Barren County High School
Course Syllabus
Course Title: AP European History
Instructor: Mrs. Jessica Dyer
Email: jessica.dyer@barren.kyschools.us (preferred method of contact)
School phone: 270-651-6315
Online/Electronic Resources:
Teacher Website: http://www.barren.kyschools.us/olc/teacher.aspx?s=1204
Go to the Barren County High School homepage. Click on “Teacher Websites” in the menu on the left
side of the screen. Then, click on the teacher’s name.
Quia Website for online tests: http://www.quia.com/profiles/jessicadyer
Remind: Text @77ed0 to (270) 495-3126 to receive class updates and reminders via text message. This
is HIGHLY encouraged for both students and parents. Those who do not have text messaging may
also register to receive messages via email. Send an email to 77edo@mail.remind101.com.
Socrative 2.0: Download the Socrative 2.0 app for use in class. Students will join my classroom on
designated days by typing in the classroom code: dyer17.
Course Resources:
Students will need to come to class EACH day prepared and in possession of the following materials:
 Reliable internet access at home
 3 Ring Binder (suggested 2-3 inch)
 Tabs/Dividers for organization of 3 Ring Binder
 Paper (loose leaf paper that can be inserted in binder is preferred)
 Writing Utensils (Pencils, Pens, and Highlighters)
 Textbook, document reader, homework, and/or assigned readings
 BYOD (Bring Your Own Device) Electronic devices are to be used ONLY with teacher approval and
for class-related activities. Students found to be texting or using social media or other unapproved sites
will be written up and the device confiscated. Refer to BYOD policy for more information.
Course Textbook:
Merriman, John. A History of Modern Europe: From Renaissance to the Present. New York: W.W. Norton &
Company. 2010.
A primary source document reader will also be issued to each student.
Additional Reading:
o Students will be reading two books in this course, both of which are quite short and manageable reads.
Copies of the following books are available for check-out. Students may also purchase their own copies.
o Candide by Voltaire
o Animal Farm by George Orwell
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The teacher reserves the right to alter this syllabus at any time during the course.
o Although it is not required, it is highly recommended that students purchase a study guide for AP
European History. Cracking the AP Exam for European History, published by Princeton Review, is the
suggested study guide.
Course Objective and/or Description:
AP European History is designed to be an in depth study of European history from the Renaissance to present
times (approximately 1450-2001). Students will study cultural, social, political, and economic developments
within Europe. Emphasis will also be placed upon developing skills in analysis and comprehension of primary
sources and analytical writing. AP European History will be taught on a college level and will carry most of the
same expectations as students would have on a college campus. Students will have the opportunity to earn
college credit for this course via the AP Exam, which will be administered in May, 2015. In order to earn
college credit, students must demonstrate factual knowledge of European history as well as competence in
writing analytical essays.
Major Themes of Study for AP European History:
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Intellectual and Cultural History
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Political and Diplomatic History
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Changes in religious thought and institutions
Secularization of learning and culture
Scientific and technological developments and their consequences
Major trends in literature and the arts
Intellectual and cultural developments and their relationship to social values and political events
Developments in social, economic, and political thought, including ideologies
characterized as “-isms,” such as socialism, liberalism, nationalism
Developments in literacy, education, and communication
The diffusion of new intellectual concepts among different social groups
Changes in elite and popular culture, such as the development of new attitudes toward religion, the family, work, and ritual
Impact of global expansion on European culture
The rise and functioning of the modern state in its various forms
Relations between Europe and other parts of the world: colonialism, imperialism, decolonization, and global interdependence
The evolution of political elites and the development of political parties, ideologies, and other forms of mass politics
The extension and limitation of rights and liberties (personal, civic, economic, and political); majority and minority political
persecutions
The growth and changing forms of nationalism
Forms of political protest, reform, and revolution
Relationship between domestic and foreign policies
Efforts to restrain conflict: treaties, balance-of-power diplomacy, and international organizations
War and civil conflict: origins, developments, technology, and their consequences
Social and Economic History
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The character of and changes in agricultural production and organization
The role of urbanization in transforming cultural values and social relationships
The shift in social structures from hierarchical orders to modern social classes:
the changing distribution of wealth and poverty
The influence of sanitation and health care practices on society; food supply, diet, famine, disease, and their impact
The development of commercial practices, patterns of mass production and consumption, and their economic and social impact
Changing definitions of and attitudes toward social groups, classes, races, and ethnicities within and outside Europe
The origins, development, and consequences of industrialization
Changes in the demographic structure and reproductive patterns of Europeans: causes and consequences
Gender roles and their influence on work, social structure, family structure, and interest group formation
The growth of competition and interdependence
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The teacher reserves the right to alter this syllabus at any time during the course.
Grading Policy and AP Curve:
Grades for this course will be assigned using the school-approved grading scale:
A= 100-90 %
B= 89-80 %
C= 79-70 %
D= 69-60 %
A failing grade will be recorded for students who earn an average of less than 60%.
All students in an AP class are eligible for a 5 point curve to their grade each 9 weeks. The
curve will applied to all 9 week grades starting at a 75%. Students who earn a 74 or lower will
not receive a curve. Refer to the AP grading scale for more information.
Grades will be assigned based upon performance in the following categories:
 30 % of overall grade= Unit Exams
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30 % of overall grade= Essay Writing
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Students will be assigned various DBQ and Free Response/Thematic Essays throughout
the course. Essays will be scored using an AP approved rubric.
Students will write an essay approximately every two weeks. Some essays will be
written in class, others will go home for completion.
Essays written at home must be typed. Essays written outside of class will be screened
using plagiarism software to ensure academic honesty.
20 % of overall grade= Quizzes
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An exam will be administered at the end of each unit of study, approximately every 2-3
weeks. All unit exams are multiple choice and are composed entirely of AP-released
exam questions. These tests are very difficult and require an incredible amount of
study and preparation.
All unit exams are comprehensive, covering any material we have covered up until that
point. Anything we have studied to that point is testable.
All unit exams will be administered via the Quia website and must be taken outside of
class.
All exams are scheduled in advance and will remain open on the Quia website for several
days. As such, any student who fails to complete a test by the time it expires online will
receive a zero. No makeup tests will be administered for online assessments.
Chapter Reading Quizzes will be administered via the Quia website. The goal of these
quizzes is to get students to spend time in the book and actually read the chapters.
Students may use the book on the quizzes, but time will be limited. Students will not be
able to look up every answer. Therefore, prior reading of the chapter is essential.
Chapter ID Quizzes will be administered to assess mastery of basic vocabulary for each
chapter of the book. These quizzes will be administered in class. Study aids, such as
flash cards, will be posted on the Quia website for all terms that will appear on the
Chapter ID quizzes.
20 % of overall grade= Homework and Daily Grades
o Homework in this class consists largely of reading in the textbook and primary source
analysis. Assignments may be collected for homework credit.
o Students are expected to participate in class and complete all in class work, whether it be
formally graded or not.
o Students will also complete a bell ringer at the beginning of each class. Bell Ringers will
be collected at the end of every other week and will be assigned a grade.
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The teacher reserves the right to alter this syllabus at any time during the course.
Writing Component: This course is designed not only to help students gain deeper insight
into the study of European history, but to also help students develop analytical writing skills.
Students will use writing in the learning process and will then demonstrate their knowledge of
content through writing. All essays will be assessed using an AP-approved rubric.
 Students will write an essay approximately every two weeks. Some essays may be
written in class, others may be sent home for completion.
 Document Based Question (DBQ essay)
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Students will complete a minimum of two DBQ essays per grading period for a total of
at least 8 DBQ essays throughout the year. Additional essays will be assigned as needed
to ensure student mastery of writing skills.
DBQ essays assess a student’s ability to analyze documents and utilize them as evidence
to support a thesis and answer a specified question.
Free Response Essays (FRQ essays)
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Free Response Essays assess student comprehension and mastery of historic content.
Reading Component: AP European History is a college-level history course. Students are
expected to come to class prepared for discussion each day. In order to be prepared, students
MUST complete assigned readings in the textbook and other primary and secondary sources.
 Reading in the Textbook:
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Primary and Secondary Source Readings:
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Students are REQUIRED to read EVERY CHAPTER of the text before we cover the
content in class. Students will complete all textbook readings outside of class. In order
to manage their time, students should read approximately 7-8 pages of text per night.
Reading in the text will be assessed via the online multiple choice tests/quizzes and
ID quizzes. These assessments will account for 25% of the student’s grade.
Students who hope to successfully complete this class MUST read their text.
Students will complete a variety of primary and secondary source readings throughout the
year. These documents help to develop a more sophisticated understanding of the time
period. Content from documents may be assessed on tests and essays.
Outside Reads:
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Students will read TWO novels in this class: Candide and Animal Farm. Students must
purchase their own copies of these two books. BCHS will not provide copies.
AP Exam Policy:
Students are given an opportunity to earn college credit for course work completed in any AP
class. College credit is awarded based upon satisfactory performance on the AP Exam, which is
administered at the end of the school year. The AP Exam for this course will be given on May 8,
2015. Students enrolled in this course may choose whether or not to take the AP Exam.
Site Base Policy States: Students enrolled in an Advanced Placement Course will be encouraged
but not required to take the Advanced Placement Exam for that subject. All exam fees will be
the responsibility of the individual student. Any student not electing to take the AP Exam will be
required to take the final exam for this course. The final exam will carry the same weight as all
other final exams for Barren County High School.
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The teacher reserves the right to alter this syllabus at any time during the course.
AP Exams cost 89.00 each. College Board has historically granted reduced fee waivers for those
who qualify for free / reduced lunch. Such reductions will be determined before payments are
due. Please see your counselor or Trina Rickard, AP Coordinator.
If you choose to take the final exam for this course, it will be like an AP Exam including both
multiple choice and essay and will count for 20% of the final grade. This exam will be scored
according to the College Board’s scoring rubric.
5 = 100
4 = 93
3 = 86
2 = 79
1 =69
Tardy Policy: This is your warning; DO NOT BE LATE!!!!
Students should report to class at the proper time. Students who are not in the classroom when
the bell stops ringing, will be counted tardy. Students should also come to class prepared.
Failure to report to class with the necessary materials may also result in the student being
counted tardy or referred to the office for disciplinary action.
Late Grade Policy: Late work will NOT be accepted. All assignments are due at the
beginning of class when the bell rings. Assignments should be turned in to the trays by the
door. Be sure to clearly identify your work by including: name, date, and name of assignment.
Any assignment that is submitted after the beginning of class will not be accepted; the student
will receive a zero.
Attendance Policy:
Students are responsible for making up class work missed due to an excused absence or field
trip. Students will not be permitted to make up work due to an unexcused absence. All makeup
work must also be completed in a timely manner as specified under the school’s makeup policy.
Semester Test/Final Exam Policy:
All students in all classes are required to take a semester exam and/or final exam. AP students
who choose to take the AP Exam in May will be exempted from the final exam at the end of the
year. Any student who chooses not to take the AP Exam will be required to complete the final
exam, which will carry the same weight (20% of the final grade) as final exams in other classes.
Cheating Policy: Cheating will not be tolerated! Students caught cheating or allowing other
students to copy their work will receive zero for that particular assignment or activity.
Depending upon the severity of the case, students may also be referred to the school
administration and parents may be called.
***Copying another student’s work or allowing another student to copy your work IS
cheating. If I catch you doing this, I will give all students who are involved a zero for the
homework assignment. I also reserve the right to refer those students to the office for
disciplinary action.***
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The teacher reserves the right to alter this syllabus at any time during the course.
Plagiarism / Academic Dishonesty Policy: Plagiarism and academic dishonesty are
serious offenses. The academic work of a student is expected to be his/her own effort. Students
must give the author(s) credit for any source material used. To represent ideas or interpretations
taken from a source without giving credit is a flagrant act. To present a borrowed passage after
having changed a few words, even if the source is cited, is also plagiarism. Students who
commit any act of academic dishonesty will receive a failing grade in that portion of the
course work. Acts of academic dishonesty will also be reported to the administration for
possible disciplinary action.
***Plagiarism detection software will be used to screen student work for plagiarism.***
Emergency Procedures:
In the event of an emergency, BCHS has various procedures and plans in place to for the
protection of our students. These procedures are practiced throughout the school year via drills.
o Fire Drill (monthly)
o Students should exit Mrs. Dyer’s classroom and turn right. Students will exit the
building and meet the teacher at the tennis courts. There are a set of bleachers
where students can sit. We will not return to the building until we have been told
to do so and all students in the class have been accounted for.
o Tornado Drill (a few times a year)
o Students exit the classroom and go into the hall. Students kneel down and face
the wall with their heads and necks covered. Students should not kneel down in
door ways or near windows or exterior doors. All students should stay with the
class. We will not return to the room until it is safe to do so and all students in the
class have been accounted for.
o Earthquake Drill (a few times a year)
o Students will stay in the classroom. They will crawl under their desks/tables and
kneel down with their heads and necks covered. Students will remain under the
cover of the desk/table until it is deemed safe to return to their seats.
o Evacuation Drill
o In the event of an evacuation of the building, students must remain together as a
class. Mrs. Dyer will instruct the students as to where to go. All students should
meet at the designated area. No student will be allowed to leave the area or Mrs.
Dyer’s supervision until it is deemed safe to return to the school.
Classroom Rules and Expectations:
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Be Respectful! (Student disrespect will NOT be tolerated.)
-Violations of the class BYOD (cell phone) policy will not be tolerated.
-NO Sleeping: I also view attempts at sleeping as disrespectful behavior. Do not
even lay your head down on the desk. If I can’t see your eyes, I will assume that
you are sleeping and write you up.
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Be Prompt and Prepared!
-See tardy policy for more information on tardiness
-Coming to class unprepared (ie. without homework, notebook, or pencil) may
result in a write up.
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The teacher reserves the right to alter this syllabus at any time during the course.
 Participate in class EVERY day.
 Follow ALL school policies and procedures!
Consequences: (At teacher’s discretion)
-Warning (Yes, this syllabus counts as a warning!!!)
-Teacher/Student Conference
-Parent Contact and/or Disciplinary Action
BYOD Policy for Electronic Devices:
Students in my classroom will be permitted to use electronic devices (cell phones, e-readers,
tablets, etc.) ONLY under approved circumstances and only for eductional activities. Under NO
circumstances are students permitted to use devices to access social media sites, take photos or
make videos, watch unapproved videos, etc. Students will be asked to turn in cell phones when
not approved for use. The devices will be stored in the classroom during class time. Any student
found to be using a cell phone or other device without approval will be subject to disciplinary
action. The device will be confiscated and the student will be written up. The cell phone will be
held at school until a parent can come pick it up.
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The teacher reserves the right to alter this syllabus at any time during the course.
UNIT 1: Renaissance and Age of Exploration
(Approximately 15 days)
 Reading assignment in Merriman:
o Chapter 1
o Chapter 2
 Primary Document Assignments:
o City of Ladies by Christine de Pizan, The Book of the Courtier by Baldesar
Castiglione, Oration on the Dignity of Man by Pico della Mirandola, The Prince
by Machiavelli, The Civilization of the Renaissance in Italy by Jacob Burckhardt,
Myth of the Renaissance by Peter Burke, Northern Sources of the Renaissance by
Charles Nauert
o Slideshow of Renaissance art and architecture
o Free Response Essays and DBQ essays relating to the content of the unit
Topics Covered in Class:
1. Medieval Europe
a. Medieval society, economy, and government
b. State building
c. Development of new technologies
2. Exploration and Conquest of New World
3. Renaissance
a. Italian City-States
b. Renaissance values
i. Humanism
ii. Individualism
iii. Secularism
iv. Rationalism
c. Renaissance art and Literature
d. Northern Renaissance
e. Women during the Renaissance
Unit 2: Protestant Reformation and Religious Conflict
(Approximately 15 days)
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Reading assignment in Merriman:
o Chapter 3
o Chapter 4
Primary Document Assignments:
o Documents written by Martin Luther and John Calvin, In Praise of Folly by
Erasmus, Two interpretations of the Renaissance by Max Weber and G.R. Elton,
The Spark of the Reformation: Indulgences by Johann Tetzel, Constitution of the
Society of Jesus, What Was the Reformation by Euan Cameron, The Catholic
Reformation by John C. Olin, The Hammer of Witches by Heinrich Kramer and
Jacob Sprenger, The Devil’s Handmaid: Women in the Age of Reformations by
William Monter, Political and Religious interpretations of the Thirty Years’ War
o Slideshow of maps and art relating to the Reformation and religious wars
o Free Response Essays and DBQ essays relating to the content of the unit
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The teacher reserves the right to alter this syllabus at any time during the course.
Topics Covered In Class
1. Protestant Reformation
a. Causes
b. Martin Luther
c. John Calvin
d. Spread of Reformation (Anabaptists, Zwingli)
e. Reformation in England
2. Counter Reformation
a. Causes
b. Council of Trent
c. New religious orders
d. Peace of Augsburg
3. Religious Wars
a. Catholic crusade against Protestantism (ex. Phillip II of Spain)
b. French civil wars
c. The Netherlands
d. Conflict between England and Spain
e. Thirty Years’ War
i. Causes
ii. Course of the war
iii. Treaty of Westphalia
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Unit 3: The Atlantic World
(Approximately 10 days)
Reading assignment in Merriman:
o Chapter 5
o Chapter 6
Primary Document Assignments:
o The Chronicle of the Discovery and the Conquest of Guinea by Gomes Eannes de
Azurara, Memoirs: The Aztecs by Bernal Diaz del Castillo, The Expansion of
Europe by Richard B. Reed, Red, White, and Black: The People of Early America
by Gary Nash, The Powers of The Monarch in England by James I, The Powers of
Parliament in England by the House of Commons, Leviathan: Political Order
and Political Theory by Thomas Hobbes, The Causes of the English Civil War by
Conrad Russell, Second Treatise of Government by John Locke, The English Bill
of Rights
o Free Response Essays and DBQ essays relating to the content of the unit
Topics Covered in Class:
1. Economic Changes
a. Agriculture, Price Revolution, Depression
2. Spain
a. Rise of Spain
b. Impact of Silver
c. Dynastic Marriages
d. Philip II
e. Conflict with Ottoman Empire
f. Conflict with England
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The teacher reserves the right to alter this syllabus at any time during the course.
g. Decline of Spain
3. England
a. The English Tudors
b. Elizabethan Age
c. The English Stuarts
d. English Civil War
e. Glorious Revolution
f. Rise of Parliament and Decline of Monarchy
g. John Locke
h. English Society in 17th century
4. Golden Age of Dutch Republic
a. Religious Toleration
b. Patronage of Arts
c. Decline of the Dutch
Unit 4: Absolutism and the rise of the Intellectual
(Approximately 10 days)
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Reading assignment in Merriman:
o Chapter 7
o Chapter 8
Primary Document Assignments:
o A Secret Letter: Monarchical Authority in Prussia by Frederich William the Great
Elector, Austria Over All If She Only Will: Mercantilism by Philipp W. von
Hornick, The Discourse of Method by Rene Descartes, On the Revolutions of the
Heavenly Spheres by Nicholas Copernicus, Letter to Christina of Tuscany:
Science and Scripture by Galileo Galilei, The Papal Inquisition of 1633: Galileo
Condemned, Mathematical Principles of Natural Philosophy by Sir Isaac Newton,
Early Modern Europe: Motives for the Scientific Revolution by Sir George Clark,
No Scientific Revolution for Women by Bonnie S. Anderson and Judith P. Zinsser
o Free Response Essays and DBQ essays relating to the content of the unit
Topics Covered in Class:
1. Theories of Absolutism
a. Growth of the state
b. Absolutism and religion
c. Czarist autocracy and Russian Orthodox Church
2. French absolutism
a. Louis XIV and Versailles
b. Mercantilism
c. An end of toleration
3. Austrian Hapsburgs
4. Prussia
5. Russia
a. Muscovy
b. Peter the Great
6. Eastern European culture
7. Balance of power and the modern state
8. Scientific Revolution
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The teacher reserves the right to alter this syllabus at any time during the course.
a.
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Changing views of the Universe
Copernicus and Galileo
Anatomy
Descartes and Newton
Science and Religion
Impact
Unit 5: The Eighteenth Century
(Approximately 15 days)
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Reading assignment in Merriman:
o Chapter 9
o Chapter 10
o Chapter 11
Primary Document Assignments:
o The Social Contract by Jean Jacques Rousseau, The Age of Reason: Deism by
Thomas Paine, A Vindication of the Rights of Woman by Mary Wollstonecraft,
Philosophical Dictionary: The English Model by Voltaire, On the Wealth of
Nations by Adam Smith,
o Students will read Candide during this unit of study.
o Free Response Essays and DBQ essays relating to the content of the unit
Topics Covered in Class:
1. Economic and Social Change
a. Social order
b. British landed elite
2. Hints of the Industrial Revolution to come
a. Changes in agriculture
b. New technologies
c. England’s advantage
3. Adam Smith
4. Towns and Cities
5. Plight of Lower classes
6. Enlightenment
a. Enlightened ideas and Great thinkers
b. Cultural Enlightenment
c. Enlightened Absolutism
d. Educational and religious reforms
e. Legacy of Enlightenment
7. Colonial expansion
8. Rivalries
9. Prussia v. Austria
10. Seven Year’s War
11. Warfare in the 18th Century
12. Politics in Great Britain
a. The American Experience
13. Decline of Ottoman Empire and Partition of Poland
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The teacher reserves the right to alter this syllabus at any time during the course.
Unit 6: French Revolution
(Approximately 15 days)
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Reading assignment in Merriman:
o Chapter 12
o Chapter 13
Primary Document Assignments:
o Declaration of Rights of Man and Citizen, Declaration of the Rights of Woman
and the Female Citizen by Olympe de Gouges, Speech to the National
Convention- February 5, 1794: The Terror Justified by Maximilien Robespierre,
Loaves and Liberty: Women in the French Revolution by Ruth Graham, The
Napoleonic Code, Napoleon’s Diary, Under Napoleon: Napoleon as Enlightened
Despot by Louis Bergeron
o Slideshow of maps and art from the French Revolution
o Free Response Essays and DBQ essays relating to the content of the unit
Topics Covered in Class:
1. The Old Regime
a. Financial crisis
2. First stage of Revolution
a. Constitutional restraints on the monarch
3. Second stage of Revolution
4. The Terror
5. Napoleon
a. His beginnings
b. Rise to power
c. Consolidation of power
d. French Empire
e. Napoleonic Code
f. Beginnings of the end
6. Temporary restoration and return of Napoleon
a. Exile to St. Helena and aftermath
Unit 7: Europe in the Nineteenth Century
(Approximately 5 days)
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Reading assignment from Merriman:
o Chapter 15
Primary Document Assignments
o Secret Memorandum to Tsar Alexander I, 1820: Conservative Principles by
Prince Klemens von Metternich, On Liberty by John Stewart Mill, The Congress
of Vienna by Hajo Holborn, Tables Turned by William Wadsworth, The Origin of
Species and the Descent of Man by Charles Darwin, Social Statistics: Liberalism,
and Social Darwinism by Herbert Spencer, The Genius of Christianity by Eugene
Chateaubriand
o Slideshow of art from the 19th century
o Free Response Essays and DBQ essays relating to the content of the unit
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The teacher reserves the right to alter this syllabus at any time during the course.
Topics Covered in Class:
1. The restoration of Europe
a. Congress of Vienna
b. Conservative Ideology
i. Breakdown of the conservative plan
c. Bourbon restoration in France
2. The Revolution of 1830 (France)
3. Nationalism
4. British Reform Bill of 1832
5. The “New” Middle Class
a. Middle Class culture
b. Feminist movement
c. A culture of comfort
d. Education, religion, and leisure
6. Liberalism and Laissez-faire
7. Romanticism
Unit 8: Nineteenth Century Revolutions
(Approximately 15 days)
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Reading assignment from Merriman:
o Chapter 14
o Chapter 16
Primary Document Assignments:
o The Communist Manifesto by Karl Marx and Frederick Engels, Testimony for the
Factory Act of 1833: Working Conditions in England, Self-Help: Middle-Class
Attitudes by Samuel Smiles, Women and the Working Class by Flora Tristan, An
Eyewitness Account of the Revolutions of 1848 in Germany, The Revolutions of
1848 by John Weiss
o Slideshow of maps and art from the time period
o Free Response Essays and DBQ essays relating to the content of the unit
Topics Covered in Class:
1. Industrial Revolution
a. Demographic explosion
b. Agriculture
c. New transportation systems
d. Workers, labor, living conditions
e. Protests and social awareness
f. Origins of Socialism
i. Utopians to Marxism
2. Political Revolutions
a. Causes of Revolution
b. Revolutions in German states
c. Revolutions in Central Europe
d. Revolutions in Italy
e. Counter-Revolutionary Movements
f. The Second French Republic
g. Revolutions of 1848
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The teacher reserves the right to alter this syllabus at any time during the course.
Unit 9: Unification and Dominance
(Approximately 10 days)
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Reading assignment from Merriman:
o Chapter 17
o Chapter 18
o Chapter 19
Primary Document Assignments
o Speeches on Pragmatism and State Socialism by Otto von Bismarsk, The
Importance of Race by Houston Stewart Chamberlain, The Duties of Man by
Guiseppe Mazzini, writings from Dostoyevsky, Freud, and Nietsche, documents
dealing with Anti-Semitism
o Slideshow of Impressionist art and images reflecting the status of women in
Victorian society
o Free Response Essays and DBQ essays relating to the content of the unit
Topics Covered in Class:
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2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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Unification of Italy
German Unification
Hapsburg experience
Victorian Age
Crimean War
Reform Bill of 1867
Czars of Russia
Nihilists and Populists
France’s Second Empire
Science and Realism
Impressionism
Franco-Prussian War
The Paris Commune
Second Industrial Revolution
Changing Population
Social Changes
Mass Culture and Leisure
Unit 10: Mass politics, Nationalism, and Imperialism
(Approximately10 days)
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Reading assignment from Merriman:
o Chapter 20
o Chapter 21
Primary Document Assignments
o Why We Are Militant by Emmeline Pankhurst, The Subjection of Women by John
Stewart Mill, In Darkest England and the Way Out by William Booth, The White
Man’s Burden by Rudyard Kipling, Controlling Africa: The Standard Treaty by
the Royal Niger Company, Confession of Faith by Cecil Rhodes, The Boxer
Rebellion
o Slideshow of art, maps, and images from the time period
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The teacher reserves the right to alter this syllabus at any time during the course.
o Free Response Essays and DBQ essays relating to the content of the unit
Topics Covered in Class:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Mass Politics
From Liberalism to Nationalism
Universal manhood suffrage
Social Reforms
Women’s Suffrage
Changes and Continuities in British political life
Republican France
Russia and the Russo-Japanese War
Germany under Bismarck and William II
Imperialism
a. Scramble for Africa
b. Imperialism in Asia
c. Goals and motivations of imperialism
Unit 11: World War I
(Approximately 10 days)


Reading assignment from Merriman:
o Chapter 22
Primary Document Assignments
o The Greatness of War by Heinrich von Treitschke, The Black Hand, All Quiet on
the Western Front and The Lost Generation by Erich Maria Remarque, Reports
from the Front: The Battle for Verdun, 1916, Genteel Women in the Factories by
Naomi Loughnan, Fourteen Points by Woodrow Wilson, French Demands for
Security and Revenge by Georges Clemenceau, A Legacy of Embitterment by
Sigmund Freud
o Slideshow of images from WWI, propaganda posters, maps, etc.
o Free Response Essays and DBQ essays relating to the content of the unit
Topics Covered in Class:
1. Causes of the Great War
a. Alliance systems
b. New technologies and militarism
c. The Balkan Crisis and nationalism
d. The Assassination
2. Modern War
a. The changing nature of war
b. World war
c. U.S. entry
3. Peace plans
4. Impact of the War
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The teacher reserves the right to alter this syllabus at any time during the course.
Unit 12: The Russian Revolution and the 1920’s
(Approximately 10 days)


Reading assignment from Merriman:
o Chapter 23
o Chapter 24
Primary Document Assignments
o The Call to Power by V.I. Lenin, The Russian Revolution by Robert Service,
writings by Josef Stalin, Trotsky, and Kerenski, Execution by Hunger by Miron
Dolot
o Students will read Animal Farm during this unit of study
o Free Response Essays and DBQ essays relating to the content of the unit
Topics Covered in Class:
1. Russian Revolution
a. Background and causes of Russian Revolution
i. Unrest, failed reforms
ii. Lenin and the Bolsheviks
iii. 1905 Revolution
b. World War I and the Revolution
c. The October Revolution
d. The Civil War
e. Creation of Soviet Union
f. Stalin
2. Treaty of Versailles
3. Settlements in Eastern Europe
4. Nationalism v. colonialism
5. Post-war politics and the Economy
6. Rise of Fascism
a. Italian Fascism
b. German Fascism
Unit 13: World War II
(Approximately 15 days)


Reading assignment from Merriman:
o Chapter 25
o Chapter 26
Primary Document Assignments
o Doctrine of Fascism by Benito Mussolini, Mein Kampf by Adolf Hitler, Nazi
Propaganda Pamphlet by Joseph Goebbels, Hitler’s Willing Executioners by
Daniel Goldhagen, Neville Chamberlain In Defense of Appeasement, A Disaster
of the First Magnitude by Winston Churchill, testimonies relating to the
Holocaust including memoirs by Rudolf Hoess and Holocaust survivors
o Slideshow or images from WWII and the Holocaust, propaganda in support of the
war and Anti-Semitism, maps, etc.
o Free Response Essays and DBQ essays relating to the content of the unit
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The teacher reserves the right to alter this syllabus at any time during the course.
Topics Covered in Class:
1.
2.
3.
4.
5.
6.
Impact of Great Depression
Fascist Movements
The French Popular Front
Nazism
Spanish Civil War
Outbreak of WWII
a. War in Europe
b. Global War
c. Hitler’s “New European Order”
d. Turning of the tide
7. Holocaust
8. Allied Victory
a. Yalta
b. VE and VJ Day
9. Impact of WWII
Unit 14: Cold War
(Approximately 15 days)


Reading Assignment from Merriman:
o Chapter 27
o Chapter 28
o Chapter 29
o Chapter 30
Primary Document Assignments
o The Iron Curtain by Winston Churchill, The Truman Doctrine and Marshall Plan,
The Cold War: A Soviet Perspective by B.N. Ponomaryov, The Berlin Wall by
Jens Reich, Declaration Against Colonialism by The General Assembly of the
United Nations, The Balfour Declaration, The Second Sex by Simone de
Beauvoir, A Feminist Manifesto by Redstockings, writings by Khrushchev,
Gorbachev, Putin, Kennedy, etc.
o Slideshow of artistic trends in the post-war world, images from the Cold War and
decolonization, etc.
o Free Response Essays and DBQ essays relating to the content of the unit
Topics Covered in Class:
1. Aftermath of WWII
a. Potsdam Settlement
b. UN and Cold War Alliance
c. Economic and Social Unrest
d. Truman Doctrine and Marshall Plan
e. Eastern Europe in Soviet hands
2. Labor Party in Britain
3. The New French Republic
4. Decolonization
5. Economic and Social changes
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The teacher reserves the right to alter this syllabus at any time during the course.
6. Cold War
a. Korea
b. Tensions between superpowers
c. Sino-Soviet competition
7. Politics in a changing world
a. Growth of democracy
8. Decline of religion
9. The European Community and the European Union
10. Economic growth
a. Oil and the global economy
11. Threats to peace
a. Weapons, terrorism, religious and ethnic conflict
12. Fall of Communism
a. Prague Spring
b. Brezhnev Doctrine
c. Gorbachev era (glasnost and perestroika)
d. Poland and Hungary
e. Fall of the Wall
f. Fall of Soviet Union
13. Entrance into the 21st century
AP Exam will be administered in May, 2015
POLICY STATEMENT
“Students enrolled in any Advanced Placement Course will be encouraged, but not required, to take the College
Board Advanced Placement Exam for that subject. All exam fees will be the responsibility of the individual
student. Any student electing not to take the AP exam will be required to take the final exam for this course.
The final exam will carry the same weight as all other final exams for Barren County High School.”
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The teacher reserves the right to alter this syllabus at any time during the course.