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AP* European History
Course Syllabus
Introduction
Advanced Placement European History is a high school class designed for students who wish to
challenge themselves with a college-level introductory course in European history. The AP
European History exam taken in May presumes that this course will cover at least two semesters
of college-level introductory European history. (Information about the AP Exam can be found on
page 9.)
Therefore, this course will be taught at the collegiate level. Students must understand that the
most significant differences between a “regular” high school history course and a college-level
history course is the greater reliance upon a student’s ability to read large amounts of primary
and secondary sources independently. In addition, the material covered within the course is
expected to be of greater depth and focus. To put it simply, the AP curriculum demands a
rigorous work ethic, higher-order thinking skills, deeper comprehension, the ability to recall vast
amounts of historical facts, dates, and names quickly and accurately, and the skill to write
complex historical analysis.
We expect all students to take the A.P European History exam given by College Board in May of
2016 in order to seek college credit. Each AP Exam costs $89. Scholarship opportunities will be
available for students who participate in the free/reduced lunch program. Students not taking the
National exam will be required to take a full-length released exam as a final exam (no matter
your grade level or exemption status). The final exam will not allow you the opportunity to earn
college credit.
Course Scope and Themes:
This course will explore the five themes set forth by the College Board as a means of
understanding the fabric of Modern European History from 1450 to the present. Therefore,
students will be studying the interaction of Europe and the world, poverty and prosperity,
objective knowledge and subjective visions, states and other institutions of power, and individual
and society, beginning with the Renaissance and moving forward concluding with a look at the
failure of communism and the rise of global terrorism.
Course Objective
The study of history goes beyond the mastery of content. It is about the development of critical
skills that will serve students in college and as lifelong learners. This course will require
students to reason historically about continuity and change over time and make comparisons
among various historical developments in different times and places. Therefore, this course will
help students develop and improve the following skills:
 Historical Causation – compare causes and/or effects
 Patterns of Continuity and Change Over Time – analyze and evaluate historical patterns
of continuity and change over time
 Periodization – explain ways that historical events and processes can be organized within
blocks of time
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Comparison – compare related historical developments and processes across place, time,
and/or different societies or within one society as well as explain and evaluate multiple
and differing perspectives on a given historical phenomenon
Contextualization – explain and evaluate ways in which specific historical phenomena,
events, or processes connect to broader regional, national, or global processes occurring
at the same time
Historical Argumentation – construct convincing interpretations through analysis of
disparate, relevant historical evidence as well as evaluate and synthesize conflicting
historical evidence to construct persuasive historical arguments
Appropriate Use of Relevant Historical Evidence – analyze features of historical
evidence such as audience, purpose, point of view, format, argument, limitations, and
context germane to the evidence considered as well as make supportable inferences and
draw appropriate conclusions from historical evidence
Interpretation – evaluate how historians’ perspectives influence their interpretations and
how models of historical interpretation change over time
Synthesis – combine disparate, sometimes contradictory evidence from primary sources
and secondary works in order to create a persuasive understanding of the past
Course Requirements
1. Completion of Reading Assignments
The reading load for this class is heavy, to say the very least. Readings include primary
and secondary sources along with an advanced text geared to increase your reading
ability. It is of utmost importance to keep up with the assigned readings in order to keep
pace. The majority of test questions, particularly the multiple choice, will come primarily
from reading material and lectures. Lectures are designed to complement the reading
material, not to take its place. It is suggested that you not only read the material carefully,
but also take notes to help make sense of what you read. It is also a good idea that you
write down questions about confusing aspects of the reading and present them during
class time to initiate discussion. (See “Reading a Text” on page 7 for suggestions on
reading and comprehension.)
2. Participation in Class Discussion
The grading scale for participation is as follows: students receive a mark of 0 for no
participation, 1 point for regular participation, 2 points for outstanding participation, but
may receive the mark of -1 if the student is not prepared for class. Each student is
encouraged to actively participate in class discussions and articulate viewpoints and
thoughts on the material covered in the course. By keeping up with the course readings,
you should have plenty to talk about. The atmosphere of the class, you will find, is much
better when everyone is actively engaged on the task at hand. The best way to check your
participation level is to try to remember at home or after class what you contributed to
the class. If you cannot recall anything constructive you said, chances are neither can I.
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3. Completion of the European Map Assignment (Due the 1st day of the 2nd Nine
Weeks Grading Period)
Students are required to complete a detailed map of Europe. Instructions will be provided
in a separate packet. Sloppy, incomplete, or late maps will earn a grade of zero! Partial
credit will not be given, and no credit will be given when directions are not followed.
Acceptable maps must be NEAT, ACCURATE, and COMPLETE. Additionally, students
will take a map quiz on the assignment due date.
4. Completion of Assigned Essays as Scheduled
The students who score the highest on the AP European History board exam are not only
those who master the multiple choice section, but also those who are effective writers.
You will have plenty of practice in writing the two types of essays found on the AP
exam.
The Long Essay Question (LEQ)
Students will complete a minimum of one free-response essay per marking period.
Additional essays may be assigned as time permits. Students will answer the essay
question provided in a four/five paragraph essay (approximately 250-300 words) that
demonstrates the student’s ability to analyze and interpret the content and provide a
precise, clear thesis statement.
LEQs will be graded on the regular 6-point scale, with no half points being awarded. The
standards for grading will focus on thesis clarity, logic of argument, evidence, outside
information provided, etc. The essay conversion scale for the LEQs is as follows:
6=
5=
4=
3=
2=
1=
0=
95%
85%
77%
73%
67%
63%
50%
=
=
=
=
=
=
=
A
B
C+
CD+
DNot Passing (if attempted)
A high scoring essay must clearly
execute the prompt’s directive,
provide a proper thesis, be
balanced in approach, support
thesis w/ evidence, synthesize
information, and be wellorganized & well-written.
The Document-Based Question (DBQ) Essay
Students will complete a minimum of one DBQ per marking period. Additional DBQs
may be assigned as time permits. The components of a DBQ and techniques for writing
the essay will be covered in class through lecture and practice. Each essay will be worth
100 points and will be assigned a score on the AP board’s 7-point scale. Each essay
should be approximately 500-700 words in length. The Document-Based portion of the
AP European History exam is arguably the most difficult portion of the test which
involves analyzing and synthesizing multiple documents and other primary sources into a
coherent, interpretive essay.
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DBQs will be graded on the regular 7-point scale, with no half points being awarded.
The standards for grading will focus on thesis clarity, logic of argument, evidence,
outside information provided, etc. The essay conversion scale for the DBQs is as follows:
7=
6=
5=
4=
3=
2=
1=
95%
85%
77%
73%
67%
63%
50%
=
=
=
=
=
=
=
A
B
C+
CD+
DNot Passing (if attempted)
A high scoring essay must clearly
execute the prompt’s directive,
provide a proper thesis, be
balanced in approach, support
thesis w/ evidence, synthesize
information, and be wellorganized & well-written.
Historiography Essay (Due on the 1st day of the 3rd Nine Weeks Grading Period)
Throughout the course you will learn that history is an interpretation and that recorded
history does not offer a universal truth. This assignment is designed to help you
understand how historians “write” history. Historiography literally means “historical
writing” and is the study of historical writing.
The requirements for each component for the Historiography Essay project are as
follows:
1. CHOOSE A TOPIC (15 points)
Research a resistance movement that occurred in Europe prior to 1848. Write a
two-paragraph summary of a historical event, figure, organization, or movement
that interests you.
2. SOURCES (5 points)
Find at least 3 sources that provide background information on the resistance
movement and the social, political, and economic conditions that facilitated it.
1) All web sources must be approved by the teacher before you include it in your
final paper.
2) All sources must be submitted on the due date of the essay.
3. WORKS CITED (10 points)
Compile a Works Cited list of all the sources you used in your research and/or
quoted in your paper. You must use APA format to cite your answers.
4. HISTORCIAL CONTEXT (70 points)
Write an overview essay of the resistance movement you researched. You must
address the following:
- What social, political, and economic conditions caused the movement?
- What impact did it have on individuals and society?
The paper must be 250-500 words (1-2 pages), typed, double-spaced, 12 point
“Times New Roman” font. NO EXCEPTIONS!
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5. Completion of Unit Tests as Scheduled
Unit tests will be scheduled at the end of each unit. Tests will consist of 20-40 multiple
choice questions and will be timed. The time of each test will depend on the number of
questions and the current allotted time per question based on course progression
throughout the year. In other words, as the course progresses, the amount of time allotted
per question will shorten which will require a quicker response time.
6. Completion of Chapter IDs
Students will be required to complete identifications for each chapter. Identifications
(IDs) are words critical to each chapter of study in AP Euro. IDs will ultimately serve as
flash cards in preparation for the AP Exam. IDs are due on the day of completion of the
Chapter. IDs should be completed on 3x5 index cards using the format provided (see ID
Handout).
7. Reading/Review Quizzes
Students should expect a minimum of two quizzes each week. Quizzes will be utilized to
encourage reading as well as review covered material. Quizzes will either be multiple
choice or short answer/essay. It is important to be prepared for class each day.
8. Comprehensive Exams
A mid-term exam will include all material covered throughout the first semester. A final
exam will occur at the end of the year. Both exams will include a healthy mix of multiple
choice questions and a choice of essays. Exams will count a minimum of 20% of your
overall grade for the course.
9. Additional Assignments/Daily Work
Throughout the year, additional assignments and/or daily work will be assigned. Students
are expected to complete each assignment as instructed. These assignments might be
individual or cooperative group work.
Grading Scale
Multiple Choice Tests (Unit)
DBQs and Long Essays
Daily Work/Quizzes/IDs
Class Participation/Reading Accountability
40%
40%
15%
5%
Classroom Expectations and Policies
1) The most important classroom rule is RESPECT. This includes listening attentively
when the teacher is speaking or when classmates are speaking with permission. It also
includes respecting the personal property and dignity of all members of the class.
2) We will not tolerate any behavior that prevents others from learning – this is a collegelevel course and disruptive or disrespectful behavior in any form will not be permitted.
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3) Students are expected to participate in classroom discussion and note-taking. These
are essential skills for college-level work.
4) Class time is to be devoted to the study of European history –completing work for other
classes during our class time is unacceptable.
5) Students must follow school-wide behavior policies. The school policy regarding
absences, tardies, make-up work, etc will be followed (see your Student Handbook). Daily
attendance is critical in this class.
6) If you are absent, it is YOUR responsibility to speak with the teacher to find out what
you missed and to make arrangements for make-up work if necessary.
7) Food and drinks are not permitted in the classroom (with the exception of bottled
water..
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Reading a Text
1. Reading critically and annotating a text is an important skill. Tests and/or quizzes in AP
Euro will cover 20 – 40 pages of a college-level text. This material may
not be discussed extensively in class. Plan your time accordingly. (In college, you may be
responsible for up to several hundred pages, even entire books.) Remember, I am here if
you need/require/want any additional assistance.
2. Read the assignment through once: this will provide a general sense of the content. Then,
read the assignment again “critically;” this will provide a more detailed knowledge of the
assignment. Italized or highlighted words or phrases and visual aids (artwork, maps,
graphs, charts, tables, etc.) are often significant.
3. You cannot remember all that you read. You must, therefore, take notes about the more
important material. A common error is to underline too much. Concentrate on key
phrases and sentences, at most, a sentence or two. Paraphrase or summarize longer
passages. Add your personal thoughts, experiences, or observations. Jot down questions
that you have. Create vocabulary cards of factual information (people, events,
publications, etc.).
4. Do your assignments daily. Set aside time exclusively for this course. By being
conscientious and diligent, you will find yourself better prepared on the day of the
test.
Tips for AP European History Success
1) Read every night! The reading homework can quickly become unmanageable if you
don’t keep up daily.
2) Ask questions in class when you are confused or struggling to understand – chances
are, others would like clarification as well.
3) Stay organized! Use three-ring binders and dividers to organize your notes, study
guides, and handouts by chapter throughout the year. When it comes to review for the
Midcourse Exam, Final Exam, and AP Test, you will have everything ready!
4) Be in class each day. Everything we do each day has purpose. When you are absent you
are indeed missing something important – a step along the journey.
5) Think of history as a story unfolding for you throughout the year. Become intrigued
in the personal stories, emotional battles, exciting ideas, amazing accomplishments,
disheartening (and sometimes humorous) failures, and the fascinating and often strange
personalities of the people we are studying.
6) Most importantly, ask for help when you need it or if you feel overwhelmed. We are
here to help you!
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Resources
Textbook
Hunt, L., Martin, T.R., Rosenwein, B.H., Hsia, R.P., and Smith, B.G. (2012). The Making of the
West: Peoples and Cultures. 4th edition. Boston: Bedford/St.Martin’s.
Additional Resources
Primary Source Readers
Kishlansky, M., Geary, P., and O’Brien, P. (2003). Sources of the West: Readings in Western
Civilization, Volume II. 5th edition. New York: Longman Publishers.
Lualdi, K. (2009). Sources of The Making of the West, Volumes I and II. Boston: Bedford/St.
Martin’s
Readings in World History. Austin: Holt, Rinehart, and Winston.
Weber, E. (1995). The Western Tradition, Volume II: From The Renaissance to the Present. 4th
edition. Lexington, MA: D.C. Heath & Company.
Supplemental Resources
Davies, N. (1996). Europe: A History. New York: Oxford University Press.
Merriman, J. (2010). A History of Modern Europe: From the Renaissance to the Present. 3rd
edition. New York: W.W. Norton & Company.
Spielvogel, J.J. (2006). Western Civilization. Combined volume, 6th edition. Toronto: Thomson
Wadsworth.
Strickland, C. (2007). The Annotated Mona Lisa: A Crash Course in Art History from
Prehistoric to Modern. Kansas City: John Boswell.
Viault, B. (1990). Modern European History. New York: McGraw-Hill.
Wood, E. (2009). AP European History: An Essential Coursebook. Reading, PA: WoodYard
Publications.
* Other Readings may come from internet sources, magazines, or books to be disclosed to
students at a later time.
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The AP Exam
The AP European History exam is 3 hours and 15 minutes and includes both a 105-minute multiple
choice/short-answer section and a 90-minute free-response section. Each section is divided into two parts,
as shown in the table below. Student performance on these four parts will be compiled and weighted to
determine an AP Exam score.
Section I
Section I is 1 hour, 45 minutes and consists of 55 multiple choice questions and four short-answer
questions, accounting for 60% of the final score.
The multiple-choice section will consist of 55 questions, organized into sets of three to five questions that
ask students to respond to stimulus material (i.e., a primary or secondary source including texts, images,
charts, graphs, maps, etc.).
The short-answer section will consist of four questions that require students to use historical thinking
skills and content knowledge to respond to stimulus material, a historian’s argument, or a general
proposition or question about European history. Each short-answer question will be broken into 2 or 3
parts.
Section II
Section II is 1 hour, 30 minutes and consists of one document based question and one long essay
question, accounting for 40% of the final score. Students will choose to answer one long essay question
from a field of two questions. This section begins with a 15-minute reading period, during which students
are to read the questions and plan their answers. The remaining 1 hour and 15 minutes is for writing.
The DBQ will generally consist of 5 to 7 documents and require students to formulate a thesis and
support it with relevant evidence by analyzing and synthesizing historical evidence, including textual,
quantitative, or visual materials.
The LEQ provides students with the opportunity to demonstrate what they know best. The essay question
will measure the use of historical thinking skills to explain and analyze significant issues in European
history as defined by the thematic learning objectives.
Both types of essays will require the development of a thesis or argument supported by analysis and
synthesis of specific, relevant evidence.
Section
Question Type
# of Questions
Timing
1
Part A: Multiple-choice
questions
Part B: Short-answer
questions
Part A: Documentbased question
55 questions
55 minutes
% of Total
Exam
Score
40%
4 questions
50 minutes
20%
1 question
55 minutes (includes
a 15 minute reading
period)
35 minutes
25%
2
Part B: Long essay
1 question (chosen
from a pair)
15%