Name______________________________________
Contact: emily.francis@lmusd.org
Advanced Placement European History
Exam Date: Friday May 6th, 2016
Instructional Days: 156
Office Hours: 30 minutes before school & 45 minutes after school. Send me an email to set up a time if
you have a longer question.
Welcome to your first day of AP Euro. With the start of each unit you will receive a syllabus outlining
reading and exam dates. You will also receive the essential questions for the end of unit assessment. It’s
important that you read these carefully and keep up with the assignments each day.
Grading Structure:
Summative Assessments:
80%
Quizzes/tests/projects
Formative Assessments:
20%
In-class assignments/ reading quizzes/ other assignments
Binder Organization:
1. You must keep a binder for this class with the following organized chronologically by unit. Place a
divider tab between each unit. Place all graded work with the appropriate unit
2. You are subject to graded binder checks at random. An organized binder will do wonders when
studying for the exam!
3. You must keep either lined loose-leaf paper or a spiral notebook for notes for this class only.
About AP Euro
1. This class is hard.
a. It is meant to be. In order to do well in class and on the College Board Exam, you must
commit yourself to keeping up with the reading, homework, and assignments. If you want
to do really well on the exam, you’ll need to review outside of class using your class notes
and other resources.
b. This course requires a ton of reading and writing. If these aren’t activities you enjoy, you
may want to pick a different class. That said, I will work with you all year to improve your
skills and prepare you for the exam. You are not in this alone.
2. This class is really interesting. There’s love, war, spies, trials and weird characters galore!
3. The College Board Exam asks you to answer questions in a specific way. You will need to learn
how to approach:
a. Long Essay Questions: LEQ
b. Short Answer Questions: SAQ
c. Document Based Questions: DBQ
d. Multiple-choice questions with prompts. MC
4. Lecture will be kept to a minimum in class. Research shows that lecture is one of the least effective
ways to retain material. Instead, you will be expected to come to class having read and we will
synthesize the reading a supplemental materials during class time.
5. Take notes! It will help you process and I may let you use your notes on a quiz ALWAYS READ
THE INSET BOXES IN YOUR TEXT!!!! These will appear on the AP exam.
6. A note on homework: readings and reading guides are for you. I will not collect these for every
assignment, but may collect them randomly. Be ready, do your homework!
Period 1: 1450-1648
Key Concepts:
There are five major areas of study in this unit: the Renaissance, the Age of Exploration, the Reformation
and Religious Wars, the new monarchies, and European life between 1450 and 1648. Early modern
Europe was all about change. The humanists began an intellectual movement that inspired scientists,
explorers, church reformers, and governmental leaders to challenge the status quo. Some of the results
were positive, such as an increase in the literacy of the population, while others, such as the slave trade
and religious wars, caused hardships and the deaths of millions. In the end, the changes in politics,
religion, economics, and technology ensured that society would never be as it was pre-1450.
Units: 1450-1648
1. The Renaissance
2. Reformers and Religious Wars
3. The New Monarchs and the Rise of Absolutism
4. Exploration and Conquest
5. The Human Experience in Early Modern Europe
Period 2: 1648-1815
Key Concepts:
There major areas of study emphasized in Period 2, include the age of absolutism, emergence of
constitutionalism, Enlightenment era, and French revolutionary and Napoleonic era. The major challenge
in teaching this unit is comprehending how much and how rapidly Europe changes during this time. Early
in this era, Europeans experienced the rise of absolutism, only to see it increasingly questioned by an
ever-growing literate population demanding rights. The English Civil War in the mid-17th century was
the first confrontation between monarch and citizens over rights and representation, but it would not be
the last. Emboldened Enlightenment philosophes began to question all facets of society, including
economics, religion, and government, by applying reason. The result was revolution — first in America
and then in France. In the midst of all this governmental chaos, life was changing for everyone. Inventions
in agriculture would not only eventually shift the population toward new types of employment but also
change their family dynamics, religious beliefs, economic choices, and health.
Units: 1648-1815
6. Age of Absolutism and Constitutionalism 1648-1725
7. Enlightenment Era/ Changing Life of the People 1700-1800
8. The French Revolution
9. Revolution in Politics 1789-1815
Period 3: 1815-1914
Key Concepts:
The major areas of study include industrialization, revolutions and reform, the ideological -isms,
imperialism, and the alliance system. Nineteenth-century Europe was truly a transformative time. While
the conservative leadership of many European countries tried politically to maintain the status quo in the
post-Napoleonic world, the general masses were not in a mood to compromise, and after numerous
rebellions and revolutions, rights (for men only) slowly became a reality in some countries. For others,
the struggle would continue into the 20th century. Economically, Great Britain led the way with the
Industrial Revolution but their advantage would be short-lived. While slavery was being officially
abolished, the competition amongst European countries for resources, cheap labor, and markets created
a scramble for colonies that unfortunately represented a new type of servitude for many Asians, Africans,
and Latin Americans. All of these new political, social, and economic changes fueled the ideals that were
represented not only in the art and literature of the times but also in the scientific and philosophical
thinkers’ contributions to society.
Units: 1815-1914
10. Industrial Revolution and it’s Impact 1780-1850
11. “Isms” Ideologies and Upheaval 1815-1850
12. France, Italy, Germany, Russia, and Great Britain: The “isms” in Practice, 1850-1914
13. Romantism, Realism and Relativism
Period 4: 1914-present
Key Concepts:
The major areas of study in this unit are World War I, totalitarian governments, World War II, the Cold
War, and the post–Cold War world.
The progression into the 20th century proved to be challenging for Europeans. Two major wars left a
decimated and divided Europe. With the assistance of the Marshall Plan, Western Europe would recover
economically but would soon have to face the realization that the welfare state, colonies, and competition
from the United States had to be dealt with, and the different states’ decisions in these matters were not
always embraced by their respective citizens. Eastern Europe struggled under the watchful eye of the
Soviet Union until the communist powerhouse’s demise allowed for their freedom — economically,
socially, and politically. But freedom hasn’t been easy for citizens of the former Soviet bloc, where ethnic
fighting and economic woes still make for a tenuous situation. Eastern Europe continues to struggle to
find its place in the global world.
Units: 1914-present
14. War and Revolution 1914-1919
15. Between the Wars 1914-1919
16. WWII and The Cold War
17. Post Cold War
Unit 1 Syllabus:
AP Euro
Unit 1: The Beginning of Modern Europe: Disaster and Intellectual Change (The Renaissance)
1350-1550
Essential Questions:
1. What ideals formed the foundation of the Renaissance, and how did these ideals manifest themselves
differently in southern and northern Europe?
2. How did the humanist writers and philosophers challenge the status quo politically, intellectually, and
socially?
3. How did changes in art reflect the Renaissance ideals?
Terms and People: Definition and Significance Due Friday August 28th!
Renaissance
Black Death
Patronage
secularism
Mannerism
City-states
Popolo
“Middle Ages”
Studia humanitates
Humanism
Signori
Christian Humanists
Virtu
Printing press
Individualism
Johann Gutenberg
Raphael
Pope Julius II
Leonardo da Vinci
Michelangelo
Donatello
Giotto
Linear perspective
Thomas More’s Utopia
Baldassare Castiglione, The Courtier
Niccolo Machiavelli, The Prince
Giovanni Pico della Mirandola, On the Dignity of Man
Desiderius Erasmus, The Praise of Folly
The Medici Family
Rembrandt
Giorgio Vasari
Francesco Petrarch
Cicero
Jan Van Eyck
Botticelli
Filippo Bruneleschi
Vernacular literature
Sistine Chapel / David
Places:
Florence, Italy
Rome, Italy
Venice, Italy
Genoa, Italy
Milan
Required Readings: (In addition to McKay Ch 13)
 The Contract of a Plague Doctor (Handout)
 The Prince, Niccolo Machiavelli
 Education of a Christian Prince, Erasmus (1516) (Spielvogel)
 Autobiography of Benvenuto Cellini (Handout)
 Characteristics of the Italian Renaissance
o A Renaissance Banquet – 16th Century (Spielvogel)
 Alessandra Strozzi to Her Son Filippo in Naples (Spielvogel 338)
 Christine de Pisan Instructs Women on How to Handle their Husbands(Kagan)
 Letters of Isabella D’Este (Spielvogel)
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Petrarch: Mountain Climbing and the Search for Spiritual Contentment (Spielvogel)
Pico della Mirandola, Oration on the Dignity of Man (Spielvogel)
Laura Cereta, Defense of the Liberal Instruction of Women (Spielvogel)
Letter from Lauro Quirini to Isotta Nogarola, c. 1450 (McKay)
Leonardo Da Vinci / Renaissance Man? (McKay)
o Giorgio Vasari, Lives of the Artists (Spielvogel)
Thursday August 20:
Topic: Introduction
Activities:
Handouts! Unit Packet course organization
Introduce exam structure
Binders!
Summer Assignment test
HW: Read McKay pg. 343-353 from packet
Friday August 21:
WUP: Fleas on Rats!
Topic: Middle Ages to the Renaissance Overview
Activities:
-Discussion
1. How did the plague contribute to cultural/ social/economic change in Europe?
-Primary source analysis in groups using assigned folders.
HW: Prepare for presentations/ Read McKay 356-361
Monday August 24:
WUP: The Renaissance was a thing (Video)
Topic: The Transition to the Renaissance
Activity: Presentations
HW: McKay 362-366 & HIPPO Assigned Reading (Erasmus, Machiavelli, More)
Tuesday August 25:
WUP: Van Eyck Image analysis
Topic: Humanists and Symbolism
Activity: Jigsaw Humanists
HW: McKay 367-373
Wednesday August 26:
WUP: Activity: Turn in your text to pg. 368 (packet): Leonardo da Vinci; Please complete the reading and
questions. Do not forget to analyze the painting as well. HIPPO the reading FIRST!
Topic: The Art and the Artists
Activity: Lecture/ Discussion
HW: McKay 374-383
Thursday August 27th:
WUP: Short Answer Practice
Topic: The Scientific Revolution
Activity: Lecture/ Discussion
HW: McKay 384-387
Friday August 28th:
WUP: Galen Article
Topic: Women and the Renaissance/ Review
Activity: Review
HW: Study for the Exam!
Monday August 31st: Unit Exam
When reading any document/chart/image: THINK HIPPOS!!!!
When you have a reading for homework complete the hippos process EVERY TIME!
H is for
HISTORICAL CONTENT
I is for
INTENDED AUDIENCE
P is for
PURPOSE
P is for
POINT OF VIEW
O is for
OUTSIDE INFORMATION (2 pieces)
S is for
Synthesis
1. After watching the presentations, complete the chart given comparing the Middle Ages and Renaissance
Middle Ages
Renaissance
Characteristics
1.
1.
Similarities
Differences
(Change)
2.
2.
3.
3.
1.
1.
2.
2.
3.
3.
1.
1.
2.
2.
3.
3.
2. Based on the information in your chart, create a THESIS statement which answers the question: “What
characteristics distinguish the Renaissance from the Middle Ages?”
3. Before you write, look at the handout on writing a thesis statement: it is a “roadmap” to an essay. Think
about that before you write. (3 minutes)
4. Turn to a person next to you and compare thesis statements. Add to your statement if necessary; Turn
to create a four-some/three-some to share thesis statements. Come up with the BEST statement you
think between you or create a new one to share with the class. (5 minutes)
Taking Sides Issue
“Did Men and Women Benefit Equally from the Renaissance?”
What evidence does Beard use to support her claim
that upper class Italian women did benefit from the
Renaissance?
What evidence does Kelly-Gadol use to support her
claim that women lost influence in the Renaissance?
Which Historian do you believe made the better argument? Why?
Directions: Discuss the SIGNIFICANCE of each of the following below. Remember: SIGNIFICANCE means – so
what? Why is this important? How does this impact history? Please write in complete sentences. Significances
should be no more than 3-5 sentences each. (2 points each)
1. Renaissance:
2. Black Death:
3. Patronage:
4. Individualism:
5. Humanism:
6. Christian Humanists:
7. Secularism:
8. Printing Press:
9. Mannerism:
10. Linear Perspective:
11. Rationalism:
12. Vernacular:
13. “Middle Ages”:
14. City-States:
15. Nation-states:
16. Medici Family:
17. Petrarch:
18. Bruneleschi:
19. Jan Van Eyck:
20. Raphael: