AP® European History
2011-2012 Syllabus
Course Overview
This course is an 11-month commitment of study that builds upon and extends our high school
curriculum of Western Civilization. Pre-requisites include successful completion of Ancient and
Medieval World (Grade 9) and the Modern World (Grade 10.) The curriculum, the instructional
materials, and the assessment standards of this course are commensurate with those of an
introductory, college-level survey course. Taught within a chronological framework of 1450 to
the present, AP® European History emphasizes factual knowledge supporting key historical
developments that are political/diplomatic, social/intellectual/cultural as well as
economic/technological. As in all history courses, AP® European History will require students to
hone appropriate critical thinking skills such as analyzing and synthesizing evidence from both
primary and secondary sources, evaluating and constructing historical interpretations, and
communicating effectively in both oral and written modes. As the course’s title implies, its
curriculum, materials and expectations are designed to prepare the student for success on the
AP® European History exam administered in May.
Course Format
This course is taught as a seminar from June to May – it encompasses a summer reading
component and 4 traditional school terms. Communication of course expectations, PowerPoint
class notes, announcements and deadlines are always posted electronically on the school’s
website. In addition to class meetings, students are expected to communicate with one another
and with the instructor by email or by blog using the school’s website. The major differences
between this course and those of the regular high school curriculum include a greater amount of
reading, a greater degree of higher-level thinking, and more expectation of personal
responsibility for learning. This course provides an intense intellectual experience and must be a
priority in the student’s life.
Course Materials
Student Purchase:


Text: Kishlansky, Mark, Patrick Geary, and Patricia O'Brien. Civilization in the West. 7th
edition, New York, NY: Pearson Longman, 2008. (This is the AP edition: ISBN-13: 9780-13-600706-7)
Supplementary Books (students choose at least 3, including both with*):
o Walter, Jakob, and Marc Raeff. *The diary of a Napoleonic foot soldier. New
York: Penguin Books, 1993.
o Gaskell, Elizabeth. North and South. Simon & Brown; Elibron Classics Series
Edition, 2011.
o Kadare, Ismail. Three Elegies for Kosovo. Great Britain: Random House, 2000.
o Wulffson, Don. Soldier X. New York: Speak, 2001.
o Vassiltchikov, Marie. *Berlin diaries, 1940-1945. New York. Vintage Books, 1988.
Primary Source and Historiographic Materials (Provided electronically or in photocopy by
instructor)
 Wiesner, Merry E., Julius R. Ruff, and William B. Wheeler. Discovering the Western
Past: A Look at the Evidence. 6th ed. Vol. 1-2. Wadsworth, 2007.
Mrs. McArthur
mmcarthur@walsingham.org
AP® European History
2011-2012 Syllabus

Western Civilization Documents CD-Rom. Prentice Hall, Inc. 2004. PDF.
Additional Multimedia Resources:
 Pojer, Susan M. Historyteacher.net. <http://www.historyteacher.net/>.
 Bucholz, Robert. Foundations of Western Civilization II: A History of the Modern Western
World, The Teaching Company, 2006
 Ferguson, Niall. The Ascent of Money: The Financial History of the World, PBS, 2009.
Summer Reading (June-August):
Students are responsible for reading Kishlansky, text, pp. xxxiv-xcv, submitting electronically
their answers to the Questions for Review by July 14. During the remainder of the summer,
students are to read the supplementary books;* these will form the basis for discussion and
writing later in the course.
Teaching Strategies
Although many traditional strategies are employed, e.g. One to two 30-minute lectures per week
(Bucholz) to provide an over-arching chronological/thematic narrative in multi-media format,
most instructional time is dedicated to collaborative activities that emphasize problem-solving
analysis, discussion, and writing. Examples include:
o Weekly use of free-response questions from previous AP European History exams.
These may be assigned for homework, worked on in class by students, administered as
assessments. They are always followed by discussion and evaluation using a rubric.
o Read-Arounds: This activity is similar to the above but includes the addition of DBQs.
The activity also provides greater structure. The AP rubric and sample student answers
from AP Central are used. Students work in pairs and try to come as close as possible to
both a score and a commentary aligned with what was given by AP readers.
o PowerPoint Presentations: For each unit of study, students are asked to provide the
commentary for presentations that accompany their text, downloaded from
MyHistoryLab. Using teacher-prepared materials, the instructor will lead discussions
emphasizing analysis of visual evidence such as works of art, statistical data charts,
caricatures, cartoons, maps, film clips.
o What is History: Differing Interpretations? Students will be asked to assess the
different treatments of each of the course’s topics by the two main historians (Kishlansky
and Bucholz) whose presentations frame their survey course. This approach will also be
used with selected secondary sources.
o Understanding History through the Arts: Students will examine works of art, literature
as a means of understanding what these expressions reveal about cultural and
intellectual attitudes and values of a given period. Students may be asked to present a
specific work of art and deconstruct it from a historical perspective. Students may be
given a main character from, for example, North and South, and be asked to analyze
his/her social class, attitudes, concerns, etc. in the light of the Industrial Revolution.
o Saturday Sessions: Students will have 10 (approximately 1 per month) 3-hour Saturday
morning sessions. Two of these will be used to take complete 3-hour AP exams. Three
sessions will be dedicated to pre-writing workshops to help students prepare required
reaction papers to the supplementary books. Each workshop will begin with a
discussion, led by a local university professor on point-of-view and historical problems of
sources. The APPARTS process, introduced in an earlier course, will be used. Three
Mrs. McArthur
mmcarthur@walsingham.org
AP® European History
2011-2012 Syllabus
additional sessions will allow for the administration of a DBQ under test conditions. Two
final sessions are reserved to make up any lost instructional time and/or for review.
Students may miss 1 writing workshop and 1 DBQ session. All students must submit 2
reaction papers and take 4 DBQs administered under test conditions.
o Post-AP Project: At the beginning of the last term, students will choose a class project
to be completed in the two-three weeks that remain of the term after the AP exam. The
purpose of the project is to assess the degree to which students can apply their
understanding of history to a practical problem or contemporary issue.
Student Evaluation
Term grades are determined using a total-point system. Assessments include the following
categories with an estimated percentage weight of the term’s grade:
30% Chapter Tests (multiple-choice and free-response essays)
30% Essays (DBQs, reaction papers)
20% Student Choice Activities (Students may choose activities from a bank of
possibilities, which will be presented in written, electronic, oral formats)
20% Participation grades (daily engagement as demonstrated by discussion, short
written answers, multiple-choice chapter quizzes, analysis of documents, etc.)
Students may also receive participation points for optional activities.
Note: Homework is considered a means, not an end to learning. Although monitored daily and
performance noted under citizenship (i.e., students who don’t do homework will not
make Honor Roll), it is not graded per se.
Grades will conform to the school’s grade scale; essays will receive an approximate “AP rating”
as well as a standard grade.
Chapter Tests – These key assessments are given 2-3 times per term. They are rigorous
measures of student performance modeled on previous AP exams. Each student (and the
instructor) maintains a chart of the student’s achievement. Post-test discussion includes an
analysis of each question with particular attention to possible obstacles to understanding rooted
in language, intention, etc. Treatment of themes (cultural, intellectual, social, political, etc.) is
also tracked.
Student Choice Activities – There are many ways to learn and too little instructional time. For
example, there will be field trips, optional novels as well as each term there will be several
“movie nights.” Bring your popcorn and watch a film, after which submit a one-page analysis of
how this film fits into our study of the appropriate period/theme. A sample of such an analysis is
available on the course web page for the first film, The Return of Martin Guerre. Other feature
films used include: Ivan The Terrible, The Rise to Power of Louis XIV, Ridicule, The Duchess,
Horseman on the Roof, North and South, Merry Christmas, Admiral, Life and Nothing But, The
Plow that Broke the Prairie, Cold Comfort Farm, The Wonderful Horrible Life of Leni Riefenstahl,
Mission to Moscow, Judgment at Nuremberg, The Day the Earth Stood Still (1951), Indochine,
Good Bye and Good Night, Made in Dagenham. The instructor welcomes additional
suggestions, although films with “R” ratings are scrutinized carefully.
Mrs. McArthur
mmcarthur@walsingham.org
AP® European History
2011-2012 Syllabus
Reaction Papers
Each semester students must submit a reaction paper to one of the supplementary readings.
For each of the assigned books, there will be a Saturday Session workshop, the primary
purpose of which will be to help the student understand the problems of using such a work to
illuminate history. Particular attention will also be paid to appreciating point-of-view. For the first
book, The diary of a Napoleonic foot soldier, the students will also be given an actual college
student’s paper and be guided in assessing it using a rubric. In workshop sessions the students
will discuss the paper’s parameters.
Reaction Paper’s parameters
Each paper, approximately five pages in length, should be in the form of a “critical
review.” This calls for both briefly summarizing the book and judging its qualities and
shortcomings.
Summary is more than a simple, condensed narrative of the contents of the book.
Important judgments have to be made: what kinds of evidence does the author use? What
assumptions does the author make (e.g. about human nature, politics, society)? What key
points does the author emphasize?
Criticism is more than just giving your ‘gut reaction’ to the book, or describing its
readability or style. How convincing are the author’s assumptions? Using the same evidence,
could one make different assumptions and reach different conclusions? What other evidence
might the author have used, and could such evidence have strengthened or weakened the
author’s argument? Is the evidence used effectively? What are the weak points and the
strengths of the book? Is the author convincing?
Style: a bibliography is not necessary, but use endnotes or footnotes as appropriate. If
you do make use of information from published reviews be sure to acknowledge the fact.
Consult one of the standard manuals of style for information on which materials should be
footnoted, and for proper footnote or endnote style. The English department prefers MLA – for
citation help go to http://easybib.com/cite/view/list/27570445/style/mla)
Course Planner
Semester 1
Week
Topics
Setting
the
stage: AP
1
European History
The Later Middle Ages,
1300-1500
 Politics as a Family
Affair
 Life and Death in the
Later Middle Ages
 The West and the
Wider World
 The Crisis of the
Papacy
2-3
The Italian Renaissance
Mrs. McArthur
Resources and Sources
Bucholz, Lectures 2-3
Kishlansky, Chapter 10
MyHistoryLab, Chp. 10
Maps: War, Plague, The Great Schism
Documents:
 The Black Death (Henry Knighton, 1349),
 The Divine Comedy
 Unam Sanctum
Bucholz, Lecture 4
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AP® European History
2011-2012 Syllabus




The Urban
Environment
Renaissance Art and
Architecture
Renaissance Ideals
Renaissance Politics
Kishlansky, Chapter 11
MyHistoryLab, Chp. 11
Map: Largest Cities in West. Europe, c. 1500
Documents:
 Vasari on Leonardo Da Vinci
 Machiavelli, The Prince
 Case Study: Two Views on the Fall of Constantinople
Understanding History through the Arts: A visual overview of
Renaissance architecture, sculpture, painting
Wiesner, Vol 1, Chp 10 - Renaissance Education
Essays: (1) Compare and contrast men’s and women’s
education in the Renaissance. (2) Analyze the influence of
humanism on the visual arts in the Italian Renaissance. Use
at least THREE specific works to support your analysis. (3)
Machiavelli suggested that a ruler should behave both “like a
lion” and “like a fox.” Analyze the policies of two of Europe’s
Renaissance rulers and indicate the degree to which they
successfully followed Machiavelli’s suggestion.
Video: The Renaissance: The Prince
4
European Empires
 West and the Wider
World
 Formation of States:
the New Monarchies
 Dynastic Struggles
Bucholz, Lectures 5-6
Kishlansky, Chapter 12
MyHistoryLab, Chp. 12
Maps: Spanish & Portuguese Exploration, 1400-1600, and
Mundus Novus.
Documents:
 In Defense of the Indians
 St. Francis Xavier, letters from India
Essays: (1) Using examples from at least two different
states, analyze the key features of the “new monarchies” and
the factors responsible for their rise in the period 1450-1550
(2) Explain how advances in learning and technology
influenced 15th and 16th century European exploration and
trade.
Optional: Henry VIII: Intrigue in the Tudor Court
Download game from:
http://www.archsoc.com/games/Henry.html
5
Reform of Religion
 Northern
Renaissance and
Christian Humanism
 The Protestant
Reformation
 The Catholic
Reformation
Mrs. McArthur
Bucholz, Lecture 7
Kishlansky, Chapter 13
MyHistoryLab, Chp. 13
Maps: The Spread of Lutheranism, Religious Divisions of
Europe
Documents:
 Sola Scriptura
 Utopia
 Anabaptist Torture in Munster (image)
mmcarthur@walsingham.org
AP® European History
2011-2012 Syllabus



The German Mass (Martin Luther, 1526)
Council of Trent (selected decrees)
Rules for Thinking with the Church- Ignatius Loyola
Essays: (1) Compare and Contrast the motives and actions of
Martin Luther and King Henry VIII about religious change
during the Reformation. (2) Analyze the aims, methods, and
degree of success of the Catholic Reformation.
Saturday Session: What is a DBQ? Practice is with modified,
shorter versions from both AP released materials and outside
materials,e.g. Voices of the Powerless: The Reformation
http://www.bbc.co.uk/radio4/history/voices/voices_reformation
.shtml
Video: The Renaissance: the Dissenter
6
Europe at War, 1555-1648
 Crises in the Western
States
 Religious Wars:
France, Germany
 Struggles in Eastern
Europe
Bucholz, Lecture 8
Kishlansky, Chapter 14
MyHistoryLab, Chp. 14
Maps: Religious Divisions in France, Habsburg Lands and
the Abdication of Charles V, Population Loss in Germany
during the 30-Years War
Documents:
 St. Bartholomew’s Day Massacre* (image)
 The Search for Toleration (Montaigne)
 Two Western Views of Russia and Eastern Europe
(Adan Olearius and Ogier Ghiselin de Busbecq)
Film Clips: Opening scene* of Queen Margot
Autocracy defined: final sequence of Ivan The Terrible, Part 2
Essay: Analyze the various ways in which the Thirty Years
War represented a turning point in European history.
7
Life in Early Modern
Europe: 1500-1650
 Economic Life
 Social Life
 Private and
Community Life
Kishlansky, Chapter 15
MyHistoryLab, Chp. 15
Maps: European Population Density c. 1600, Europe after
the Peace of Westphalia, Witchcraft Persecutions: 1550-1650
Documents:
 The Office and Dutie of an Husband (Juan Luis
Vives)
 Popular Beliefs: Hunting Witches
http://www2.kenyon.edu/projects/margin/witch.htm
Essay: Account for the growth and decline of European witch
hunts in the period 1500-1650.
Saturday Session: DBQ
Analyze the causes of and the responses to the peasants’
revolts in the German States, 1524-1526.
Mrs. McArthur
mmcarthur@walsingham.org
AP® European History
2011-2012 Syllabus
8
The Royal State: 17th
Century
 Rise of Royal State
 Crisis of the Royal
State
 Absolutism
 Absolutism in the
East
Bucholz, Lecture 10
Kishlansky, Chapter 16
MyHistoryLab, Chp. 16
Maps: Decline of Spanish Power-1640-1714, English Civil
War, French Territorial Acquisitions-1679-1714, Russia Under
Peter the Great
Documents:
 James I on the Divine Right of Kings
 Cromwell Abolishes the English Monarchy
 Frontpiece to The Leviathan (visual)
 Louis XIV Writes to his Son
 English Bill of Rights
 Van Dyke’s Charles I vs. Rigaud’s Louis XIV (visuals)
Wiesner: Chp 2, vol. 2 - Staging Absolutism
Essay: Louis XIV declared his goal was “one king, one law,
one faith.” Analyze the methods the king used to achieve this
objective and discuss the extent to which he was successful.
9
Science and Commerce in
Early Modern Europe
 The New Science
 The New Global
Marketplace
 Wars of Commerce
Bucholz, Lectures 9,13
Kishlansky, Chapter 17
MyHistoryLab, Chp. 17
Maps: Europeans in the World, 15-16th centuries, Dutch
Trade Routes c. 1650, Europe after the Treaty of Utrecht
Documents:
 Copernicus’ Drawing of his Heliocentric Theory
(visual)
 Conflict between Science and Religion (Copernicus,
letters between Galileo and Kepler)
Understanding History Through Art: Dutch Baroque
Essays: (1) Analyze how Galileo, Descartes, and Newton
altered traditional interpretations of nature and challenged
traditional sources of knowledge. (2) Using two Dutch
paintings and your knowledge of the period, discuss how the
paintings reflect the economy and the culture of the
Netherlands in the 17th century. (3) Compare and Contrast
the economic factors responsible for the decline of Spain with
the economic factors responsible for the decline of the Dutch
Republic by the end of the 17th century.
Vdeos: The Ascent of Money, Part 1 and The Renaissance:
the Scientist
10
The Balance of Power in
18th Century Europe
 Rise of Russia
 Two Germanies
 Britain vs. France
Mrs. McArthur
Bucholz, Lecture 14-15
Kishlansky, Chapter 18
MyHistoryLab, Chp. 18
Maps: Geographic Tour: Europe in 1714, The British Empire
c. 1763, The Expansion of Prussia, Russian Serfs, The
Partitions of Poland.
Documents:
mmcarthur@walsingham.org
AP® European History
2011-2012 Syllabus


Adan Olearius: A Foreign Traveler in Russia
Panegyric to the Sovereign Emperor Peter the Great
Essay: Britain and France were engaged in a geopolitical and
economic rivalry during the 18th century. Identify the factors
that contributed to this rivalry, and assess the results for both
countries between1689 and 1789.
11
Culture and Society in 18th
Century Europe
 18th Century Culture:
The Enlightenment
 18th Century Social
Order
Bucholz, Lectures 16-17
Kishlansky, Chapter 19
MyHistoryLab, Chp. 19
Map: Cereal Crops in Europe
Documents:
 Kant: What is Enlightenment?
 Voltaire: Relations between Church and State
 Spirit of the Laws
 Encyclopédie
 Life in the 18th Century: An Artisan’s Journey
 Gin Lane (visual)
Understanding History Through Art: 18th Century domestic
portraits and family paintings
Essays: (1) Compare and contrast two theories of
government introduced between 1640 and 1780. (2) Analyze
the ways in which the ideas of seventeenth-century thinkers
John Locke and Isaac Newton contributed to the ideas of
eighteenth-century Enlightenment thinkers.
DBQ: Analyze Attitudes toward and responses to “the poor”
in Europe: 1450-1700
12
The Age of Transatlantic
Revolution
 America Revolts
 The French
Revolution
Bucholz, Lectures 18-19
Kishlansky, Chapter 20
MyHistoryLab, Chp. 20
Maps: Revolutionary France
Documents:
 Bostonians Paying the Excise Man (visual)
 Declaring Independence: Drafting the Documents
http://www.loc.gov/exhibits/declara/declara4.html
 De Stael on the Ancien Régime
 Necker Concealing the Deficit (visual)
 Declaration of the Rights of Man
 Declaration of the Rights of Woman and Citizen
 Slave Revolt in Saint Domingue, 1791 (visual)
 St. Just on Democracy, Education, and the Terror
 Edmund Burke: Reflections on the Revolution in
France (See Chp.22)
Understanding History Through Art: The French Revolution
as seen through British cartoons
Mrs. McArthur
mmcarthur@walsingham.org
AP® European History
2011-2012 Syllabus
Essay: Analyze the grievances of the groups that made up
the Third Estate in France on the eve of the French
Revolution, and analyze the extent to which one of these
groups was able to address its grievances in the period 17891799.
Field Trip: Visit to local university’s rare book and manuscript
collection: Primary Source Workshop, Working with the
Evidence, using 18th century documents and conducted by
the university’s archivists.
The Napoleonic Era
 Revolution Exported
 Reign of Napoleon
13
Bucholz, Lectures 20-21
Kishlansky, Chapter 20
MyHistoryLab, Chp. 20
Maps: Napoleonic Europe, 1804, 1812, 1815
Documents:
 Madame de Rémusat on the Rise of Napoleon
Understanding History Through Art: Napoleon controls his
image: analyzing his portraits over time
Essay: Analyze the way in which monarchs used the arts and
the sciences to enhance state power in the period 1500-1800.
DBQ: Explain the reasons for the adoption of a new calendar
in revolutionary France and analyze the reactions to it: 17891806
Saturday Session: Writing Workshop-The diary of a
Napoleonic foot soldier
Political Upheavals and
Social Transformations:
1815-1850
 Congress of Vienna
 New Ideologies
 Revolution Redux
14
Bucholz, Lecture 28
Kishlansky, Chapter 22
MyHistoryLab, Chp. 22
Maps: Europe After the Congress of Vienna, European
Centers of Rebellion and Revolution, 1820-1848
Documents:
 Greek Treaty, 1827
 Metternich on the Revolutions of 1848
Understanding History Through Art: Romanticism supporting
Nationalism-Visual Analysis
Video: The Ascent of Money, Part 2
15-16
Industrial Europe
 Traditional Economy
 Why Britain
 Industrialization
Spreads
 Industrialization’s
Consequences
 Reactions to
Industrialization
Mrs. McArthur
Bucholz, Lectures 22-25
Kishlansky, Chapter 21-22
MyHistoryLab, Chp. 21-22
Maps: Concentration of Industrialization in Britain: 17501820, Great Britain: Canals and Natural Resources, Great
Britain: Railroads, 1850, Industrialization on the Continent
Documents:
 Adam Smith. Introduction to the Wealth of Nations(See Chp 18)
mmcarthur@walsingham.org
AP® European History
2011-2012 Syllabus


John Stuart Mill: The Enfranchisement of Women
Karl Marx, Friedrich Engels. The Communist
Manifesto
Understanding History Through Literature: Romanticism and
Realism inform our understanding of the Industrial Revolution
- excerpts from Wordsworth, Hugo, Dickens, Gaskell
Essays: (1) Discuss three developments that enabled Great
Britain to achieve a dominant economic position between
1799 and 1830. (2) Analyze how economic and social
developments affected women in England in the period 17001850.
DBQ: Identify the issues raised by the growth of Manchester
and analyze the various reactions to those issues raised over
the course of the nineteenth century.
Saturday Session: Writing Workshop- North & South
17
Mid-Term Exam Review
Mrs. McArthur
Saturday Session: AP-Style Exam 1
(Covering from 1450-1850)
mmcarthur@walsingham.org
AP® European History
2011-2012 Syllabus
Semester 2
Week
Topics
State
Building
and Social
1-2
Change, 1850-1871
 Building Nations:
Unification
 Reforming European
Society
 Changing Values and
the Force of New
Ideas
Resources and Sources
Bucholz, Lecture 29
Kishlansky, Chapter 23
MyHistoryLab, Chp. 23
Maps: The Crimean War, The Unification of Germany, 18151871, The Unification of Italy, The Paris Commune, Europe at
the End of the Nineteenth Century, Growth of Russia to 1914,
Russian Serfs
Documents:
 A Letter from Otto von Bismarck
 Emancipation Manifesto (Alexander II)
 Socialism: The Gotha Program
 Reactions to Darwin
 The Book of Household Management
Essays: (1) Compare and contrast the foreign policy goals
and achievements of Metternich and Bismarck (2) Contrast
how a Marxist and a Social Darwinist would account for the
differences in the conditions of these two mid-19th-century
families (support with pictures.)
Optional Film: The Leopard
3
Crisis of European Culture,
1871-1914
 European Economy
and the Politics of
Mass Society
 Outsiders in Mass
Politics
 Shaping the New
Consciousness
Bucholz, Lectures 27, 33
Kishlansky, Chapter 24
MyHistoryLab, Chp. 24
Documents:
 Rite of Spring, parts 1-2 (ballet performance)
http://www.youtube.com/watch?v=bjX3oAwv_Fs
 A Family Dinner (caricature, Dreyfus Affair)
 “Freedom or Death” (Emmeline Pankhurst, 1913)
 Striking British Coal Miners, 1912 (cartoon)
 On the Origin of Species
 J’Accuse
 Anarchism: Mikhail Bakunin
Essays: (1) Historians speak of the rise of mass politics in
the period from 1880 to 1914. Define the phenomenon and
analyze its effects on European politics in this period.(2)
Mrs. McArthur
mmcarthur@walsingham.org
AP® European History
2011-2012 Syllabus
Evaluate how the ideas of Charles Darwin and Sigmund
Freud challenged Enlightenment assumptions about human
behavior and the role of reason.
Optional film: Prisoner of Honor (Dreyfus Affair)
4-5
Europe and the World,
1870-1914
 European Balance of
Power, 1870-1914
 The New Imperialism
 The Search for
Territory and Markets
 Results of a
European-Dominated
World
Bucholz, Lectures 30-32
Kishlansky, Chapter 25
MyHistoryLab, Chp. 25
Maps: Nationalities Within the Habsburg Empire (See Chp 24
resources),Colonization in Africa (Before the Scramble, After
the Scramble)
Documents:
 Rudyard Kipling. 1899. "The White Man's Burden."
McClure's Magazine
 1913. "Platform of the American Anti-lmperialist
League." Speeches, Correspondence, and Political
Papers of Carl Schurz
 Henry M. Stanley. 1878. Through the Dark Continent
 Advertisement for Pear’s soap, McClure’s Magazine
(visual)
 Cecil Rhodes astride Africa - Cartoon
Essay: (1) Contrast the impact of nationalism in Germany
and the Austrian Empire from 1848-1914.
Saturday Session DBQ:
Analyze attitudes toward and evaluate the motivations behind
European acquisition of African colonies in the period 18801914.
6-7
War and Revolution. 19141920
 The war Europe
Expected
 A new Kind of
Warfare
 Adjusting to the
Unexpected: Total
War
 The Russian
Revolution and Allied
Victory
 Settling the Peace
Bucholz, Lectures 34-37
Kishlansky, Chapter 26
MyHistoryLab, Chp. 34-37
Maps: Russian Armies on the Eastern Front, A Typical British
Trench System, Europe After the Great War, The West and
the World: Changes in European Empires After World War I
Documents:
 A Turkish Officer Describes the Armenian Massacres
 Wilfred Owen. 1963. «Dulce et Decorum Est.
 Peace, 1914, Rupert Brooke
 Kreisler, F. 1915. Four Weeks in the Trenches, The
War Story of a Violinist.
 Siefried Sassoon, 1917, Finished With War: A
Soldier’s Declaration
 Woodrow Wilson, Speech on the Fourteen Points
 Peace, Land, Bread (Russian poster)
Essays: (1) Assess the impact of the new technologies in the
shaping of a new kind of war. (2) Was revolution inevitable in
Russia by 1917?
DBQ: Analyze the ways in which national and cultural identity
Mrs. McArthur
mmcarthur@walsingham.org
AP® European History
2011-2012 Syllabus
in Alsace-Lorraine were perceived and promoted during the
period from 1870-1919.
The European Search for
Stability, 1920-1939
 Global Economic
Collapse
 Soviet Union’s
Separate Path
 Rise of Fascist
Dictatorships
 Democracies in Crisis
 Cultural Changes
8
Bucholz, Lectures 38-40
Kishlansky, Chapter 27
MyHistoryLab, Chp. 27
Maps: Europe after 1918
Documents:
 Vladmir Ilyich Lenin. 1966. "Lenin to the 8th AllRussian Congress of Soviets, December 20, 1920."
 Stalin demands rapid industrialization J. Stalin. 1935.
 Nadezhda Krupskaya, What a Communist Ought to
be Like.”
 Virginia Woolf, A Room of One’s Own

J. Stalin: Works July 1930 - January 1934.
 Jim Sheridan. 1986. "The March." Hard Times: An
Oral History of the Great Depression.
 Giovanni Gentile and Benito Mussolini. 1935.
Fascism Doctrine and Institutions
 Speech of Francisco Franco. 17th July 1936
Essays: (1) How did new theories in physics and psychology
in the period 1900 to 1939 challenge existing ideas about the
individual and society? (2) Assess the extent to which the
economic and political ideals of Karl Marx were realized in
post revolutionary Russia in the period 1917-1939.
9-10
Global Conflagrations:
World War II
 Aggression and
Conquest
 Racism and
Destruction
 Allied Victory
Bucholz, Lectures 41-44
Kishlansky, Chapter 28
MyHistoryLab, Chp. 28
Maps: World War II in Europe, World War II in the Pacific
Documents:
 Neville Chamberlain Defends the Policy of
Appeasement
 Edward R. Murrow, 1940, London radio broadcast
clips
 Winston Churchill, “Their Finest Hour” House of
Commons, 18 June 1940
 Adolf Hitler on “Racial Purity”
 Manifesto of the Jewish Resistance in Vilna, 1943
 Japan’s Declaration of War on the United States and
Great Britain
DBQ: How did Europeans perceive the role of organized
sports in Europe during the period 1860-1940?
Saturday Session: Writing Workshop- Berlin Diaries, 19401945
11-12
The Cold War and Postwar
Economic Recovery, 19451970
Mrs. McArthur
Bucholz, Lectures 45-46
Kishlansky, Chapter 29
MyHistoryLab, Chp. 29
mmcarthur@walsingham.org
AP® European History
2011-2012 Syllabus



Origins of the Cold
War
Postwar Recovery:
Japan, Europe,
Soviet Union
The Welfare State
and Social
Transformations
Maps: The Division of Germany, The World in Two Blocks,
The Soviet Union and the Soviet Bloc, The Nuclear Club,
Documents:
 George Kennan, Mr. "X" (July 1947), "The Sources of
Soviet Conduct", Foreign Affairs
 Herblock, Grim Reaper (cartoon)
 Soviet propaganda posters
 The Marshall Plan
 N.S. Khrushchev, Report to the Twentieth Party
Congress of the CPSU
 Winston Churchill, Iron Curtain Speech
 Simone de Beauvoir, The Second Sex
Wiesner, Vol. 2. Chp 13: The Perils of Prosperity: The Unrest
of Youth in the 1960s
Essays: (1) Compare and contrast the victorious Allied
powers’ treatment of Germany after WWI with their treatment
of Germany after WWII. Analyze the reasons for the
similarities and differences. (2) Analyze the factors
responsible for decolonization since WWII.
13
The End of the Cold War
and New Global
Challenges: 1970- the
Present
 The Brezhnev
Doctrine and Détente
 Reform in Eastern
Europe
 The Wall comes
down and Germany
unifies
 The New Russia
 Ethnic Conflict and
Nationalism
 Chechen Challenge
 Balkan War
 European Union and
monetary, social,
political challenges
Bucholz, Lectures 47-48
Kishlansky, Chapter 30
MyHistoryLab, Chp. 30
Maps: Break Up of the Soviet Union
Balkans, Events in Eastern Europe, 1989-1990, European
Union
Documents:
 The Wall in My Backyard, Interview with Helga
Schilitz
 Lech Walesa. 1997. Lectures, Peace 1981-1990
 M. S. Gorbachev. 1987. Perestroika: New Thinking
for Our Country and the World.
 Speech of Margaret Thatcher. 19 January 1976.
"Britain Awake" (The Iron Lady). Kensington Town
Hall, Chelsea.
 Speech of Ronald Reagan. 17 July 1980. Detroit,
Michigan
 Petra K. Kelly. 1992. Nonviolence speaks to power.
 Hans Rosling’s Interactive chart of 200 years of life
expectancy and wealth (chart)
http://www.youtube.com/watch?v=jbkSRLYSojo
Essays: (1) Many historians have suggested that since 1945,
nationalism has been on the decline in Europe. Using both
political and economic examples from the period 1945-2000,
evaluate the validity of this interpretation. (2) Compare and
contrast the political and economic effects of the Cold War on
Western Europe with the effects on Eastern Europe. (3) Who
won the Cold War? the United States won; the Japanese and
the Germans won; We all won. Assess the validity of each of
these contemporary views.
Mrs. McArthur
mmcarthur@walsingham.org
AP® European History
2011-2012 Syllabus
Videos: The Ascent of Money, Parts 3-4
14-15
AP Exam Review
(It is expected that students
continue their review over
Spring Vacation.)
Sample Review Activities
 Students use the many on-line multiple-choice
quizzes as practice. They are asked to bring samples
of questions they consider difficult for discussion.
 Instructional emphasis on discussing and writing
answers to questions requiring long-range scope,
e.g.
(1) Compare and contrast the degree of success of
treaties negotiated in Vienna (1814-1815) and
Versailles (1919) in achieving European stability.
(2) Compare and contrast the social and economic roles
of the state in 17th and 18th century Europe (before
1789) to the social and economic roles of the state in
Europe after WWII.
 Working in groups, students develop and present to
others a train of thematic development, e.g. women’s
social roles over time.
Saturday Session: 2004 Released AP Exam (Practice 2)
16-17
Post–AP Project
Mrs. McArthur
mmcarthur@walsingham.org