permission is granted for electronic copying, distribution in print form for
educational purposes and personal use. If you do reduplicate the document,
indicate the source. No permission is granted for commercial use of the
Sourcebook.
 Les Grande Peintres Le portail n°1 sur les plus grands maîtres de la peinture
- Histoire de l’art - Art et Culture - Ressources éducatives - Musée virtuel Du XVème au XXème siècle http://www.grandspeintres.com/
 Eurodocs: European Union database of documents: On Line Sources for
European Documents: http://eudocs.lib.byu.edu/index.php/Main_Page
These links connect to European primary historical documents that are
transcribed, reproduced in facsimile, or translated. They shed light on key
historical happenings within the respective countries and within the broadest
sense of political, economic, social and cultural history. The order of
documents is chronological wherever possible. These open access sources
are readily available to all -- without fees or subscriptions
Content, Weekly Topics and Readings:
Unit One: RENAISSANCE:
Economic political and cultural origins of Renaissance.
 Italians city states: republic, oligarchy, dictatorship (Florence, Sienna, Pisa, Venice, Milan
and Papal Rome); Great patrons of art: rulers, Popes and merchants, the Medici clan.
 Fundamentals of new art: human body and soul, feeling, perspective, motherhood, beauty,
God and Man; Botticelli, Giotto, Raphael, Michelangelo, Leonardo, Titian, Veronese.
Culture of Renaissance:
 shape of cities, dress, behavior codes, women’s roles, lifestyles, architecture;
Patriots, critics and rebels: Castiglione, Machiavelli, Savonarola.

France, Spain and division of Italy: Charles V, the sacking of Rome and decline of
Renaissance.
Questions for discussion: Papacy |Religion and Art in Renaissance Italy.
Essays: Compare and contrast “avid”| by |Michelangelo and Raphael’s Christ giving keys to
St.Peter” in terms of their projection of Renaissance values.
Student presentation in class: The Music of Renaissance; The Medici clan: their politics,
religion, patronage.
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Debate two propositions: 1. Renaissance is a celebration of Man and Life and in that sense a
rejection of obedience, subservience, chastity and poverty. i.e. the Christian values. Renaissance
is a rebellion against Christianity.
2. Renaissance is a celebration of Humanity and Humanism, elevation of Human creativity and
spirit in the name of Christian values of love, devotion and family which led to religious
awakening and search for truth in the Scripture.
Textbook: Merriman, chap.2, Coffin and Stacey, chap.12
Primary Sources Reading:
 Niccolo Machiavelli: The Prince (1508), translated 1908, Literature Network On Line,
http://www.online-literature.com/machiavelli/prince/ (1.02.2012)
 Francis Petrarch, “On the Nature of Poetry,” in: Familiar Letters, From James Harvey
Robinson, ed. and trans. Petrarch: The First Modern Scholar and Man of Letters (New York:
G.P. Putnam, 1898) Internet Modern History Sourcebook,
http://history.hanover.edu/texts/petrarch/pet13.html (5.02.2012)
 Girolamo Savonarola: on his defense , see: Charles Spurgeon – “The Sword and the Trowel April,” God Rules.net: http://www.godrules.net/library/spurgeon/NEW9spurgeon_b16.htm
(5.02.2012)
Visual sources: paintings of major artists: Botticelli: Birth of Venice, Three Graces; Raphael:
School of Athens; Michelangelo, Sistine Chapel murals; Leonardo Da Vinci: The Last Supper,
in: Les Grande Peintres: http://www.grandspeintres.com/
Video Sources:
 PBS, The Medici, Godfathers of Renaissance, in: Cosmolearning, a free educational website
for students and teachers http://www.cosmolearning.com/videos/the-medici-ep-1-birth-of-adynasty/ (6.02.2012)
 BBC, Leonardo Da Vinci (2003) Cosmolearning
http://www.cosmolearning.com/documentaries/leonardo-da-vinci/
Unit Two: REFORMATION AND COUNTERREFORMATION:
Origins of Reformation:
 the schism of the 14th century, the Avignon Papacy, Yan Hus movement, ideas of Erasmus,
the reform commission of Pope Alexander VI.
The Critics:
 Martin Luther, his life, ideas, accomplishments and failures: the 93 thesis, The Pope’s
response, the Diet of Worms, Peasant War in Germany, the basic tenets of Lutheranism, the
Peace of Augsburg.
 John Calvin: his teaching, his rule in Geneva and his followers in France, Low countries,
Central Europe and Scotland.
 Zwingli, Anabaptists, Puritans and other Protestant communities and their values.
Reformation in England.
 Henry VIII and the Act of Supremacy, Elizabethan religious policy; Catholics and
Protestants’ uneasy relationship in England, Scotland and |Ireland in the 16th century.
Catholic Counter-reformation,
 Council of Trent, Ignatius Loyola and militant Catholicism, anti-Semitism and
Inquisition.
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Questions for discussion: Why did Savonarola’s fiery speeches did not lead to Reformation and
Martin Luther’s 93 theses did? Why was there no powerful reformation movement in Italy and
Spain? Was English Reformation a royal act or a genuine popular movement?
Open ended essay topics:
 Discuss the attitude to state authority by various Protestant teachings and movements.
 Assess the ways in which women participated in Renaissance and Reformation:
Debate propositions: Reformation is a Reaction against Renaissance, a rebellion against the cult
of human body, quest for luxury, joy, celebration and power.
Reformation is a continuation of Renaissance. It is an application of Reason to Religion in quest
for morality, faith and order.
Student Research Presentations:
 The wives of Henry VIII of England;
 Women's dress from 15th to 17th centuries;
 The Jews in the Age of Reformation and Spanish Inquisition.
 I. Loyola and militant Catholicism:
Textbook: Merriman, chap3. Coffin and Stacey, chap.13
Primary Sources:
 John Calvin: The Institutes of Christian Religion (1541) in: Complete Works of John Calvin
in: God Rules.net. http://www.godrules.net/library/calvin/calvin.htm (3.02. 2012)
 Martin Luther: Disputation of Doctor Martin Luther on the Power and Efficacy of
Indulgences by Dr. Martin Luther (1517) Published in:Works of Martin Luther:
Adolph Spaeth, L.D. Reed, Henry Eyster Jacobs, et Al., Trans. & Eds. (Philadelphia: A. J.
Holman Company, 1915), Vol.1, pp. 29-38 link in EuroDocs
http://eudocs.lib.byu.edu/index.php/Main_Page to:
http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html
 Documents on English Reformation and The Act of Supremacy (1564) in Eurodocs:
http://eudocs.lib.byu.edu/index.php/Main_Page link to:
http://www.thenagain.info/Classes/Sources/ActSupremacy.html (3.02.2012)
 The Council of Trent (1545), Hanover Historical Texts Project Scanned by Hanover College
students in 1995. In Eurodocs, link: http://history.hanover.edu/texts/trent/ct01.html
(4.02.2012)
Video Sources: PBS, Martin Luther, Reluctant Revolutionary, in Cosmolearning, a free
educational website for students and teachers http://www.cosmolearning.com/videos/martinluther-ep-2-reluctant-revolutionary/
UNIT THREE: THE WARS OF RELIGION
as a civil War in France:
 Catherine the Medici’s religious policy 1530 – 1572;
 the rise of Huguenot movement,
 economic geography of Calvinism,
 the escalation of the conflict, Royal house divided;
 the rise of Militant Catholic League,
 the Night of St. Bartholomew, and an all-out war under Henry III;
 the crisis of French Monarchy; Henry IV and the Edict of Nantes
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European History Advanced
as a war of national liberation: Netherlands, Belgium vs. Spain
 The Spanish Empire in the 16th century.
 The Hapsburg’s war aims in Low countries from Charles V to Phillip II;
 Re-imposition of Catholicism as a tool of national subjugation,
 William of Orange, the Protestants and the making of Dutch national identity.
 Armada, attack on England and collapse of great power status of Spain.
As a Pan-European War the 30 Years War:
 The Protestant League, the Hapsburgs Empire, the Hungarians, the Czechs, the Ottomans,
the Swedes, the Danes and the French.
 Peace of Westphalia and the new system of International Relations.
Issues for discussion: Why was religious conflict in Germany settled by the Peace of Augsburg
and in France led to a series of civil wars? Why did the Catholic League dare to challenge Royal
power in France? What are the causes of Spain’s defeat?
Students Research presentations in class: Women in religious wars; Elizabethan Theater
Textbook: Merriman, chap.4, Coffin and Stacey, chap.14
Primary Sources Reading: Edict of Nantes, (1589) in: French-at-a-touch.com: http://french-ata-touch.com/French_History/edict_of_nantes_[1589].htm (3.02.2012)
UNIT FOUR: The Rise of Absolutist state in the 17th Century: Kings, Nobilities and
Merchants --the dynamics of a Relationship.
 Louis XIII and the rise of French cultural preeminence
 Louis XIV, Fronde and Versailles; how to keep aristocracy at bay
 James I and Charles I conflict with Parliament
 The English Civil War; Cromwell and Ireland; The Glorious Revolution; the Bill of
Rights
 The Rise of Modern Russia – Peter I
 Constitutional Monarchy in Sweden and Karl XII
 The Rise and decline of Poland
 The siege of Vienna and decline of the Ottomans
 The decline of Habsburg Spain and the War of Spanish succession
Questions for discussion: Comparative power of Kings, Nobles and Church in France, England,
Spain, Sweden, Russia and Ottoman Empire. Why do kings in some countries prevail over
nobilities and in others they do not?
Student presentations in class: 1.Emergence of Ukraine; 2. The Ottomans’ siege of Vienna
1682; 3. Time of Troubles in Russia 1580-1612.
Open ended essay topics: One King, One Faith and One Law: Discuss how this formula played
out in at least three of the following: France, England, Spain, Sweden, The Holy Roman Empire,
Russia, Poland, Ottoman Empire, Kingdom of Sardinia or Kingdom of Naples from circa 1600 to
1700.
DBQ Essays:
 Compare the ideas on Kingship and Royal power of Jacques Bossuet and Thomas Hobbs.
 Compare the rise of the Catholic League in France in 16th century and to the rise of the
Puritan movement in England in the 17th century.
Textbook: Merriman, chap.7, Coffin and Stacey, chap. 15.
DBQ Essay:
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European History Advanced
 The King and the Law: Magna Carta, The Petition of Right and Charles’s Response.
Primary Sources Reading:
 The Magna Carta 1215 Prepared by Nancy Troutman (The Cleveland Free-Net — aa345)
Distributed by the Cybercasting Services Division of the National Public Telecomputing
Network (NPTN). Permission is hereby given to download, reprint, and/or otherwise
redistribute this file, provided appropriate point of origin credit is given to the preparer(s) and
the National Public Telecomputing Network. http://www.marxists.org/history/england/earlyhistory/magna-carta.htm (2 February 2012)
 The Petition of Right (1628) in Constitution society.org: Liberty Library of Constitutional
Classics, http://www.constitution.org/eng/petright.htm (3.04.2. 2012)
 Charles’s I Response to Parliament (1629); http://michael-streich.suite101.com/charles-i-ofengland-and-the-petition-of-right-a89921
 Thomas Hobbes, Leviathan, (extracts) (1651) Internet History Sourcebook,
http://www.thenagain.info/Classes/Sources/Hobbes.html (4.02.2012)
 The election of Romanov as Russian Tsar: http://www.enotes.com/topic/Michael_of_Russia
Louis XIV: L’etat c’est moi. http://www.gigausa.com/gigaweb1/quotes2/quautlouisxivx001.htm
 Bishop Jacques Bossuet: Political Treatise on Kingship in J.H. Robinson, Readings in
European History 2 vols. (Boston: Ginn, 1906), 2:1273-277. Scanned by Brian Cheek,
Hanover College. November 12, 1995. In: http://history.hanover.edu/early/bossuet.htm
(4.02.2012)
UNIT FIVE: The Scientific Revolution and the First Globalization Wave in the 17th
Century.
The Atlantic triangle:

Britain. Colonies and redefining geography of the world; The age of charter companies
and Mercantilism. Netherlands and spice trade: Amsterdam, banking houses, culture, art Jews.
Indian Ocean trade: Portugal, Spain, Netherlands, Britain
Science:
 Kepler redefine the solar system;
 From Copernicus to Brahe
 Descartes and deductive reasoning;
 Newton’s synthesis
Questions for discussion: How did the understanding of the world and of ourselves change as a
result of scientific discoveries?
DBQ essay topics: Analyze attitudes toward and responses to “the poor” in Europe between
1450 and 1700. (College Board collection of documents)
Student presentation in class:
 Baroque Art and Music;
 Newton;
 The Founding of St. Petersburg
Textbook: Merriman, chap.8, Coffin and Stacey, chap.16
Primary sources:
 Rene Descartes, Discourse on the Method of Rightly Conducting the Reason, and Seeking
Truth in the Sciences, (1635) in: Marxists’ Internet Archive,
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http://www.marxists.org/reference/archive/descartes/1635/discourse-method.htm
(2.03.2012).
 Documents on Slave trade: Elizabeth Donnan, editor, Documents Illustrative of the History
of the Slave Trade to America, vol. IV, "The Border Colonies and the Southern Colonies"
(Washington, DC: The Carnegie Institute of Washington, 1935). J. Jones collection in WCU
course server: http://courses.wcupa.edu/jones/his311/notes/donnan.htm (4.02.2012)
 The Crime of Galileo: Indictment and Abjuration of 1633 in Modern History Sourcebook,
http://www.fordham.edu/Halsall/mod/1630galileo.asp (4.02.2012)
 Isaac Newton: The Mathematical Principles of Natural Philosophy, Modern History
Sourcebook http://www.fordham.edu/Halsall/mod/newton-princ.asp (4.02.2012)
Visual sources: Rembrandt
http://www.bing.com/images/search?q=rembrant+&qpvt=rembrant+&FORM=IGRE
UNIT SIX: THE AGE OF ENLIGHTENMENT: FRANCE
 France as a cultural capital of Europe. The Age of Louis XVth, the Regency and the
ascendancy of France
 The salons, the radiance of the French language, the theater;
 Madame de Pompadour, the court life, the morals and cultural practices
 Voltaire and political satire. Ridiculing the church, the superstition, the court life.
Voltaire and new theater.
 Montesquieu and the Spirit of Laws.
 Diderot and the liberation of knowledge.
 Religion in the Age of Reason
 Rousseau redefines the role of a citizen, of government, of women, of parents and of
social relations- a revolutionary break through.
Questions for discussion:
 Why France emerged as an intellectual and cultural center of Europe?
 Is Rousseau a rationalist or a sentimentalist?
 What is more important: his discovery of a feeling or of a social contract?
 What are the virtues that one finds in the writings of Voltaire?
Student presentation in class: Voltaire and Frederick the Great -- a troubled relationship.
Debate proposition: French Enlightenment was a rebellion not only against the Catholic church
and autocratic despotism. It was an affirmation of Reason as a new God, a supreme justification
for almost anything in the name of progress.
DBQ essay: Analyze laws and practices on religious toleration/persecution in 18th century
Europe . (Documents: England, Ireland, France, Spain, Prussia, Austria, Sweden, Holland,
Russia and the Ottoman empire.)
DBQ essay: Analyze laws and practices on freedom of the press in 18th century Europe .
(Documents: England, Ireland, France, Spain, Prussia, Austria, Sweden, Holland and Russia.)
Debate the proposition: Jean Jack Rousseau: All men are born equal yet they are everywhere in
chains.
Textbook: Merriman, chap.9, Coffin and Stacey, chap.17
Primary Sources Reading:
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European History Advanced





Francois-Marie-Arouet Voltaire, Candide, (1759) The Literature Network On Line:
http://www.literature.org/authors/voltaire/candide/ (3.02.2012)
Charles Montesquieu: The Spirit of Laws (1572), based on edition published in 1914, G. Bell
& Sons, Ltd., London, in Marxists’ Internet archive:
http://www.marxists.org/reference/subject/philosophy/works/fr/montesqu.htm (2.02.2012)
Jean Jack Rousseau, The Social Contract (1762) in: Marxists’ Internet archive,
http://www.marxists.org/reference/subject/economics/rousseau/social-contract/index.htm (2
.02.2012)
Jean Jack Rousseau, The Creed of a Savoyard Priest, From Emile Source: Emile, (1755).
Everyman Edition, 1911; in: Marxists’ Internet archive:
http://www.marxists.org/reference/subject/economics/rousseau/emile/ch01.htm (4.02.2012)
The Duchess of Orleans: Versailles Etiquette, 1704 in: Modern History Sourcebook,
http://www.fordham.edu/halsall/mod/1704duchess.asp (4.02.2012)
UNIT SEVEN: THE AGE OF ENLIGHTENMENT: CENTRAL EUROPE AND RUSSIA
Enlightenment in Germany: the land of poets, thinkers and musicians.
 Germany as a cultural and economic space; commerce, city government and demographic,
economic and social structure of German states.
Romantic reaction to reason:
 G. Lessing; Sturm and Drang movement: feeling, custom and nationality vs. reason. Weimar
as a cultural capital: Goethe (Faust); Frederick Schiller (The Robbers), Herder: the
rediscovery of Das Volk, Humboldt (education). I. Kant: The Critique of Pure Reason.
German Music: From Bach and Mozart to Beethoven
Enlightened Monarchs:
 Frederick the Great and his circle, servant of the state, religious toleration, education,
government structure, civil service.
 Maria Theresa, reforms in education, state administration, taxation,
 Joseph II – an impatient reformer, nobility, peasants, law.
 Gustavus III of Sweden: Constitutional Monarchy or Enlightened absolutism.
 Catherine II of Russia: bringing Europe to Russia; education, administration, charter to
nobility, charter to cities, limits of reform imposed by nobility
Questions for discussion: Was it possible to introduce the principles of liberty, toleration,
justice and self-rule within the confines of a Constitutional Monarchy? Consider and compare
Gustavus III, Catherine II, Maria Theresa and Frederick the Great.
DBQ essays:
 Analyze and compare the intellectual values of the French philosophes and those of the
German thinkers in the 18th century.
 Compare and contrast the philosophy of history of Voltaire and Immanuel Kant.
Open ended essay:
 Compare and contrast the economic and social development of Russia and that of the
Netherlands in the period 1600-1725. (College Board Question)
Textbook: Merriman, chap.9, Coffin and Stacey, chap. 17
Primary Sources Reading:
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
Gotthold Lessing, Nathan der Weise in: Project Gutenberg (October, 2005 [EBook
#9186])in: Gutenberg Project on line http://www.gutenberg.org/ebooks/9186 (3.02.2012)
 Johann Wolfgang Von Goethe, Collection of poetry in: The Literature Network,
http://www.online-literature.com/goethe/ (2.02.2012)
 Frederich Schiller , The Robbers (1789) Gutenberg Project on line: release date October 25,
2006 [EBook #6782] http://www.gutenberg.org/ebooks/6782
 Johann Herder, “Of the Changes in the Tastes of |Nations,” 1766, from: Johann Gottfried
Herder. Another Philosophy of History and Selected Political Writings (pp. 101-103).
Translated by I.D. Evrigenis and D. Pellerin, Hackett Publishing Company; in: Marxists’
Internet archive, http://www.marxists.org/archive/herder/1766/tastes.htm (3.04.2012)
 Frederick II, Essay on the Form of Government, From The Foundations of Germany, J. Ellis
Barker, trans. (New York: E. P. Dutton, 1916), pp. 22-23. Internet History Sourcebook,
http://www.fordham.edu/Halsall/mod/18fred2.asp (4.02.2012)
 Immanuel Kant, Critique of Pure Reason, in Project Gutenberg, Release Date: July, 2003
[Etext# 4280] http://www.gutenberg.org/catalog/world/readfile?fk_files=1455306 (3 .02
2012)
Audio sources: Listen to: Mozart, Bach, Beethoven
Video sources: the architecture of baroque.
 Potsdam:
http://www.bing.com/videos/search?q=potsdam+san+souci&view=detail&mid=4A6CB47C1
A74BFD01A0B4A6CB47C1A74BFD01A0B&first=0&FORM=LKVR9
 Schoenbrunn palace:
http://www.bing.com/videos/search?q=schoenbrunn+palace&view=detail&mid=BF98D0558
355E6F1D139BF98D0558355E6F1D139&first=0&FORM=LKVR11,
 Peterhof:
http://www.bing.com/videos/search?q=peterhof&view=detail&mid=CFAA308547BF104B9
F60CFAA308547BF104B9F60&first=0&FORM=LKVR5 –
UNIT EIGHT: THE AGE OF ENLIGHTENMENT: GREAT BRITAIN
 George II and George III: the king and the Parliament - an uneasy relationship.
 English political system: Lords, Commons, rotten boroughs, gentry, urban poor.
 The industrial revolution: the causes, the conditions, the consequences.
 The Tories and the Whigs, Sheridan and Burke
 The debate over transgressions in India.
 The debate over American Independence.
 John Lock: new government
 Adam Smith on new economy.
 Edward Gibbon on new understanding of history.
 William Blackstone on English law
 Samuel Johnson’s dictionary of the English language
Questions for discussion: Despite class divisions, corruption, rotten boroughs, feudal privileges
of Lords and stubborn autocratic King why did England avoid a revolution?
Open ended essay topics: Compare and contrast the spirit of Enlightenment in England France
and Germany.
DBQ essays:
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European History Advanced

Analyze to what extent quest for knowledge led to the rejection of Religion among the
educated elites in Europe. (Documents: Rousseau, Montesquieu, D’Alembert, Sheridan,
Goethe, Frederick the Great, I. Kant.)
 Discuss the views on Human Nature of leading thinkers of the 18th century (Rousseau,
Goethe, Schiller, Gibbon, Voltaire, Burke, Kant).
 Compare and Contrast the views on the idea of the Beauty, Taste and Civilization in the
writings of Rousseau, Burke and Kant.
Students Research Presentation in class: Child labor in 18th century England
Textbook: Merriman, chap.10, Coffin and Stacey, chap.17
Primary Sources Reading:
 John Locke, Second Treatise on Civil Government, (1690) Marxists’ Internet archive:
http://www.marxists.org/reference/subject/politics/locke/index.htm (4.02.2012)
 Adam Smith, The Wealth of Nations, (1776) Source: The Wealth of Nations, The Modern
Library, Random House, Inc. 1937, in: Marxists’ Internet archive,
http://www.marxists.org/reference/archive/smith-adam/works/wealth-of-nations/index.htm
(4.02.2012)
 Edmund Burke, A PHILOSOPHICAL INQUIRY INTO THE ORIGIN OF OUR IDEAS OF
THE SUBLIME AND BEAUTIFUL; WITH AN INTRODUCTORY DISCOURSE
CONCERNING TASTE pp.67-263 in: vol.1 of The Works of Edmunde Burke, (London
JOHN C. NIMMO 14, KING WILLIAM STREET, STRAND, W.C.MDCCCLXXXVII,
Release Date: March 27, 2005 [EBook #15043] Project Gutenberg,
http://www.gutenberg.org/ebooks/15043 (3.02.2012)
 Samuel Johnson, David Hume, Edward Gibbon, in Henry Cabot Lodge and Francis W.
Halsey, ed., The Best of the World's Classics, Restricted to Prose, Vol. IV (of X)--Great
Britain and Ireland II, Release Date: June 8, 2007 [eBook #21775] Project Gutenberg,
http://www.gutenberg.org/ebooks/21775 (3.02.2012)
UNIT NINE: ECONOMIC DEVELOPMENT, SOCIAL CHANGE AND INTERNATIONAL
RELATIONS IN 18TH CENTURY.
Economy:
 Population growth, peasants’ lives and worries across the continent
 Nobilities’ patterns of interaction with the King: a. cooperation – England, Prussia, b.
reluctant cooperation -Austria, c. resistance – France, Russia, Sweden, and Spain.
 Capitalism comes to Europe: from mercantilism to Lassaise faire: banking houses,
commence, and trade: Amsterdam, Geneva, Zurich and London; first all-European
financial and commercial networks; State Chartered Companies and spice trade.
International Relations:
 The pragmatic sanction and the Prussian-Austrian war.
 Causes of the Seven Year war.
 England and Prussia vs. France, Austria and Russia – the dynamics of rivalries.
 The course of the war, Frederick’s tenacity and Russia’s change of sides.
 Consequences of the war for the Great Powers.
 Prussia, Russia and Austria divide Poland.
 France expelled from the New World, Supremacy of the British Empire.
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European History Advanced
Questions for discussion: Why does nobility turn to entrepreneurship in Britain partly in
France but not in Poland or Russia? In which ways does capitalism begin to change the map of
Europe in the 18th century? Why it is Amsterdam London and Geneva that become banking
centers of Europe?
Open ended essay topics: Analyze the consequences of the Seven years war for the Great
Powers.
Student presentations in class:
 Peter III and Catherine II in Russia: A Woman wins.
 The banking houses of Geneva and Amsterdam and the Jews.
Textbook: Merriman, chap.11 Coffin and Stacey, chap.17
Primary Sources Reading:
 L. Mahlbach, Frederick the Great and his Court, in Project Gutenberg:
http://www.gutenberg.org/catalog/world/readfile?fk_files=1454520 (3.02.2012)
 The Polish Constitution of 1791, in: Turkcebilgi.com English Section, Turkish encyclopedia
on line: http://english.turkcebilgi.com/Polish+Constitution+of+May+3%2C+1791
(4.02.2012)
UNIT TEN: THE FRENCH REVOLUTION.
1. Origins of the Revolution
 Louis XVI: his fears and failures;The first estate: social status, income, property, values,
policies and priorities of the Catholic church.
 The second estate: the Nobility – their income, numbers, geographic distribution, values
views, aspirations and priorities.
 The Third Estate: Banking houses, notables, merchants, craftsmen, city artisans and peasants.
 Political structure of the Ancien regime: the King, the ministers, the parlements and local
assemblies.
 Population growth, agricultural inefficiency aid to America – a looming bankruptcy.
 The Program of A.R.J. Turgot and of Jacques Necker; The Convocation of the General
Estates
2 Stage One: June 1789 – September 1792
 National Assembly takes over: Bastille, Declaration of Rights of Man; the march on
Versailles.
 Dismantling the old order: the church, new symbols, new politics, new vocabulary, new
calendar, the rule of Reason.
 Attempt to flee, fall out, radicalization, Committee of Public Safety, massacre of prisoners
in April, Attack on the King (August), Proclamation of the Republic (September)
3. Stage three: Jacobin dictatorship
 Trial and Execution of the King; Marat and the incitement to murder. Terror as a method of
government; Oratory as a means to exercising political power – Robespierre; Organizing an
army, fighting external and internal enemies; Execution of Robespierre and collapse of the
radical revolution.
4. Stage four: The Directory.
 Deficiencies of the Directory; The rise of Napoleon Bonaparte: Toulon, Italian campaign,
expedition to Egypt; Bonaparte takes over: First Consul
5. Interpretations of the French Revolution.
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European History Advanced
Questions for discussion: If Turgot’s program had been fulfilled would there be a French
Revolution? Why did not the king appeal to the third estate in the General Estates to help impose
taxes on nobility and clergy? How to explain the escalation of violence against the vanquished?
What makes it possible for a minority within a minority seize power over France?
Open ended essay topics: Analyze the role of women in the French revolution.
Student presentation in class: 1.Charlotte Corday; 2. Napoleon in Egypt; 3. The Jacobin terror.
Textbook: Merriman, chap.12, Coffin and Stacey, chap. 18
Primary Sources Reading:
 Declaration of the Rights of Man, (August 1789): Constitution Society
http://www.constitution.org/fr/fr_drm.htm (4.02.2012)
 Maximilien Robespierre, On the Moral and Political Principles of Domestic Policy (1794),
in: Marxists’ Internet Archive
http://www.marxists.org/history/france/revolution/robespierre/1794/terror.htm (2.02.
2012)
 A.R. J. Turgot, Reflections on the Formation and Distribution of Wealth, (1774) in: Library
of Economics and Liberty, http://www.econlib.org/library/Essays/trgRfl1.html (4.02.2012)
 The Committee of Public Safety, The Lavee en Masse (August 1793) in: Modern History
Sourcebook, http://www.fordham.edu/Halsall/mod/1793levee.asp (4.02.2012)
UNIT ELEVEN: WAR AND PEACE: NAPOLEON AND EUROPE 1801-1815
Napoleon as a Revolutionary:
 Code Napoleon, civil order, status of women, Jews, religious minorities, provincial
assemblies, the army.
 Social and class order: from revolution to restoration: Concordat, new nobility of service.
 Social transformation of Europe: abolition of serfdom, (Spain, Prussia) broadening
franchise (Switzerland) new constitutions (Italy, Poland, German states), adoption of
Code Napoleon.
Napoleon as conqueror:
 Recasting Europe of Great Powers: abolition of the HRE, Confederation of the Rhine,
Austria - from foe to ally, Prussia - reduced and occupied, Russia- reluctant ally.
Britain and the Continental blockade. Italy - reshaped and occupied.
Napoleon as a General:
 The artillery, the maneuver, and the new warfare. From Austerlitz to Borodino – all
battles won.
Napoleon as a statesman and diplomat:
 Failures of Napoleon’s system: reliance on personal power rather than institutions;
Limits of the Continental system; The Grand Armee and the Russian campaign;
Leipzig, Waterloo, 100 days and the end.
Peace-Making: The Congress of Vienna:
 The nature of the Concert of Europe and the Holy alliance; Who gained what and why?
Europe recast once more.
 World view, values and priorities of key players: Metternich, Alexander I, Talleyrand,
and Lord Castlereagh
 Restoration or continuation: Europe after the Congress of Vienna.
Questions for discussion: Why did Napoleon not stop after the conquest of Western Europe?
Why did the Continental system fail? Was Napoleonic Europe a viable model for Europe’s future
if he did not undertake a Russian campaign?
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European History Advanced
Student presentations in class:1. The Tilzit Peace: the two Emperors; 2. Josephine – her life,
thoughts and feelings; 3. the Battle of Waterloo.
Textbook: Merriman, chap.15 Coffin and Stacey, chap.20
DBQ essay: Analyze world view, priority and diplomacy of the key negotiators at the Congress
of Vienna.
Primary Sources Reading:
 Treaty of Peace between France and Russia (July 7, 1807) Eurodocs link:
http://www.napoleon-series.org/research/government/diplomatic/c_tilsit.html (4.-2.2012)
 The Congress of Vienna: the Paris treaty: Actes du Congres de Vienne (Paris, l’Impremerie
Royal, 1816), Eurodocs, link: http://gallica.bnf.fr/ark:/12148/bpt6k58139430 (4.02.2012)
Video sources: PBS, David Grubin, Napoleon (2000) Cosmolearning, a free educational website
for students and teachers http://www.cosmolearning.com/documentaries/napoleon/
UNIT TWELVE: RESTORATION, LIBERALISM AND ROMANTICISM 1815-1848
 The ideology of Legitimacy, Metternich’s Europe, cracks in the Holy Alliance.
 Romanticism as a state of mind, literary movement and political action: Byron, Pushkin,
Blake.
 Restoration in France: towards the Revolution of 1830; Charles X, July ordinances,
Banquets campaign, revolution.
 Secret societies and liberal revolts in: Russia, Spain, Portugal, Italy.
 National liberation movement: revolt in Poland and Greece, independence of Belgium.
 Liberalism and Conservatism in Britain: The Reform Bill of 1832, Corn laws and the
Chartist movement.
 Liberal movement in Germany.
Questions for discussion: Is Romanticism a reaction to the age of Reason or a continuation?
What were the inherent weaknesses in the Metternich’s system? Why did a call for Liberty take a
nationalist form? To what extent nationalism and liberalism were contradictory or
complimentary in 1820s and 1830s?
DBQ essay topic: Compare and contrast the the Carbonari, the Decembrists, the Chartists and
the Polish Rebels.
Textbook: Merriman, chap.15 Coffin and Stacey, chap.20
Primary Sources Reading:
 On the Carbonari: John Rath, “The Carbonari, Their Origins, Initiation Rites and Aims,” The
American Historical Review, Vol.69, No.2, 1964, pp.353-354 in JSTOR,
http://www.jstor.org/pss/1844987?searchUrl=%2Faction%2FdoBasicSearch%3FQuery%3Dt
he%2Bcarbonari%26gw%3Djtx%26prq%3Dthe%2Bdecemberists%26Search%3DSearch%2
6hp%3D25%26wc%3Don&Search=yes
 On the Chartist movement, see: Paul Pickering,: “And Your Petitioners, etc. Chartist
Petitioning in Popular Politics 1838-1848,” The English Historical Review, Vol. 116,
No.466, April 2001, http://www.jstor.org/pss/580838
 The Polish Rebellion, 1830-1831, in: World History at KLMA
http://www.zum.de/whkmla/military/19cen/polishreb1830.html
 Read poetry of: Poetry of, Byron, Shelly , Blake: in: PoetryMagic.Co.UK
http://www.poetrymagic.co.uk/poets/byron.html (4.02.2012)
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European History Advanced
Visual sources: The Art of David and Delacroix:
http://www.bing.com/images/search?q=Jacques-Louis+David&qpvt=JacquesLouis+David&FORM=IGRE#x0y0
Video sources: Irish famine: http://www.youtube.com/watch?v=HbMH8e7lhl0
UNIT THIRTEEN: THE REVOLUTION OF 1848
 First all-European revolution: liberalism, nationalism, socialism.
 Revolution in France: the second republic, the national workshops, the June days, the
elections, polarization of society, new actors, towards Second Empire.
 Revolution in Germany: Berlin and Frankfurt, The Frankfurt parliament, its composition,
platform, actions and impotence. Prussia and its role, collapse of the Revolution.
Revolution in Vienna, flight of Metternich. In search of a compromise.
 Revolution in Hungary and Italy. The Italian Republic and its collapse.
 Interpretations of the 1848 revolution: as a liberal revolution, as a national revolution as a
workers’ revolution, as a first mass movement in all Europe revolution.
Questions for discussion: Why did the revolutions of 1848 happen at the same time? To what
extent the agendas in Paris, Berlin, Vienna, Rome and Brussels were similar of divergent? What
were the methods used by the threatened elites to hold on to or reestablish their power? Was
there a “Specter of Communism haunting Europe” as Karl Marx claimed?
DBQ essay topic: Analyze the aspirations and priorities of Revolutionaries of 1848 based on the
following documents.
Textbook: Merriman, chap.16 Coffin and Stacey, chap. 21
Primary Sources Reading:
 The Communist Manifesto, (1848): Marx/Engels, Selected Works, Vol. One, (Progress
Publishers, Moscow, 1969) pp. 98-137; in Marxists’ Internet Archive,
http://marxists.org/archive/marx/works/1848/communist-manifesto/,
 “Frankfurt Parliament For a German Constitution, 1848” in WebChron, Web Chronology
Project, http://www.thenagain.info/WebChron/WestEurope/FrankfurtParl.htm (5.02.2012)
UNIT FOURTEEN: THE INDUSTRIAL REVOLUTION AND THE CRITIQUE OF
CAPITALISM.
 What is the Industrial revolution: definitions?
 The nature of capitalism: David Ricardo: Iron law of wages, Karl Marx: class struggle
Malthus: population growth, Adam Smith: free trade.
Patterns of industrialization:
 “classic case” Great Britain,
 industrialization in France and Belgium.
 The advantages of latecomers, Industrialization in Germany and Russia.
 Lands in Europe left behind: Spain, Southern Italy and the Balkans.
 Urbanization, railroad and communications networks telegraph and steel: the political
and economic geography of Europe.
Social aspects:
 Creating new urban spaces: Hausmanization and its social consequences in France. Life
and Tastes of the Bourgeoisie, middle class culture, marriage and family; working class
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European History Advanced
tenements; women and child labor; social ills and prostitution, poverty, and crime; rise of
professional associations.
Political aspects:
 trade unions; women’s suffrage movement; workers’ protest movement;
 The rise of Socialist and Social Democratic or Labour parties.
Questions for discussion: Was there a connection between the Hausmanization of Paris and the
revolution of the Paris commune? In more general terms: Is there a connection between the
economic geography and social protest? How can we define the links between the two aspects of
Industrialization?
DBQ essay topics: Analyze critique of capitalism by Marx, Ricardo and Proudhon.
Textbook: Merriman, chap. 14, Coffin and Stacey, chap. 19
Primary Sources Reading:
 Thomas Malthus, An Essay on the Principle of Population, (1798) source: Rod Hay's
Archive for the History of Economic Thought, McMaster University, Canada, in Marxists’
Internet Archive http://marxists.org/reference/subject/economics/malthus/index.htm
 David Ricardo, On Wages, Source: J.R. McCulloch, ed., The Works of David Ricardo
(London: John Murray, 1881), pp. 31, 50-58 in MyHistoryLab
http://dev.prenhall.com/divisions/hss/app/BW_TEST/Western_History/documents/David_Ric
ardo_On_Wages_The_Iron_Law_of_Wages_.htm (5.02.2012)
 Karl Marx, Theories of Surplus Value, (1861) source: (Progress Publishers, Moscow), in:
Marxists’ Internet Archive, http://marxists.org/archive/marx/works/1863/theories-surplusvalue/index.htm
 Pierre Proudhon, What is Property, (1840) first published by Humboldt Publishing Company
c. 1890 http://dwardmac.pitzer.edu/Anarchist_Archives/proudhon/brogan/brogan_1.html
Marxists’ Internet Archive
http://marxists.org/reference/subject/economics/proudhon/property/index.htm (5.02.2012)
 On Women’s Suffrage Movement, see: “1878 Women’s Rights Conference,” in Women,
Power and Politics on Line Exhibition, in: International Museum of Women,,
http://www.imow.org/wpp/stories/viewStory?storyid=1874
UNIT FIFTEEN: NATIONAL AWAKENING and NATION BUILDING 1820-1870.
Nation state created: Greece
 The Ottoman rule in the Balkans; Massacre of 1824 and reaction of Great powers; the war of
independence, the establishment of independent Greece.
Nation state created: Italy
 Three forces converge in creating Italy: autocratic power, diplomacy and revolutionary
movement; Young Italy and Mazzini, Cavour and Napoleon III, diplomatic maneuvers and
the war against Austria; unification of and independence of Austrian Italy; Garibaldi and his
Red Shirts, liberation of the South, the march on Rome; Garibaldi and Cavour; the Pope and
Rome; Italy united or divided: North and South, economic, cultural and political differences.
Nation state created: Germany
 Prussian Austrian rivalry for leadership of Germany; Zollvereign and North German
confederation, Otto Von Bismarck: Politics is the Art of the Possible; stage one: SchleswigHolstein interlude. State two: war with Austria 1866; stage three: war with France 1970; the
creation of the German empire. Prussian Germany long term implications.
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European History Advanced
Multinational empire reformed: Austria-Hungary
 Hungarian aspirations; in search of a compromise; Ausgleich – the meaning of AustroHungarian equality; other nationalities in the empire: the Czechs, the Slovaks, the Croatians,
Rumanians and Ukrainians; factors of cohesion and factors of secession in the empire.
Questions for discussion: To what extent unification of Germany by Prussia was predetermined
by the Zollvereign and German geography? What would have happened if France had won at
the battle of Sedan? Was a multinational empire like Austria-Hungary a viable state? Why yes,
why no?
DBQ essay:
 Analyze the debates over the Italian national identity and unification in the period circa 1830
1870. (College Board set)
 Compare and contrast Napoleon Bonaparte and Otto von Bismarck as military leaders,
diplomats and statesmen.
Textbook: Merriman, chap.17, Coffin and Stacey, chap.21
Primary sources reading:
 Mazzini Giuseppe Mazzini, “M.Mazzini Lecture Delivered at the first Conversazione of the
Friends of Italy held in the Great Hall, Free Masons’ Tavern 11 February 1852,” in Tracts of
the Society of Friends of Italy (London, Society of Friends of Italy 1852) in JSTOR. Org.
http://www.jstor.org/pss/60200987?searchUrl=%2Faction%2FdoBasicSearch%3FQuery%3
Dmazzini%26gw%3Djtx%26prq%3Drome%2Brepublic%2B1848%26Search%3DSearch%2
6hp%3D25%26wc%3Don&Search=yes
 Documents on German Unification, 1848-1871, in Modern History Sourcebook,
http://www.fordham.edu/Halsall/mod/germanunification.asp
UNIT SIXTEEN: NATIONAL AWAKENING and NATION BUILDING 1870 -1914
Nation states created: Serbia, Bulgaria, and Romania.
 The origin of the Russo-Ottoman war of 1878; the Crimean war and the policy of Britain and
France to Ottoman empire; restriction on Russia in the Black sea; the national liberation
movement in Bulgaria, Serbia and Russian involvement; the course of the war; the outcome;
peace treaty of San Stefano and its revision; Austrian protectorate over Bosnia-Herzegovina,
Great Powers, the balance of power and the status of new Kingdoms in the Balkans;
unresolved issues – cause for future war.
Nation-state denied: the Case of Poland
 The status of Poland in the Russian empire after 1830; the pillars of Polish national
awakening: the nobility and the Catholic Church, the revolution of 1863; brutal suppression,
status of Polish provinces after 1863.
National awakening movement: the case of Ireland
 Ireland after the famine of 1848; immigration, economy, social dynamics; home rule of
Ireland, the English and the Irish – mutual perceptions.
National awakening movement: the Jews and Zionism
 Theodore Herzl and the founding of Zionism, The first Zionist congress; who is a Jew?;
national identity versus religious one; inclusion and exclusion, integration and separateness,
autonomy: collective or individual? The Immigration to Palestine movement.
Questions for discussion: Why did the Balkans turn into a most difficult area of conflict
between the Great Powers?
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European History Advanced
DBQ essay: Compare and contrast the Polish and Irish struggle for independence.
Textbook: Merriman, chap. Coffin and Stacey, chap.
Primary sources:
 Polish Uprising of 1863 Documents, in The Records of the Polish Underground State, 19631864 (from the collection of Central Archives of Historical Records in Warsaw,
archovagov.pl.:
http://www.archiwa.gov.pl/memory/sub_listakrajowa/index.php?fileid=018&va_lang=en
 The first Zionist Congress and the Basel Program (1887) in Jewish Virtual Library:
http://www.jewishvirtuallibrary.org/jsource/Zionism/First_Cong_&_Basel_Program.html
 Documents on Irish Home rule, Rights for Women 1848-1948 in National Archives.gov.uk:
http://www.nationalarchives.gov.uk/humanrights/1848-1914/
UNIT SEVENTEEN: PRIMAT DER INNEN POLITIK. THE PRIMACY OF DOMESTIC
POLITICS: GREAT BRITAIN, FRANCE, GERMANY and RUSSIA 1860 -1914.
 Britain: the nature of parliamentary politics, conservatives, liberals and Labour; reform act
of 1867, other reforms, imperial mentality, views on the Continent and the world; the AngloBore war.
 France: the essentials of the third Republic, political parties and imperial ambitions,
Boulanger, the Dreyfus case, decadence and insecurity.
 Bismarck’s Germany: Rye and Iron, social and political foundations of Imperial Germany,
Kulturkampf, rise of Social Democracy – from Marxism to reformism; National Democrats –
from Liberalism to Imperialism. Retirement of Bismarck and the new priorities of Kaiser
Wilhelm II. German economic miracle and the Place in the Sun Doctrine.
 Austria-Hungary: Forces of Integration and forces of disintegration; economic
development, the banking house of Baron Rothschild, the Jews of Austria Hungary, the
Social Democratic party and the Austrian Marxism, national priorities, Balkan policy and
rivalry with Russia.
 Russia: Reforms of Alexander II – abolition of serfdom, local self-government, judicial
reforms; rise of nihilism and Marxism, right wing extremist movement of Black Hundreds,
economic development and social discontent, imperial ambitions, war with Japan and
Revolution of 1905.
Questions for discussion: What were the causes for a relative British decline in comparison with
economic performance of Germany? Why did Kaiser Wilhelm II change German foreign policy
to a confrontation course with Britain? Why did France choose to seek alliance with Russia
rather than with Germany at the turn of the century? How to explain a move towards antiSemitism, nationalism and imperialism in the domestic politics of all Great Powers?
DBQ essays: Compare and contrast the position of and attitudes to the Jews in France, AustriaHungary and Russia in early 20th century.
Open ended essay: Explain why in Germany and Austria Marxism took a reformist path and in
Russia a revolutionary one.
Textbook: Merriman, chap.18 Coffin and Stacey, chap.23
Primary sources:
 Emile Zola, I accuse, A Letter to the President of the Republic, First Published: L’Aurore,
(13 January 1898) In Marxists’ Internet Archive,
http://marxists.org/archive/zola/1898/jaccuse.htm (5.02.2012)
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European History Advanced

Suffrage Movement in Britain: Helen Taylor, The Claim of Englishwomen to the Suffrage
Constitutionally Considered. (1831–1907). Eurodocs, link to: Indiana University Women
Writers’ Project, http://webapp1.dlib.indiana.edu/vwwp/view?docId=VAB7170 (2.04.2012)
UNIT EIGHTEEN: LA BELLE EPOCH: THE CULTURE OF EUROPE AT THE TURN OF
THE 19th AND 20th CENTURIES.
Intellectual currents at the turn of the 19th century;
 New trends in art, architecture, poetry, theater, literature, philosophy, music, science and
medicine.
Victorian England:
 Charles Darwin: the theory of evolution; Philosophy: Herbert Spencer - Positivism;
Literature: James Joyce and Oscar Wilde. Manners and morals of Victorian age.
Germany:
 Friedrich Nietzsche: the Will to Power and Superhero, the leader and the masses;
Schopenhauer; Thomas Mann - the middle class values; Wagner – Germanic idea in music;
Bauhaus - new architecture and design, Max Weber – new sociology.
Austria:
 Mahler and Johann Straus – the spirit of Austria in music, Klimt and Kokoschka - new art;
Sigmund Freud - the discovery of the subconscious. Gesamptkunstwerk exhibition –
integration architecture, sound, vision and form into one whole.
France:
 The art of Impressionist and Post-impressionist from Manet to Picasso; Paris as a capital of
visual arts ; Architecture – Arte Moderne ; theater and movement: Diaghilev Ballet Russe;
Literature - Proust, Baudelaire, an analysis of feeling.
Russia:
 The Russian avant-garde in Arts – Kazimir Malevich, Mark Chagall, and others; theater –
Anton Chekhov – The Cherry orchard, Literature: Dostoevsky –Idiot; poetry: symbolism,
futurism, Vladimir Mayakovsky. Music: Petr Tchaikovsky and Stravinsky.
Questions for discussion: What was the general theme running through the New Art of the early
20th century? To what extent was the intellectual scene in Paris, London, Berlin, Vienna and St.
Petersburg an overlapping continuation of the same trends? How did the intellectuals and artists
of the early 20th century change understanding of Human nature and human aspirations?
Essay Questions:
 Analyze the idea of a hero in Nietzsche and Dostoevsky.
 Compare and contrast the artistic principles and values of the French Impressionists and the
artists of the Russian Avant-garde.
Textbook: Merriman, chap20,. Coffin and Stacey, chap.23
Primary sources:
 Max Weber, Definition of Sociology, (1897) Source: Max Weber, Sociological Writings.
Edited by Wolf Heydebrand, published in 1994 by Continuum. Sections on foundations
reproduced here; Marxists’ Internet Archive:
http://www.marxists.org/reference/subject/philosophy/works/ge/weber.htm
 Friedrich Nietzsche, Beyond Good and Evil, (1896) published 1913 in: Marxists’ Internet
Archive: http://www.marxists.org/reference/archive/nietzsche/1886/beyond-goodevil/index.htm (2 February 2012)
 Herbert Spenser, Laws in General, (1884) in: Marxists’ Internet Archive:
http://www.marxists.org/reference/subject/philosophy/works/en/spencer2.htm
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European History Advanced

Sigmund. Freud, “From Lecture 31” (1932) The Anatomy of Mental Personality, Source:
New Introductory Lectures on Psycho-analysis (1933) publ. Hogarth Press: in: Marxists’
Internet Archive: http://marxists.org/reference/subject/philosophy/works/at/freud2.htm
Visual sources: The artists of Impressionism: http://www.grandspeintres.com/
G. Klimt; O. Kokoschka, K. Malevich:
http://www.artcyclopedia.com/artists/kokoschka_oskar.html
Video/Audio sources: Mahler” Symphony No.1:
http://www.youtube.com/watch?v=8Mivd4248IM
UNIT NINETEEN: THE AGE OF IMPERIALISM TOWARDS THE GREAT WAR.
Towards understanding Imperialism: Why do European powers seek overseas expansion?
 Definitions of Imperialism: economic, cultural, strategic, rivalry, factor of military might
and excessive capacity. Marxist, Freudian, Social Darwinism and globalization
interpretations.
Types of Imperial expansion:
 Scramble for Africa – Belgium, France, Great Britain in Africa, Fashoda episode. French
Protectorate over Morocco, ventures in sub-Saharan Africa.
 Scramble for Far East: Germany, Russia, France and Britain in Far East.
 Scramble for lands of collapsing Ottoman Empire: British-French condominium in the
Mediterranean, German saber rattling over Morocco; Russian-Austrian rivalry in the
Balkans.
The system of alliances reshaped:
 Alexander III’s visit to Paris and the rise of the Franco-Russian alliance; German card blank
to Austria-Hungary; British-German rivalry and naval agreements. Formation of Entente
Cordiale of Britain and France.
Questions for discussion: Why did the European powers chose to divide up Africa?
Open ended essay: Analyze the economic political and cultural factors that shaped the AngloFrench Entente Cordial and the Franco-Russian alliance.
Debate this proposition: The French decision to rely on Russian alliance as a factor providing
security generated a paranoia of encirclement in Germany and thus contributed to what it was
designed to avoid: a German attack on France in 1914. Debate pros and cons.
Textbook: Merriman, chap.21, Coffin and Stacey, chap.22
Primary sources:

The Franco-British Declaration, (1904) in Avalon Project, Documents in Law, History
and Diplomacy, Yale Law School, http://avalon.law.yale.edu/20th_century/entecord.asp

The Franco-Russian Alliance Military Convention - August 18, 1892: Avalon Project
http://avalon.law.yale.edu/19th_century/frrumil.asp

The Dual Alliance Between Austria-Hungary and Germany - October 7, 1879, Avalon
Project: http://avalon.law.yale.edu/19th_century/dualalli.asp
Video sources: BBC: Anglo-Boer War - http://www.youtube.com/watch?v=0i-hy_0VWZ8
The Scramble for Africa - Professor Richard J Evans FBA http://www.youtube.com/watch?v=Z-YuLzzHQlg
UNIT TWENTY: THE GREAT WAR.
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European History Advanced
The Prelude: Balkan wars, the Bosnian crisis of 1908, Moroccan crisis of 1911, the
assassination in Sarajevo
Home by Christmas: Battle of Tannenberg, The Schlieffen Plan, the trench warfare
Weapons of War: the machine gun, poison gas, the tank the airplane.
The Stalemate: The Great Battles, Verdun, Somme, Galipoli, slow collapse of Russia, war in
high seas.
In Search for Peace:
 Revolution in Russia and the peace offers 1917; USA enters the war and the shift in the
balance of power. Ludendorff and Hindenburg – winning the war in the East and the BrestLitovsk Peace Treaty; Woodrow Wilson’s 14 points, Trotsky’s declaration of No War No
Peace. Lloyd George on War Aims.
Peace-Making at Versailles:
 The Big Four: Unity and discord among the victor powers; recasting the map of Europe,
Outcast states: Germany and Russia, Guilty party clause in Versailles treaty.
Open ended Essay topic: Discuss the mental framework of the war leaders: Why could they not
stop the war?
DBQ essay topics:
 Analyze the correspondence of Nicholas II and Wilhelm II in terms of their willingness
capacity and desire to prevent the outbreak of war.
 Analyze the war aims of the belligerent powers (Woodrow Wilson, Lloyd George,
Ludendorff, Trotsky)
Textbook: Merriman, chap.22 Coffin and Stacey, chap.24
Primary sources:
 “The Willi-Nicky telegrams - correspondence of Nicholas II and Wilhelm II in July 1914” The original source for the telegrams is The Kaiser's Letters to the Tsar, copied from the
government archives in Petrograd, and brought from Russia, edited by Isaac Don Levine,
published by Hodder and Stoughton (London, 1920). in: FirstWorldWar.com a multimedia
history of World War One: http://www.firstworldwar.com/source/willynicky.htm
 Woodrow. Wilson, Fourteen Points,(1918) Avalon Project, Yale University,
http://avalon.law.yale.edu/20th_century/wilson14.asp
 Prime Minister Lloyd George on British War Aims (19 January 1918) in The World War I
Document Archive,
http://wwi.lib.byu.edu/index.php/Prime_Minister_Lloyd_George_on_the_British_War_Aims
 Vladimir Lenin, Decree on Peace, (26 October 1917) in
http://www.firstworldwar.com/source/decreeonpeace.htm
 The Peace Treaty of Versailles (28 June 1919) The World War I Document Archive
http://net.lib.byu.edu/~rdh7/wwi/versailles.html
Collection of Primary Documents: http://www.firstworldwar.com/source/index.htm
Video PrimarySources: Vintage Audio and Video sources on WWI:
http://www.firstworldwar.com/audio/index.htm
UNIT TWENTY ONE: THE RUSSIAN REVOLUTION AND THE RISE OF THE
COMMUNIST MOVEMENT 1917 - 1939
The Origins:
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European History Advanced

Russian Marxists: Bolsheviks and Mensheviks, Socialist International; the difference
between Social Democrats and Communists (Bolsheviks); Nicholas II and unresolved
Russian problems; defeat in the Great war.
The Revolutions of 1917:
 Collapse of the Tsarist regime; the Soviets and the Provisional Government; Kerensky
and the June offensive; Kornilov and the crisis of the democratic politics; the coup d’etat
of the Bolsheviks, the elections to the Constituent Assembly, towards the civil war.
The civil war:
 Stage one 1918: between the Bolsheviks and Socialists; stage two: between the
Bolsheviks and the Whites (tsarist officers); stage three 1920-1922: between the
Bolsheviks and the peasants.
The New Economic Policy (NEP) interlude:
 Good Lenin Bad Stalin myth, Russia after Lenin, Communist takeover of economy,
politics, culture, art, though, behavior norms. New Soviet woman, proletarian
consciousness myth and Socialist Realism.
Stalin and Stalinism:
 As a version of Leninism, as Machiavelli’s Prince, as a leader of mass movement, as a
paranoid maniac, as a mass murder, as a industrializer, as a politician, as a leader of
Comintern (Communist International)
Questions for discussion: Was Lenin as Marxist? Was the Bolshevik party a Marxist party or a
terrorist organization rather than a party? Were the Social and economic pressures in early 20th
century Russia possible to resolve without a revolution? To what extent was the defeat in the
Great War the main cause of the Russian revolution? What could the Provisional Government
have done to forestall the Communist coup d’état? Why did the Communists win the civil war?
Was the New Economic Policy a moderate alternative to Stalinism? What is Stalinism?
Students Presentations: 1. Bolshevik Women Policy; 2. Cultural Scene in Moscow and Berlin in
the 1920s; 3. Peasant rebellions during the Russian Civil War
Debate the two Propositions:
 Bolshevism has little to do with Marxism. It was an anarchic destructive reaction to the
lost war, a specifically Russian phenomenon in a country steeped in Autocracy, bondage
and rebellion.
 Bolshevism is no more than Russian version of Marxism, an ideology calling for a
dictatorship of the Proletariat, abolition of private property, and destruction of capitalism,
something the Bolsheviks had done.
DBQ essays:
 Analyze the perceptions of Revolutionary Russia by the Bolsheviks and Mensheviks in
1917-1918. (see the documents in Mensheviks Reports on the Bolshevik Revolution and
Civil War)
 Analyze the propaganda image of a new Soviet woman and social reality of working
women’s lives in Soviet Russia.
 Compare and contrast the art of Russian avant-garde before the Great War, the
Proletarian art of the 1920s and the Socialist Realism.
Open ended essay: Compare and contrast the French and the Russian revolution. (political
power, institutions, ideas, slogans, elections, violence, economy, wars, art and or any other
aspects)
Textbook: Merriman, chap.23, Coffin and Stacey, chap.25
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European History Advanced
Primary sources:
 Vladimir Brovkin, ed:, Dear Comrades: Menshevik Reports on the Bolshevik Revolution and
Civil War (Stanford Calif. Hoover Institution Press 1994)
 Lenin:What is to be done? (1902) Source: Lenin’s Collected Works, Foreign Languages
Publishing House, 1961, Moscow, Volume 5, pp. 347-530. Marxists’ Internet Archive
http://www.marxists.org/archive/lenin/works/1901/witbd/
 Julius Martov, The Ideology of Sovietism (1919) Originally published in English in
International Review, (New York 1938) in: Marxists’ Internet Archive
http://www.marxists.org/archive/martov/1919/xx/sovietism.htm
 Leon Trotsky: “What is Proletarian Culture, and Is It Possible?” (1923) in: Marxists’
Internet Archive http://www.marxists.org/archive/trotsky/1923/art/tia23c.htm
 Vladimir Mayakovski, My Soviet Passport(poetry) (1929) Marxists’ Internet Archive
http://www.marxists.org/subject/art/literature/mayakovsky/1929/my-soviet-passport.htm
 Documents of the Communist International, (1919-1943) Marxists’ Internet Archive
http://www.marxists.org/history/international/comintern/index.htm
 Aleksandra Kollontai, Sexual Relations and Class Struggle (1921) Source: Alexandra
Kollontai, Selected Writings, Allison & Busby, 1977; in: Marxists’ Internet Archive
http://www.marxists.org/archive/kollonta/1921/sex-class-struggle.htm
 Josef Stalin, Documents Against Trotskyism, in: Marxists’ Internet Archive:
http://www.marxists.org/reference/archive/stalin/index.htm ,
 Proletarian art propaganda poster in Soviet Posters on line collection:
http://www.sovietposters.com/
UNIT TWENTY TWO: FROM WEIMAR REPUBLIC TO NAZI REICH 1918-1934
The Lost War and the German Revolution.
 German army and society in October 1918; The Social Democrats, the Liberals and the
Monarchists, the armistice and the German revolution; the creation of the Weimar Republic,
The Spartakist uprising, and the Frei Corps; The Soviet republic in Munich and the fear of
Communism.
The Primacy of Foreign Affairs:
 The Versailles Peace Treaty as national humiliation; Reparations, territorial losses, French
occupation of the Ruhr, hyperinflation, the rise of the nationalist Socialist (NAZI) movement,
angry veterans, “Stab in the Back theory,” Ludendorff and Hitler, the Munich putsch of 1923.
Relative Stabilization of the Weimar Republic 1923-1929
 Stresemann ministry, peace and cooperation with Soviet Russia – Rapallo Treaty,
reconciliation with the Allies, Locarno, Solution to Reparations problem, Briand- Kellogg
pact; Weimar culture, expressionism theater, literature.
Hitler’s Coming to Power 1928-1934.
 Elections to the Reichstag of 1928. Growth of the NAZI party, the storm troopers, the
Communists, the Social Democrats, and the Monarchists – a society torn apart. Economic
depression and the elections of 1932; agony of the Republic, Hitler appointed Chancellor.
Hitler as Fuehrer 1934-1938:
 The Reichstag fire, the mass arrests of Communist and Social Democrats, the Enabling Act,
The night of “Long Knifes” and the murder of Roehm, the death of Hindenburg,
consolidation of NAZI dictatorship, Nuremberg laws, militarization program, secret military
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European History Advanced
cooperation with Stalin’s Russia, Anti-Comintern Pact, Anglo-German Naval agreements,
Hitler’s acceptance in some quarters in Britain and France as a bulwark against Communism.
Questions for Discussion: To what extent did the Allies contribute to the rise of the NAZI
movement with the guilt clause in the Versailles treaty and the occupation of the Ruhr? To what
extent the economic crash of 1929 contributed to Hitler’s capacity to gain the majority and win
elections
DBQ essay: Analyze the Rise of NAZI party to power in Weimar Germany (College Board set
of documents)
Open ended essay: Analyze the culture of Stalin’s Russia and of Hitler’s Reich. You may
consider, mentality, views of the leaders of themselves and of the outside world, the propaganda,
the self-image, the enemy image, the architecture, posters, slogans, mass politics, party building,
critical voices or any other aspects you believe pertinent.
Textbook: Merriman, chap.24 Coffin and Stacey, chap.25
Primary sources:
 Briand- Kellogg pact, Treaty Providing for the Renunciation of War as an Instrument of
National Policy (27 August, Paris 1928), The World War I Document Archive,
http://wwi.lib.byu.edu/index.php/Treaty_Providing_for_the_Renunciation_of_War_as_an_In
strument_of_National_Policy
 Adolf Hitler, “An Appeal to the German People,” (31 January1933) in: EuroDocs, link to
German History Documents: GHDI, http://germanhistorydocs.ghidc.org/sub_document.cfm?document_id=3940
 The Nuremberg laws, source: Noakes, Jeremy, and Geoffrey Pridham. Documents on Nazism
1919-1945. NY: Viking Press, 1974, pp. 463-467 in Jewish Virtual Library:
http://www.jewishvirtuallibrary.org/jsource/Holocaust/nurlaws.html
 Anti-Comintern Pact (25 November 1936) source: German-Japanese Agreement and
Supplementary Protocol, Signed at Berlin, November 25, 1936
Translation, in Department of State, Foreign Relations of the United States: Japan, 19311941, II, 153 in: Historical Sources on the Second World War,
http://historicalresources.wordpress.com/2008/07/23/anti-comintern-pact-november-25-1936/
(5.02.2012)
UNIT TWENTY THREE: FASCIST AND AUTHORITARIAN DICTATORSHIPS IN
SOUTHERN AND EASTERN EUROPE 1918 – 1938
Italy: the Fascist Movement and State:
 What is Fascism: the origin, dynamic and social base of the movement; Benito Mussolini,
early ideas and transition from Socialism to Fascism via Nationalism and antiCommunism; Italy after the Great war: Landlords, peasants and Anarchists in the South;
Industrialists and Communists in the North; Black Shirts - a Social Portrait, March on
Rome and Seizure of Power.
Fascism as a system of Government 1923-1938:
Mussolini and – the church, the king, the Parliament, the Big Business, Propaganda, the
Jews; Fundamentals of a corporatist state; integration of Trade Unions, Empire building:
conquest of Ethiopia, visit to Berlin, creation of the German-Italian Axis.
Spain: Socialists and Communist vs. Nationalists: A Civil War Internationalized.
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European History Advanced

Colonial fiasco and the coup d’état of General Rivera 1923; the conservative dictatorship and
the economic crisis of 1930; the Second Spanish Republic of 1932: Anarchists and Trade
Unions; escalating demands and political violence; “Soviets” set up in some provinces;
brutal suppression by General Franco 1934; Popular Front Government 1935; the civil war,
the International Brigades; the military aid to Franco by Germany and Italy, the Soviet
involvement , collapse of republic, Franco dictatorship.
Other Authoritarian Regimes:

Charles Creville, “Industrial Conditions in Manchester,” in Memoires (1845) in A Web of
English History, http://www.historyhome.co.uk/peel/social/grevman.htm (5.02.2012)
 A document on the Anglo-Boer war, Hester Johanna Maria Uys, A Boer Girl's Memories of
the War, ( A manuscript) Working with Michener The Making of The Covenant an online
literary archive: http://www.erroluys.com/BoerWarChildsStory.htm
 Russo-Japanese war documents: in the Russo-Japanese War Research Society (1904-1905)
on line collection of http://www.russojapanesewar.com/documents.html (5.02.2012)
 Iron Guard movement in Rumania, dictatorship in Hungary; Pilsudski’s authoritarianism in
Poland, imitating the Germans in the Baltic states.
Questions for discussion: Can the Mussolini’s regime be seen as a specifically Italian
compromise between the North and the South, the Elites and the masses, the workers and the
Industrialists, the landowners and peasants? Or is Mussolini’s regime simply a version of
Totalitarianism? How can one explain the drift of most Central and East European countries
towards authoritarianism and totalitarianism in the 1930s?
DBQ essay: Mussolini (College Board documents set)
Textbook: Merriman, chap.25 Coffin and Stacey, chap.25
Primary sources:
 Benito Mussolini: “The Doctrine of Fascism,” source:, Fascism Doctrine and Institutions,
by Benito Mussolini, Ardita Publishers, Rome, 1935, pages 742 - in:
WWW.WorldFutureFund.org.http://www.worldfuturefund.org/wffmaster/reading/germany
/mussolini.htm
Video sources: The Spanish republic documentary (Barcelona 1936): in Youtube (5.02.2012)
http://www.youtube.com/watch?v=w8L-AZWnCVg
Ferrucio Valerio, Benito Mussolini il Duce del fascism (2008 documentary Italy)
UNIT TWENTY FOUR: EMBATTLED DEMOCRACIES, APPEASEMENT, AND THE
COMING OF WORLD WAR TWO 1920 -1940.
Embattled democracies: Great Britain.
 Britain after WWI, the labor government, the independence of Ireland, the challenges of
Empire and reduced capacity; economic woes, turbulence of the 1930s, shattered confidence
in capitalism and empire, search for new ideas. Keynesian economics.
Embattled democracies: France.
 France after WWI - victory after loss; elusive search for stability, the Communists the
Socialists and the conservatives – views, values and perspectives on Europe; Leon Blum and
the Popular Front; inherent instability of the third republic, fear of Communism, fear of
Germany, insecurity and inability to act. German occupation of Rhineland 1936
Embattled democracy: Czechoslovakia and Appeasement.
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European History Advanced

Masaryk, Benes and the foundations of Czechoslovak democracy; the Sudeten question; the
Munich agreements, the demise of Czechoslovakia 1938.
Appeasement and WWII.
 French-British Guarantee to Poland, Declaration of war 1939, Phony war, 1939-40; the Fall
of Paris June 1940.
Questions for discussion: Was there a clear sense of purpose and direction among the elites of
Britain and France? To what extent was the Popular Front government in France a model for
facing the challenge of Totalitarianism? What are the economic, political and cultural sources of
Appeasement?
Open ended essay: Compare the Popular front governments of Spain and France in terms of
actions, priorities, social support, challenges, and solutions.
Textbook: Merriman, chap.25 Coffin and Stacey, chap.26
Primary sources:
 “ Leon Blum au pouvoir,” a documentary, posted in Youtube (5.02.2012)
http://www.youtube.com/watch?v=dep4aBdpcsQ
 Paramount Sound News 1938 Munich agreements, a German newsreel, Youtube
http://www.youtube.com/watch?v=zRo9ViZpqYw
 Konec republiki (the end of the Republic) Czech source documentary, Youtube
http://www.youtube.com/watch?v=zLM7jvipXvE
 LiveLeak, Battlefields, The Fall of France documentary 12 parts. Youtube,
http://www.youtube.com/watch?v=kevmupZaXlY
 BBC Documentaries, Chamberlain returns from Munich with Anglo-German Agreement,
(1938) http://www.bbc.co.uk/archive/ww2outbreak/7907.shtml
UNIT TWENTY FIVE: WORLD WAR TWO IN EUROPE.
Hitler on the move: 1939-1943
 Hitler’s war machine, conquests of 1939-41, Poland, Denmark, Norway, Netherlands,
France, Yugoslavia and Greece; the Battle of Britain, the air war;
 Nazi Soviet Pact, Occupation of Poland, Soviet-Finish War, Fall of Yugoslavia
 the plan Barbarossa and attack on the USSR; battle of Moscow, Battle of Stalingrad.
NAZI occupied Europe 1939-1945
 collaboration and resistance, extermination of the Jews, Auswitz and other camps; the
Gestapo, the SS – instruments of state terror.
Demise of the NAZI Reich.
 The Battle of Kursk - largest tank battle in history, Red Army pushes on to Berlin; AngloAmerican air war and bombardments, the D-Day; De Gaulle and Fighting France, the Italian
partisans and liberation of Italy; American and Russian armies meet on the Elbe; allied
cooperation and plans for post0war Europe, Yalta and Potsdam.
Questions for discussion: What were the reasons for Blitzkrieg? Why did the German war
machine able to overrun Europe?
Textbook: Merriman, chap.26, Coffin and Stacey, chap.26
Primary sources: Nazi Soviet Pact, Treaty of Nonaggression Between Germany and the Union
of Soviet Socialist Republics, 23 August 1939 Avalon Project, Yale University,
http://avalon.law.yale.edu/20th_century/nonagres.asp
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European History Advanced
Video Sources:
 German offensive in Russia, original footage, “Front vor Moskau,” Die Deutsche
Wochenschau 1941 in: Wochenschau, German News Weekly available on line
Wochenschauarchiv.de, http://www.wochenschauarchiv.de/kontrollklfenster.php?&PHPSESSID=&dmguid=08E92C0055BA58DF030103009
D21A8C0EA09000000&inf=1028640&outf=1370200&funktion=info
 CNN, Warsaw Rising, Forgotten Soldiers of World War two (2004) in Cosmoslearning, a
free educational website for students and teachers
http://www.cosmolearning.com/documentaries/warsaw-rising-forgotten-soldiers-of-wwii1535/
 Le Journal de Resistance Video (1942) Youtube (5.02.1012)
http://www.youtube.com/watch?v=StZh1WDvs2M&feature=related
BBC Stalingrad 1942 part 5 in English, Youtube
http://www.youtube.com/watch?v=pLA7LElqiyE&feature=related
BBC documentaries: Kursk tanks and preparation for battle in English
http://www.youtube.com/watch?v=4-AWJUyi_IY&feature=related
Kursk part 5 in English
http://www.youtube.com/watch?v=gHtgvoGuUFc
Red Army takes Berlin in English
http://www.youtube.com/watch?v=R05dCRkLA94
US army and Red Army meet on Elba April 1945:
UNIT TWENTY SIX: IN SEARCH OF A NEW EUROPE 1945-1975.
The making of divided Europe 1945-1949.
 Occupied Germany, and occupied Berlin, the four zones, the Marshall plan, democracy and
prosperity as an alternative to Communism; founding of NATO:
 Soviet takeover of Czechoslovakia 1948; the Iron Curtain has fallen over Europe.
Divided Europe: the West.
 France: War scars, The Communists and elections of 1947; De Gaulle and the search for
stability; the war in Algeria, decolonization, new relationship with Germany, the revolution
of 1968 and the Fifth Republic.
 Germany: Conrad Adenauer and the establishment of the Federal Republic of Germany;
German economic miracle, new relationship with France and USA, the founding of Common
market, the Treaty of Rome, the Berlin wall 1960; Willy Brandt and the new Ostpolitik 1969;
Red Army faction terrorists.
 Great Britain: The Labor government, nationalization program, search for a welfare system,
decolonization, uneasy relationship with France, Is Britain Europe or a capital of Empire; in
search of new direction and new identity.
 Italy: The Christian Democrats and the Communists an uneasy equilibrium. The Unions,
strikes, instability and Red Brigade terrorists.
 Spain: Franco’s dictatorship, the Basque separatists, centralization and quest for provincial
autonomy.
Divided Europe: the East.
 The founding of the Warsaw Pact and the German Democratic Republic;
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European History Advanced
Workers’ uprising against Communist rule - Berlin 1953; Hungarian revolution of 1956:
restoration of democracy, the Nagy government; Soviet occupation; Alexander Dubcek
and the Prague Spring 1968; de-Stalinization and the Soviet dissident movement 1960s 1970s.
Intellectual and artistic currents in post-war Europe.
 Existentionalism Jean Paul Sartre, Theodore Adorno; Neo-Marxism - The Frankfurt school:
Herbert Marcuse; Surrealism: Salvatore Dali; Popular culture, consumerism, television.
Questions for discussion: How to explain the fact that the Communist movement that had
seemed poised to overwhelm Europe degenerated into repressive regimes and lost its appeal by
1975? Why, despite the unprecedented prosperity did Germany and Italy experience the rise of
terrorist organizations?
DBQ essay: Analyze the crisis of Western industrial society as understood by Herbert Marcuse,
Martin Heidegger and Jean Paul Sartre.
Textbook: Merriman, chap.27, Coffin and Stacey, chap.27
Primary sources:
 Jean-Paul Sartre, Existentialism is a Humanism, (1946) Marxists’ Internet Archive
in:http://www.marxists.org/reference/archive/sartre/works/exist/sartre.htm (2 .02.2012)
 Theodore Adorno: “The Culture of Industry: Enlightenment as Mass Deception,”
http://www.marxists.org/reference/archive/adorno/1944/culture-industry.htm (2 02. 2012)
 Herbert Marcuse: “Aggressiveness in Advanced Industrial Society,” Marxists’ Internet
Archive http://www.marxists.org/reference/archive/marcuse/works/aggressiveness.htm 2
February 2012
 Martin Heidegger, ”Existence and Being” in Marxists’ Internet Archive
http://www.marxists.org/reference/subject/philosophy/works/ge/heidegg2.htm
 Charles de Gaulle, French Premier: Speech at Constantine, Algeria, ( October 3, 1958)
Modern History Sourcebook: http://www.fordham.edu/halsall/mod/1958degaullealgeria1.asp
Primary Video sources:
 On the construction of the Berlin wall, see: US Department of Defense, Robert Saudek, The
Road to the Wall, a public domain video from the Directorate of Armed Forces information
and Education, by CBS films (1962) in: Cosmolearning, a free educational website for
students and teachers http://www.cosmolearning.com/documentaries/the-road-to-the-wall395/

Winston Churchill, “Iron Curtain speech” (newsreel): Youtube
http://www.youtube.com/watch?v=S2PUIQpAEAQ&feature=related

CIA archive: Algerian War of independence:
http://www.youtube.com/watch?v=QnMEc-rrheM Youtube

Berlin Crisis 1960: Declassified: Rise and Fall of the Wall (Part 1/5)
http://www.youtube.com/watch?v=cggRzZ_N30M&feature=related

Ina.fr.: “Mai68 la contestation” Paris (1968) documentary Youtube

http://www.youtube.com/watch?v=BcDCsCGdOm4&feature=related

BBC documentary, Red Army faction: “Baader-Meinhof”: Youtube

http://www.youtube.com/watch?v=k0utNI1dq8U

Hungarian Revolt 1956: http://www.youtube.com/watch?v=LVdQ9PK9Q5o

Prague Spring 1968: http://www.youtube.com/watch?v=ciYceY3Wsuk
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European History Advanced
UNIT TWENTY SEVEN: TOWARDS UNITED EUROPE: 1975-1998.
Integration of the West: From Common Market to European Union.
 Creation of All-European Institutions, European Parliament, European Court of Human
Rights, European identity.
 Scope and extent of European integration: the problem of national sovereignty and open
border economy; Inclusion and exclusion; who is in who is out and why? New political
movements, Green movement, Women movement, anti-nuclear movement, extreme
rights movement and hostility to Asians, Africans and Moslems. Towards Euro currency.
Disintegration in the East: Collapse of the Soviet Empire.
 Origins of Communism’s demise: centralized, bureaucracy, lack of innovation, third
industrial revolution, communications revolution, national awakening, example of the
West.
 Gorbachev and the attempted reform; Revolutions in Central and Eastern Europe:
Hungary, Poland, East Germany, Czechoslovakia, Rumania, 1989. Civil war in
Yugoslavia 1991-92.
 Disintegration of the Soviet Union; secession of Lithuania, August 1991 Putsch in
Moscow, the rise of Yeltsyn and new Russia, profile of 15 independent states.
Questions for discussion: Why did the Soviet empire collapse? Why did no one foresee this?
Why in some countries the collapse of Communism occurred peacefully and in others led to civil
war? What exactly collapsed: economic system, imperial structure, institutional frameworks,
dominant ideology, hierarchical order, family structure, mental frameworks?
Textbook: Merriman, chap.29 Coffin and Stacey, chap.28
Primary sources:
 The Treaty of Maastricht: Summaries of EU Legislation (1992)
http://europa.eu/legislation_summaries/institutional_affairs/treaties/treaties_maastricht_en.ht
m
 Unification Crisis (December 1992) GHTI documents in Eurodocs.
http://germanhistorydocs.ghi-dc.org/sub_document.cfm?document_id=3103
Primary video sources:
 Moments in History, The fall of Berlin Wall, 1989 documentary, Youtube
http://www.youtube.com/watch?v=MM2qq5J5A1s&feature=related
 BBC News 19 August 1991 Moscow Coup August (1991): Youtube
http://www.youtube.com/watch?v=kIczK4rue0g
UNIT TWENTY EIGHT: EUROPE FACING THE TWENTY FIRST CENTURY:
 Economy: limits of nation states system, national sovereignty and European unity, national
governments’ and common currency, Globalization in markets and national governments
responsibility; who should pay for whom?
 Politics: Is a Nation state on the way out? All European political parties and associations:
Christian Democrats, Socialists, Nationalists, Liberals;
 Inclusion and exclusion: Where does the European Union end? Relations with Turkey,
Ukraine, Russia and North Africa.
 Society: the Challenges of Globalization: migration legal and illegal; population growth or
decline; energy, environment, health care and education systems in a globalized world.
 Culture: Is there a European culture or a diversity of National cultures?
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European History Advanced
Textbook: Merriman, chap.30, Coffin and Stacey, chap.29
CONCLUSION: EUROPE IN A GLOBALIZED WORLD.
30