MADISON PUBLIC SCHOOL
Advanced Placement Modern European History
Authored by: Robert Grundfest
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Mark DeBiasse,
Supervisor of Humanities
Adopted by the Board: January, 2013
Members of the Board of Education: Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
Advanced Placement Modern European History is a rigorous examination of European history from
approximately 1450 to the present. Students are expected to have some familiarity with those aspects of the late
medieval period which have an impact on post-1450 events, as well as to demonstrate knowledge of basic
chronology and of major events and trends from approximately 1450 to the present.
There are essentially three goals for an AP program:

To develop an understanding of some of the principle themes in modern European history
(intellectual - cultural, political-diplomatic, and social-economic);

To develop an ability to analyze historical evidence;

Prepare students to write with fluency and precision.
The course is offered to students in the 11th and 12th grades and is intended to prepare them to take the AP
exam in Modern European History.
II.
RATIONALE
The rationale for the AP Modern European History course is to:

Develop an understanding of cause and effect in relationship to the political, economic and social
evolution of Europe and its place in the world.

Learn data, and then use the data to validate a statement, compare and contrast, demonstrate
cause and effect, predict, locate reliable sources of information, solve a problem, make a
decision, and/or construct a model.

Challenge students to develop higher level thinking, writing, and critical analysis skills.
Afford students the opportunity to complete college level work as high school students.
III.
STUDENT OUTCOMES (Link to New Jersey Core Curriculum Standards)
NJ Core Curriculum Standard 6.3 The Students will:
1. Describe the significant social and cultural changes that took place during the Renaissance, including
advances in printing press technology, the works of Renaissance writers and elements of Humanism,
the revival of Greco-Roman art, architecture, and scholarship, and differing ideas on the role of
women.
2. Describe the early influences on the Scientific Revolution and the Enlightenment, including:

Renaissance Humanism with emphasis on human reason as opposed to total reliance on
faith

Medieval theology

New global knowledge

The use of reason and freedom of inquiry as challenges to authoritarianism, including the
works of Montesquieu, Locke, and Jefferson
3. Discuss the contributions of the Scientific Revolution to European society, including important
discoveries in mathematics, physics, biology, and chemistry, and the significance of the scientific
method advanced by Descartes and Bacon.
4. Discuss the major developments in European society and culture, including:

The Protestant Reformation as a result of the weakening of the Papacy and revolts against
corruption in the Church

Martin Luther and John Calvin as leaders of new sects that establish the importance of
the individual conscience, including religious choice

European explorations and the establishment of colonial empires

Trans-Atlantic slave trade and its impact on Africa

Commercial Revolution




The English Revolution and the strengthening of Parliament as a countervailing force to
the monarchy and importance of the balance of powers, including the Glorius Revolution
and the English Bill of Rights
Economic consequences of European expansion, including the role of the mercantilist
economic theory, the commercial revolution, and the early growth of capitalism
The economic, social, religious, and political impact of the Plague
The Age of Revolutionary Change (1750-1914)
1. Discuss the causes and consequences of political revolutions in the late 18th and early 19th
centuries, including:

The impact of the American Revolution on global political thought

The ideas and events that shaped the French Revolution (e.g., monarchy vs. social ideals
of liberty, equality, and fraternity; political beliefs and writings; development of the
empire)

The emergence of a politically active middle class and the rise of ideologies which
questioned class structure in many European countries contributing to socialism and
communism

How the Industrial Revolution, based on new manufacturing processes and the

availability of labor, began the preeminence of Europe in the world economy

The concept of laissez-faire and the ideas of Adam Smith in Wealth of Nations

Democratic and social reforms, including the struggle for women’s rights and the
expansion of parliamentary government

The rise of European nationalism, imperialism, and its effect on the European balance of
power, particularly the unification of Italy and Germany
2. Discuss how industrialization shaped social class (e.g., child labor, conditions of social class) and the
development of labor organizations.
3. Explain the main patterns of global change in colonizing Africa, Asia, the Middle East, and the
Americas, including the Indian Ocean and Pan Asian economies prior to the rise of Europe.
4. Trace the growth of independence movements and the rejection of colonialism including the Haitian
Revolution and leaders such as Toussaint L’Ouverture, Simon Bolivar in Venezuela, and Jose Manti
in Cuba.
5. Describe how Christianity, Islam, and Buddhism spread during this period, including the areas of
influence and reasons for the growth.
6. Discuss events that shaped the social structure of Russia in the 19th and early 20th century,
including:

Peasants, aristocracy, and serfdom

Czarist reforms and the abolition of serfdom

Relations with the Ottoman Empire

Development of the Trans-Siberian railroad and other forms of modernization
The Era of the Great Wars (1914-1945)
1. Analyze the causes and aftermath of World War I, including:

The growth of European nationalism and increased competition for resources and
markets

Technology and the changing face of war

The Russian Revolutions of 1905 and 1917 and the creation of the Soviet Union (e.g.,
Lenin’s political ideology, Marxist economic policies, Stalin’s policies on
industrialization)

The League of Nations and the effects of the Versailles Conference on Europe, Africa,
Asia, and the Middle East

Nationalism and propaganda

Disintegration of the Ottoman Empire
2. Analyze the background and global consequences of actions leading to World War II, including:

The Great Depression, including the Stock Market Crash of 1929, massive business and
bank failures, and 12 million lost jobs

The rise of totalitarian governments in the Soviet Union, Germany, and Italy

The fall of the democratic Weimar Republic and the rise of Nazism and European antiSemitism resulting in the Holocaust and its impact on Jewish life and culture and
European society

Other twentieth century genocides, (e.g., Turkey/Armenia, Soviet forced collectivization
in the Ukraine, Japan’s occupations in China and Korea)

Evaluate the importance of the beginning of the Atomic Age in science, the technological
revolution, and the implications of military technology used in war
The Modern World (1945-1979)
1. Analyze the transition from wartime alliances to new patterns of global conflict and cooperation, and
the reconstruction of Europe and Asia, including:

The origin and major developments of the Cold War

Communist takeover in China, Korea, and Vietnam and the creation of NATO, SEATO,
and CENTO

The formation, structure, and purpose of the United Nations

The Truman Doctrine and the Marshall Plan

The growth and decline of Communism in Eastern Europe

The rise of nationalism and the beginning of nation-building movements in Africa, Latin
America, and Asia

The international arms race and nuclear proliferation

The non-aligned nations during the Cold War as the voice of the Third World
2. Apply historical analysis to explain global political, economic, and social changes in the 20th
century, including:

Growth and adaptation of Communism in China

Japan’s economic and political transformation and growth of East Asian economies

Conflicts in Eastern Europe and the Middle East

The Israel/Palestine conflict

The impact of Gandhi and the nonviolence movement

Apartheid and South Africa
Looking to the Future (1980-present)
1. Analyze global political, economic, and social changes in the 20th century, including:

The Gulf War

The war in Iraq

Growth of a world economy with the information, technological, and communications
revolutions

The oil crisis and impact of oil producing countries on world economy
2. Assess the growth of a worldwide economy of interdependent regions and the development of a
dynamic new world order of increasingly interdependent regions, including NATO, the World Bank,
the United Nations, the World Court, the North American Free Trade Agreement, and the European
Economic Union, IMF and OPEC.
3. Evaluate the paradoxes and promises of the 21st century, including:

Technological growth

Economic imbalance and social inequalities among the world’s people

New patterns of world migration shaped by international labor demands

Global market, economy, trade, and communications

Rapid population growth and increasing urbanization

The growth of terrorism as a means of warfare

Democratic Reform
4. Analyze the development and effects of multinational corporations on trade, employment, and the
environment.
NJ Core Curriculum Standard 6.1
The students will:
1.
Analyze how historical events shape the modern world.
2.
Formulate questions and hypotheses from multiple perspectives, using multiple sources.
3.
Gather, analyze, and reconcile information from primary and secondary sources to support or reject
hypotheses.
4.
Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
5.
Evaluate current issues, events, or themes and trace their evolution through historical periods.
6.
Apply problem-solving skills to national, state, or local issues and propose reasoned solutions.
7.
Analyze social, political, and cultural change and evaluate the impact of each on local, state, national,
and international issues and events.
8.
Evaluate historical and contemporary communications to identify factual accuracy, soundness of
evidence, and absence of bias and discuss strategies used by the government, political candidates, and
the media to communicate with the public.
IV.
ESSENTIAL QUESTIONS AND CONTENT
A. INTRODUCTION & THE RENAISSANCE (1300-1550)
Questions:
1.
What were the major developments which shaped Europe by 1450?
2.
Was the Renaissance merely the end of the Middle Ages, or a period distinct in its own right?
Key Ideas:
1.
Describe the major aspects of the Middle Ages which influenced the early modern period.
2.
Account for the appearance of the Renaissance, and describe its impact on Europe—political, social,
economic, cultural.
3.
Describe the major characteristics of Renaissance art and architecture, distinguishing between the
Northern and Southern Renaissance.
4.
Summarize the ideas and achievements of significant Renaissance figures.
5.
Trace the emergence of such nation-states as Spain, France, and England.
6.
Explain causes and results of the major events and developments of the Renaissance period.
B. THE REFORMATION & RELIGIOUS WARS (1500-1648)
Question: Was the Reformation primarily a religious, political, or economic movement?
Key Ideas:
1.
Account for the appearance of the Reformation, and describe its consequences.
2.
Compare and contrast beliefs of the major religious leaders and groups during the Reformation period.
3.
Contrast the character of the Reformation in England, France, and Holy roman Empire.
4.
Explain causes and results of the major events of the Reformation, including the wars. 5. Explain the
impact of events in this unit on art and society (education, women, the family).
C. NEW POLITICAL SYSTEMS & PHILOSOPHIES (1600-1740)
Question: Why did parliamentary government develop in England but not in France?
Key Ideas:
1.
Trace the rise of constitutionalism in England, explaining causes of the revolutions and assessing results.
2.
3.
4.
5.
6.
Describe the rise of absolutism in France and Eastern Europe.
Contrast the attitudes of the English and French governments by 1700 towards religion.
Assess the roles of Cromwell, Richelieu, Louis XIV, Frederick William I, and Peter the Great in
building their respective governments and states.
Describe the major figures of the Scientific Revolution and other 17th-c. thinkers, and assess their
impact on western thought.
Describe Baroque art, showing its relationship to absolutism.
D. EUROPE IN THE AGE OF ENLIGHTENMENT (1700-1775)
Question: How modern were the 18th-c. philosophes and enlightened despots?
Key Ideas:
1.
Describe the Old Regime in terms of class structure, the family, and minorities.
2.
Identify entrenched economic patterns and the seeds of economic change.
3.
Summarize the causes and effects 0f the 18th century’s colonial wars.
4.
Describe changes in artistic styles, relating them to intellectual and political changes.
5.
Summarize the major ideas of significant philosophes and the impact of each.
6.
Illustrate “enlightened despotism” with reference to developments in France, Prussia, Austria, Russia,
and Poland.
E. THE AGE OF REVOLUTION AND NAPOLEON (1770-1815)
Question: Which was most significant in causing the French Revolution – political, economic, social, or
intellectual forces?
Key Ideas:
1.
Identify the Revolution’s significant phases and the factors which started, dominated, and ended each.
2.
Account for napoleon’s rapid rise to power and even more rapid decline.
3.
Compare and contrast Louis XVI, Robespierre, and Napoleon as to leadership, motives, methods, and
successes.
4.
Evaluate the successes and failures of the Congress of Vienna.
5.
Illustrate characteristics of Romanticism with reference to specific artists.
F. THE GENERATION AFTER NAPOLEON (1815-1848)
Question: Which revolution had the greatest positive impact on European development?
Key Ideas:
1.
Compare and contrast the objectives of the Great Powers At Vienna with their successes in the next
generation.
2.
Explain how and why political revolutions broke out periodically between 1815 and why, in many cases,
they failed.
3.
Summarize and evaluate the ideas which shaped the political and economic climate of Europe by the
mid- 19th century.
4.
Assess the short- and long-term effects of the Industrial Revolution on society.
G. THE AGE OF NATIONALISM, URBANIZATION, & MATERIALISM (1850-1914)
Question: Was nationalism a positive or negative force in the late 19th century?
Key Ideas:
1.
Assess the roles of Count Cavour, Garibaldi, Bismarck, Napoleon III, and Francis Joseph in the growth
of nationalism in the respective countries.
2.
Describe the impact of continued industrialization on the economy, urban areas, the class structure,
women, minorities, and laborers.
3.
4.
Trace the development of socialist thought.
Identify various intellectual changes which produced what is termed “modern European thought.”
H. THE AGE OF EUROPEAN SUPREMACY (1870-1920)
Question: Who bore the greatest responsibility for “the Great War?”
Key Ideas:
1.
Describe the “new imperialism” and explain its occurrence.
2.
Describe the consequences of imperialism for European and non-western nations, including colonial
powers, colonies, and those countries not directly involved in imperialism.
3.
Summarize causes and consequences of World War I, accounting for the enormity of the latter.
4.
Evaluate the fairness and impact of the Versailles peace settlement.
5.
Explain the relationship between World War I and the Russian Revolution, and the latter’s impact.
I. EUROPE BETWEEN THE WARS (1918-1939)
Question: Was World War II inevitable?
Key Ideas:
1.
Summarize the political, economic, and problems of the postwar period, and account for the severity of
the crises.
2.
Describe the nature of 20th-c. totalitarianism, noting similarities and differences between fascism and
communism.
3.
Account for the consolidation of authoritarian power in Italy, Germany, and Spain between the wars.
4.
Assess Allied leader’s attempts to maintain peace and prosperity.
5.
Describe how the arts reflected the culture of the period, using specific examples.
J. GLOBAL WAR & ITS AFTERMATH (1939-PRESENT)
Question: Has total war become obsolete since 1945?
Key Ideas:
1.
Discuss World War II – Failure of diplomacy, Spanish Civil War, global conflict, Allied victory
2.
Describe the Postwar recovery period
3.
Describe the Cold War era: origins, major policies, division of Europe, events
4.
Compare leaders of the Soviet Union: Khrushchev and Brezhnev
5.
Discuss the political developments in Western Europe
6.
Compare two areas of conflict: Vietnam & Middle East
7.
Describe the current European economy and society
V.
A.
B.
C.
D.
E.
F.
G.
INSTRUCTIONAL STRATEGIES
Reading of primary and secondary sources
Discussion: partner, small, and large group
Lecture/Demonstrations
Class debates
Guest speakers
Independent research
Media presentations
VI.
EVALUATION
Evaluation of student performance
a. Regular homework assignments. These include such activities as notes from assigned readings,
answers to study questions, time lines, summaries, fact sheets, “opinion pieces”, and maps.
b.
c.
d.
e.
Tests
Participation in class discussions and activities.
Writing assignments
Oral presentations based on research by both individuals and small groups. The latter might include
individual presentations, panel discussions, debates, and simulations.
f. Quizzes
Makeup work is the student’s responsibility and must be completed within the school’s guidelines (two days for
each day’s absence) unless specific arrangements are made with the teacher.
VII. REQUIRED RESOURCES
Proposed texts:
Palmer, Colton and Kramer. A History of the Modern World, McGraw Hill. New York, 2002 Kagan, Ozment
and Turner, The Western Heritage, Prentice-Hall, New Jersey, 2001
Supplemental text:
Sherman, Dennis, Ed., Western Civilization—Sources, Images and Interpretations, McGraw-Hill, New York,
2004.
Videotapes and Special Programs
A variety available from Central Jersey Instructional Media Service, the Social Studies Department and the
MHS Media Center per unit of study. These sources will be used in whole or in part to enhance student
learning. Some examples include:
The Western Tradition
World War One Series
Martin Luther
World War Two Series
Napoleon
1945-1985: The Cold War
Day the Universe Changed
Europe on the Brink
Maps, charts and graphs available throughout the Social Studies department
Periodicals and Newspapers
Current periodicals - Time, Newsweek, U.S. News and World Report, etc. as relevant to units of study. Daily
newspapers available in MHS Media Center
VIII. SCOPE AND SEQUENCE
1. Introduction and Review-One Week
A. Introduction-Course overview and expectations: "The past has shaped us and it will continue to influence
our future"
B. Medieval Political Organization: Feudalism
C. Medieval Social and Economic Organization: Manorialism and the Three Estates
D. The Medieval Church and Scholasticism
2. The Renaissance and Reformation -Two Weeks
A.
Prelude and Renaissance i. Palmer pp. 48-68 #2
B.
Renaissance Outside Italy and new Monarchies
i. Palmer pp. 68-77 #8
C.
Reformation: Causes and Events i. Palmer pp. 77-90 #17
D.
Catholic Counter Reformation i. Palmer pp. 90-96 #23
E.
Sherman Primary Sources CH 1,2
F.
Test and DBQ
3. Rise of Trade and the Religious Wars -Two Weeks
A.
Trade and the Commercial Revolution
i. Palmer pp.97-112
B.
Trade’s Effect on European Society
i. Palmer pp. 112-118
C.
The Wars of Religion
1.
Dutch
a. Palmer pp. 118-127
2.
French
a. Palmer pp. 127-133 3.
3.
Thirty Tears War
a. Palmer pp. 133-139 #12
D. Sherman Primary Sources CH 3
E. Test and DBQ
4. Western and Eastern Europe, 17th and 18th Centuries —Two Weeks
A. Western Europe
i.
Balance of Power
1. Palmer pp. 143-147
ii.
Dutch
1. Palmer pp. 147-153
iii.
English Upheavals
1. Palmer pp. 153-167 #31
iv.
France and Louis XIV
1. Palmer pp. 167-186 #172 (use ii and iv)
B. Eastern Europe
i.
Three Aging Empires pp.
1. Palmer 187-196
ii.
Austria and Prussia
1. Palmer pp. 197-209
iii. Russia and Peter the Great
1. Palmer pp. 209-220
iv. Poland
1. Palmer pp. 220-224
C. Group Presentations
D. Sherman Primary Sources CH 4 and 5 E. Test and DBQ
5. Social Change in the 18th Century—One Week
A. Life Under the Old Regime
i.
Kagan pp. 514-528
ii.
Palmer pp. 226-233 and 237-241
B. Sherman Primary Sources CH 7
C. Analyze how social stratification affected pre-industrial European economics, family life and beliefs
D. Test and DBQ
6. Scientific Revolution and the Age of Enlightenment —Two Weeks
A. Science and Philosophy
i. Kagan pp. 450-464
B. Spreading of Knowledge
i. Kagan pp. 464-467 #42 (with A)
C. Women, Science and Witchcraft
i. Kagan pp. 467-477
D. History and Politics
i. Palmer pp. 284-293
E. Enlightenment
i. Philosophes and Others
1.
Palmer pp. 296-308
2.
Kagan pp. 594-601
ii. Women
1.
Kagan pp. 606-609 #54 (with i)
iii. Enlightened Despotism
1.
Palmer pp. 308-323
F. British Reform
i. Palmer pp. 323-330
G. Sherman Primary Sources CH 6 and 8
H. Test and DBQ
7. The French Revolution and Napoleon -Two Weeks (#59-64, 76)
A. Causes and Outbreak
i. Kagan pp. 625-638
B. France Under Revolutionary Government
i. Kagan pp. 638-645
C. Birth of the Republic and Reign of terror
i. Kagan pp, 645-659
D. End of the Terror
i. Kagan pp. 659-663
E. Rise of Napoleon
i. Kagan pp. 668-672
F. Napoleon’s Empire Rises and Falls
i. Kagan pp. 673-689
ii. Palmer pp. 398-403 and 419-422
G. Rise of Romanticism
i. Kagan pp. 689-701 #66 or 82 (with online resources)
H. Sherman Primary Sources CH 9 and 10
I. Test and DBQ
8. Reaction and Revolution 19th Century—Two Weeks (67, 70-72, 80, 88, 89, 91)
A. The Industrial Revolution
i. Palmer pp. 427- 436
ii. Kagan pp. 537-544 and 744-760
B. The Isms
i. Palmer pp. 409-413 and 436-451
C. Foreign and Domestic Events 1815-1830
i. Palmer pp. 451-461
D. Revolutions of 1830
i. Palmer pp. 461-469
E. Triumph of the Bourgeoisie
i. Palmer pp. 469-474
F. Revolutions of 1848
i. Palmer pp. 475-495
G. Marxism
i. Palmer pp. 495-503
H. The Second Bonaparte
i. Palmer pp. 503-507
I. Sherman Primary Sources CH 11 and 12
J. Test and DBQ
9. Unifications and The European Century -Two Weeks
A. Unifications of Italy and Germany (compare/contrast)
i. Palmer pp. 509-526
B. Austria-Hungary and Russia
i. Palmer pp. 526-535 #92
C. France Under the Third Republic
i. Kagan pp. 792-798
D. Great Britain
i. Kagan pp. 807-811
E. Sherman Primary Sources CH 13
F. Test and DBQ
10. The 19th Century: Europe Supreme -Three Weeks
A. Population and Economics
i. Palmer pp. 555-574
B. Urban Life
i. Kagan pp. 819-824 #96 (with A)
C. Women and Jews
i. Kagan pp. 824-835 #84
D. New Ideas
i. Kagan pp. 854-862
E. Science and Literature
i. Kagan pp. 862-872 #102 (with D)
F. Weakening of Liberalism
i. Palmer pp. 607-612
G. Racism and Anti-Semitism
i. Kagan pp. 875-878 #95
H. Sherman Primary Sources CH 14
I. Test and DBQ
11. Imperialism and WWI -Two Weeks
A. Imperialism
i. Palmer pp. 613-623
B. End of the Ottoman Empire
i. Palmer pp. 627-631
C. Africa
i. Palmer pp. 633-642 #104 (with A)
D. World War I
i. Causes Palmer pp. 657-666
ii. Fighting Palmer pp. 666-681
E. Social Effects of the War and the Treaty of Versailles
i. Palmer 681-696 #113
F. Sherman Primary Sources CH 15
G. Test and DBQ
12. Europe Between the Wars: 1917-1939 - Two Weeks
A. The Russian Revolution
i.
Rise of Bolshevism
1. Kagan pp. 842-849 #118 (in notes?)
ii.
Background to Revolution and Effects of 1905
1. Palmer pp. 697-712 and 653-656 #93 (with i)
iii. Revolution of 1917
1. Palmer pp. 712-719
B. Early USSR
i. Palmer pp. 719-728 #116
C. Stalin
i. Palmer pp. 729-742
D. Western Europe and New Eastern nations
i. Palmer pp. 743-753
E. Worldwide Depression i. Palmer pp. 764-772 #113 (with D and online resources)
F. Sherman Primary Sources CH 16
G. Test and DBQ
13. Democracy, Dictatorship and World War II -Two Weeks
A. Britain and France
i. Palmer pp. 777-785
B. Rise of Fascism
i.
Italy Palmer pp. 785-790
ii.
Germany Palmer pp. 790-800
C. World War II
i.
Causes Palmer pp. 801-809
ii.
Fighting Palmer pp. 809-826
iii.
The Peace Palmer pp. 828-832
iv.
Holocaust Kagan pp. 1042-1046
D. Sherman Primary Sources CH 17
E. Test and DBQ
14. The Cold War and Modern Europe -Two Weeks
A. Cold War Events
i. Palmer pp. 833-849
B. Post-War Western Europe
i. Palmer pp. 849-869
C. Post-War Eastern Europe
i. Palmer pp. 869-875
D. Fall of Communism
i. Palmer pp. 975-1005
E. Europe Today
i. Palmer pp. 1006-1028
F. Social Currents
i. Kagan pp. 1048 -1061
G. Sherman Primary Sources CH 18 and 19
H. Test and DBQ
15.
Course Final Examination (excluding exemptions) and AP Examination Review
16.
AP Examination
17.
Final Project and 4th Marking