1
Advanced Placement European History
As you invest, so shall you profit….
This is your syllabus* . You will never have to guess what will happen in class; you will never come back after an absence and ask, “What did I miss?” or the dreaded, “Did we do anything important while I was gone?” (Teachers really hate that!!) You will always know when the next quiz and test is, or when homework assignments are due.
Use your syllabus to plan your study/reading/writing time. Use your study groups to coordinate study topics.
If you any have spare time, such as waiting for a dental appointment, or your mom/dad/big brother/ sister/boyfriend/girlfriend to pick you up from school or practice, have your syllabus and book/resource binder handy to catch up or get ahead. Snow days are a gift—use them. Procrastination in this class is deadly—get over it.
Text: The Western Heritage by Kagan, Ozment, and Turner (KOT)—22 chapters in 36 weeks (Chapters 10-
31)
Roughly eight chapters chart the social, political, and economic development of the nation-states of
Europe; five chapters pivot on intellectual and cultural history. The remaining seven chapters narrate the military, diplomatic competition between groups (royal houses and churches and first, then dynastic states, and finally nation-states). The chapter-by-chapter breakdown is as follows:
Overviews:
21—The Impact of Napoleon
31—Toward a New Europe
Development of the Modern, Secular Nation-
Military and Diplomatic Competition
12—The Age of Religious Wars
15—Successful and Unsuccessful Paths to Power
17—Empire, War, and Colonial Rebellion
20—Restoration, Reaction, and Reform
State
13—England and France in the 17 th Century
16—Society and Economy under the Old
26—Imperialism, Alliance, and War
29—World War II
30—The Cold War and Superpower Confrontation Regime
19—The French Revolution
22—Economic Advance and Social Unrest
23—The Age of Nation-States
24—The Building of European Supremacy
27—Political Experiments of the 1920s
28—Europe and the Great Depression
Intellectual and Cultural History
10—Renaissance and Discovery
11—The Reformation
14—Science and Thought in the 16 th
Centuries
and 17 th
18—The Enlightenment
25—The Birth of Modern European Thought
*Syllabus: (n). 1. an outline of a course of study, 2. a summary or list of the main topics of a course of study, text, or lecture

The above breakdown may be helpful in several ways:
1. It makes clear that our text is “mainstream” work (meaning it will sacrifice morality, aesthetics, biography, philosophy, etc. to the drier “backbone” narrative). Supplementary materials, including your ever-lovin’ teacher, will be needed to flesh out the story, give it a “human face,” and open the more interesting questions.
2. The chronological center of the course is about 1700—but fifteen of the twenty-two chapters concern the years 1776-1950. That 175-year period is the gravitational center of the AP Exam and the text.
3. Chapters average thirty-one pages each—and since we need to work not to become bogged down in rote memorization and recitation of the text, each of you must
PERSONALLY
address the following questions:
2
“How can I best master the material given in the text on my own? What categories of history are most easy for me? Which are really tough? What methods work best to make the book’s contents my own knowledge?” We will establish study groups of approximately four students each that will facilitate some of the more burdensome aspects of conquering the material. I will try to include as many different learning techniques and styles in the course as possible, but in the end, you will each profit as you invest.
A word about study groups: choose wisely, Young Jedi. Your study group members must be classmates you can trust to carry their share of the load. While it may be fun to have your best friend/girlfriend/boyfriend in your group, remember that this college-level course requires serious study.
4. In order to prevent the class from becoming a recitation of the “facts and states,” it will not be your everlovin’ teacher’s job to cover everything in the book in class; you must be willing to work on your own and in your study groups.
5. We must live by the syllabus in order to maximize the advantage of the course and realize the full potential of AP. Please remind me, kindly, should I forget this. Of course, flexibility is always a good thing.
6. If at any time you feel overwhelmed or lost, please do not hesitate to come see me. I’ve been told that
I’m pretty “user-friendly”. ☺
7. There are quoted tidbits throughout this syllabus—advice, wishes, and suggestions from previous AP
Euro students. Read them and take them to heart.
♥
8. I strongly recommend
a familiar acquaintance with the textbook’s companion website: http://cwx.prenhall.com/bookbind/pubbooks/kagan3/
9. This syllabus has been approved by the CollegeBoard™.

* Procedures for handling homework documents and their accompanying document-based questions.
3
•
The documents are located in either the textbook or resource binder .
•
Analyze each document assigned using the
APPARTS
model for document analysis. (This part does not need to be in complete sentences.) o
A uthor—Who created the document? o
P lace and time—Where and when was the source produced? o
P rior knowledge—What do you already know that would further your understanding of the source? (suggestion—read the text pages preceding the documents in the textbook) o
A udience—For whom was the source created? Does this affect the reliability of the source? o
R eason—Why was the source produced at the time it was produced? o
T he main idea—What is the source trying to convey? o
S ignificance—Why is this source important?
•
Respond appropriately to each question required for the document. The questions for the resource binder documents are located at the end of each document. The questions for the textbook documents are included with them. Support your answer with
evidence from the document.
•
GRAMMAR RULES APPLY. Responses must be in complete sentences; restate the stem of the question in your answer. Spell out words such as: and, with, because. Capitalize proper nouns.
Watch your spelling. I may not take off points for misspellings, however, if a proper name is misspelled and it is included in the document, I will consider that a sign of laziness. Remember, this is an Advanced Placement course—the expectations reflect this.
•
While every document may not be discussed in class, every document assigned is required homework. Some of these documents are rather “heavy” in nature—read them, then read them again.
• All document homework (HW) assignments are due the next day after assigned (syllabus). Late work: One point will be deducted for each day late, including weekends and vacations. Late work will NOT be accepted after the unit exam(s) germane to the homework assignments or laps over into the next quarter grading period.
Plan your homework time and watch out for procrastination!
Chronic lateness will be addressed in student/teacher conferences.
•
If the document asks only one question, it demands a larger, more in-depth answer.
•
Scoring:
7 points: APPARTS (one for each item)
5 points each question/answer: Complete sentences—supportive evidence— proper/correct grammar and spelling
10-20 points for one-question documents (usually found in your resource binder)

4
Textbook: The Western Heritage Chapters 10-11
Primary Sources (
APPARTS
*)
“Don’t think you can pass the tests without reading the chapters!”
~~L.S.
Resource Binder
□
Machiavelli’s The Prince (excerpts)
□ Ninety-five Theses or Disputation on the Power and Efficacy of Indulgences
□
Luther’s
Letter to the Archbishop of Mainz, 1517
Textbook
□ Petrarch’s Letter to Posterity
□ Christine de Pisan Instructs Women on How to Handle Their Husbands
□ Michelangelo and Pope Julius II
□ Forced Indian Labor at Potosi
□ Montaigne on “Cannibals” in Foreign Lands
□ A German Mother Advises Her Fifteen-Year-Old Son
Secondary Sources: (textbook) An Unprecedented Self-Portrait—Albrecht Dürer
Handouts:
Twelve Articles of the Swabian Peasants
The Peasants’ Revolt of 1525 and the Common Man
Peasants—the other side of civilization
“Read your textbook!! Mrs. Lowrey’s notes are AWESOME, but there are still extra things her notes don’t cover. Getting this extra info is your responsibility.”
Project:
Debate & Discussion: Peasants’ Revolt 1525
Opinion Paper—DUE September 2, 2009
Essay: Chapter 10: ONE of page 350-- #5, 6, 7 – DUE August 31, 2009
Chapter 11: ONE of page 386-- #4, 5, 6 – DUE September 8, 2009
“I wish last
Textbook:
The Western Heritage
Chapter 12
Primary Sources*:
Resource Binder
□ The Edict of Nantes
(excerpts)
Textbook year’s class would have let me know how much out-ofclass study was necessary.”
□ Theodore Beza Defends the Right to Resist Tyranny
□ William of Orange Defends Himself to the Dutch Estates
□ An Unknown Contemporary Describes Queen Elizabeth
Secondary Sources: (textbook) Warring Architectural Styles: Baroque vs. Plain Churches
~~J.H.
Continued…

Essay: Chapter 12: ONE of page 415-- #3, 4, 6 DUE September 21, 2009
Video: A&E Biography—Elizabeth I
5
th
th
Textbook:
The Western Heritage
Chapters 13 and 15 (
NOTE THE CHANGE IN CHAPTER SEQUENCE
)
Primary Sources*:
Resource Binder
□ Bishop Burnet’s Impression of Peter the Great
Textbook
□ King James I Defends Popular Reaction against the Puritans
□ Parliament Presents Charles I with the Petition of Right
□ John Milton Defends Freedom to Print Books
□ Bishop Bossuet Defends the Divine Right of Kings
Secondary Sources: (textbook) Rigaud’s Louis XIV—the state portrait
Essay: Chapter 13: One of page 446--#1 or 6
DUE September 28, 2009
Chapter 15: One of page 510--#3 or 6
DUE October 5, 2009
Video: A&E Biography: Peter the Great
th
th
Textbook:
The Western Heritage
Chapters 14 and 16 (
NOTE THE CHANGE OF CHAPTER SEQUENCE
)
Primary Sources*
Resource Binder
□ Malleus Malificarum
□ Leeds Woolen Workers’ Petition, 1786
Textbook
“Don’t procrastinate. Make a study group that is actually going to work and not goof off.”
□ Copernicus Ascribes Movement to the Earth
□ Descartes Explores the Promise of Science
□ John Locke Explores the Sources of Human Understanding
□ Galileo Discusses the Relationship of Science to the Bible
□ Russian Serfs Lament their Condition
□ Rules for the Berlin Poorhouse
□ Priscilla Wakefield Demands More Occupations for Women
□ An Edinburgh Physician Describes the Dangers of Childbirth
□ Byelorussian Jews Petition Catherine the Great
~~L.B.
Continued…

Secondary Sources: (textbook) Vermeer’s
The Geographer
and
The Astronomer
—Painting and the New
Knowledge;
The Breakfast
and
Return from Market
: Two Scenes of Domestic Life
Essay: Chapter 14: ONE of page 478--#3 or 6 DUE October 19, 2009
Chapter 16: ONE of pages 547-548--#3 or 5 DUE October 27, 2009
6
th
Textbook:
The Western Heritage
Chapters 17 and 18
Primary Sources*
Resource Binder
□ Jean-Jacques Rousseau Social Contract
(suggestion: read the questions first, then skim the document to seek the answers)
□ Catherine the Great’s Instruction to the Legislative Commission for Composing a New
Code of Laws
Textbook
□ A Slave Trader Describes the Atlantic Passage
□ Olaudah Equiano Recalls his Experience at the Slave Market in Barbados
□ The Stamp Act Congress Addresses George III
□ Voltaire Attacks Religious Fanaticism
□ Montesquieu Defends the Separation of Power
□ Rousseau Argues for Separate Spheres for Men and Women
□ Mary Wollstonecraft Criticizes Rousseau’s View of Women
□ Alexander Radishchev Attacks Russian Censorship
Secondary Sources: (textbook) The Columbian Exchange—Disease, Animals, and Agriculture; A Dramatic
Moment in the Transatlantic World—Copley’s Watson and the Shark ; Joseph Wright, An Experiment on a
Bird in the Air-Pump
—Science in the Drawing Room
Essay: Chapter 17: ONE of page 580--#1, 4, or 5 DUE November 9, 2009
Chapter 18: ONE of pages 621-622—#2, 4, or 6
DUE November 23, 2009
Pictorial: Art History PowerPoint—Western Art through the Ages (1)
Art History PowerPoint—Western Art through the Ages (2)
Textbook:
The Western Heritage
Chapters 19 and 20 (except the section on Romanticism—that will be discussed next semester)
Primary Sources*
Resource Binder

□ Robespierre’s Theory of Revolutionary Government, 1793
Textbook
□ Abbe Sieyes Presents the Cause of the Third Estate
□ The Third Estate of a French City Petitions the King
□ The National Assembly Decrees Civil Equality in France
□ The Revolutionary Government Forbids Workers’ Organizations
□ French Women Petition to Bear Arms
□ A Pamphleteer Describes a Sans-Culotte
□ The Convention Establishes the Worship of the Supreme Being
□ Napoleon Describes Conditions Leading to the Consulate
□ Napoleon Makes Peace with the Papacy
□ A Commander Recalls an Incident in Spain
Secondary Sources: (textbook) Jacques-Louis David Champions Republican Values:
Lictors Bringing to
7
Brutus the Bodies of his Sons ; Francisco Goya Memorializes a Night of Executions— The Third of May, 1808
Video: The History Channel—The French Revolution
A&E Biography—Napoleon Bonaparte: The Glory of France
Essay: none
Textbook: The Western Heritage Chapters 20 (Romanticism), 21 and 22
Primary Sources*
Resource Binder
□ The Return of Napoleon from Elba, 1815
□ David Hume: Of the Dignity or Meanness of Human Nature
□ The Peterloo Massacre, 1819
□ Women Miners in the English Coal Pits
□ Letter from Engels to Marx, 1844
Textbook
□ Mazzini Defines Nationality
□ Metternich Rejects Constitutionalism
□ Thomas Babington Macaulay Defends the Great Reform Bill
□ Ricardo Enunciates the Iron Law of Wages
□ Russia Reasserts its Authority in Poland
Continued….

Secondary Sources: (textbook) Chart and timeline—the revolutionary crisis of 1848-1851; John Constable’s
Harmonious Landscapes in Unstable Times; J.M.W. Turner:
Rain, Steam, and Speed
—the Great Western
Railway
8
Textbook:
The Western Heritage
Chapters 23 and 24
Primary Sources*
Resource Binder
□ Alexander II: The Abolition of Serfdom in Russia—Manifesto of February 19, 1861
Textbook
□ Cavour Explains Why Piedmont Should Enter the Crimean War
□ Heinrich von Trietschke Demands the Annexation of Alsace and Lorraine
□ The Paris Commune is Proclaimed
□ The Austrian Prime Minister Explains the Dual Monarchy
□ Lord Acton Condemns Nationalism
□ The People’s Will Issues a Revolutionary Manifesto
□ A French Physician Describes a Working-class Slum in Lille before the Public Health
Movement
□ Eduard Bernstein Criticizes Orthodox Marxism
□ Lenin Argues for the Necessity of a Secret and Elite Party of Professional
Revolutionaries
Secondary Sources: (textbook) all timelines in these two chapters
Pictorial: (textbook) Édouard Manet,
A Bar at the Folies-Bergére
: Painting Modern Life; Georges Seurat and
Giuseppe Pellizza da Volpedo: European Society in Conflict
Textbook: The Western Heritage Chapters 25 and 26 Stick with it! The reward is enormous!
Primary Sources* ~~L.S.
Resource Binder
□ The Oath Against Modernism, 1910
□ My Four Years in Germany
□
Woodrow Wilson:
Speech on the Fourteen Points
Textbook
□ A German Scientist Announces the End of the Idea of Design in Nature
□ Leo XIII Considers the Social Question in European Politics
□ Emile Zola Defines the Naturalistic Novel

Continued…
□ Alexis de Tocqueville Forecasts the Danger of Gobineau’s Racial Thought
□ H.S. Chamberlain Exalts the Role of Race
□ Herzl Calls for a Jewish State
□ Virginia Woolf Urges Women to Write
□ Social Darwinism and Imperialism
□ The Outbreak of the Russian Revolution
□ Lenin Establishes his Dictatorship
Secondary Sources: (textbook) Cubism changes the shape of painting; John Singer Sargent, Gassed : The
Horrors of Modern Was; Art History PowerPoint
Pictorial: Art History PowerPoint—Western Art through the Ages (3)
Textbook:
The Western Heritage
Chapters 27 and 28
Primary Sources*
Resource Binder
□ Benito Mussolini: What is Fascism, 1932
□ Program of the National Socialist German Workers’ Party
□ Philip Gibbs: Famine in Russia, October
1921
Textbook
□ Trotsky Urges the Use of Terror
□ Hitler Denounces the Versailles Treaty
□ Ernst Roehm Demands a Return to German Military Values
□ George Orwell Observes a Woman in the Slums
□ Josef Goebbels Explains How to Use Radio for Political Propaganda
□ An American Diplomat Witnesses Kristallnacht in Leipzig
□ Stalin Calls for the Liquidating of the Kulaks as a Class
Pictorial: (textbook) George Grosz Satirizes Germany’s Social and Political Elite; René Magritte,
The
Human Condition
: Exploring Illusion and Reality
th
Textbook:
The Western Heritage
Chapters 29 and 30
Continued….
Primary Sources*
Textbook
□ Hitler Describes his Goals in Foreign Policy
□ Churchill’s Responses to Munich (1938)
□ An Observer Describes the Mass Murder of Jews in Ukraine
□ Alexandra Kollontai Demands a New Family Life
Continued…
9

□ Hitler Rejects the Emancipation of Women
□ Oskar Rosenfeld Describes the Food Supply in the Lodz Ghetto
□ Sartre Discusses the Character of his Existentialism
□ Pope John Paul II Discusses International Social Justice
Secondary Sources: (textbook) Cultural Divisions and the Cold War
Pictorial: (textbook) Picasso’s Guernica
Video: A&E Biography—Josef Stalin “Red Terror”
Dora Mittelwerk at Nordhausen
Textbook:
The Western Heritage
Chapter 31
“Procrastination = death
~~G.W.
Primary Sources*
Resource Binder
Textbook
□ Nikita Khrushchev: Address to the Twentieth Party Congress
□ Letter from Chairman Khrushchev to President Kennedy, October 24, 1962
□ Dorothy Little: Day by Day
□ Kofi Annan’s Nobel Prize Acceptance Speech, 2001
□ The Truman Doctrine Declared
□ The Warsaw Pact Justifies the Invasion of Czechoslovakia
□ The Pan-African Congress Issues a Declaration to the Colonial Powers
(there is a typo in the question—Comintern should be Cominform)
□ Poland Declares Martial Law
□ Gorbachev Proposes that the Soviet Communist Party Abandon its Monopoly of
Power
□ Alexandr Solzhenitsyn Ponders the Future of Russian Democracy
□ Vaclav Havel Reflects on the Future of Europe
Video: American Experience
The Berlin Airlift
CNN Presents: Czar Putin
10
Now we get to put all this together…that’s the fun part!! (REALLY!!!!
♥
) What would you like to review?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

17
Lecture: Background to the Renaissance—
Death, Discontent,
Disharmony
HW:
Machiavelli’s The
Prince
24
CONTENT QUIZ
(multiple choice)
Discuss: Forced Indian
Labor….
L&D: Northern
Renaissance—
Erasmus, More,
Agricola
“Your textbook is IS written in ENGLISH, although it seems at times to require a translation. That’s why dictionaries were invented.”
“Use the online resources; you may see those questions again…
(like on a quiz or test).”
CHECK YOUR SYLLABUS DAILY!
“Read the dang book!”
18
Discuss: Machiavelli
Groups: discussion—
“Concept Europe”
HW:
Petrarch’s Letter to
Prosperity
L&D: Voyages of
HW:
25
Discovery
Montaigne on
“Cannibals” in
Foreign Lands
19
Discuss: Petrarch’s
Letter
Lecture &
Discussion: the
Renaissance in Italy—
Medicis, Sforzas,
Borgias; Humanism
HW: Christine de
Pisan Instructs
Women…
26
Writing Workshop:
“How to write an
EFFECTIVE historical essay”
HW:
Chapter 10 Essay— due 8/31/09
Ninety-Five Theses— read to discuss
13
WELCOME!!
Course introduction— syllabus & course expectations
Textbook & Resource
Notebook
HW:
Grammar Worksheet
20
Discuss: de Pisan
L&D: Italy’s Political
Decline & Revival of
Monarchy in Northern
Europe
HW:
Michelangelo and Pope Julius II
14
Form study groups
Discuss: “What is history?” & “How to be successful in this class”
Discuss: Grammar
Worksheet
How-to: APPARTS
& document homework assignments
21
Discuss:
Michelangelo…
“How are we doing?”
What questions do you have?
APPARTS issues
HW:
Forced Indian Labor at Potosi
27
Renaissance loose ends—what questions do you have?
Discussion: Ninety-
Five Theses
28
Introduction to the
Reformation— overview of main ideas
Handouts: Peasants’
Revolt 1525;
Peasants: the other side of civilization; 12
Articles of the
Swabian Peasants
Opinion papers due
9/2/09
“Staying ahead on work makes it much easier to stay on track.”
“Work ahead, because there are going to be some days where you aren’t going to have enough time to work.”
11

August 31
L&D: Society &
Religion; Luther &
German Reformation to 1525
HW: Luther’s Letter to the Archbishop of
Mainz
Chapter 10 Essay
DUE
1
Discuss: Luther’s
Letter
L&D: Reformation elsewhere—Zwingli,
Calvin, Anabaptists & radical Protestants
Opinion Papers due tomorrow
2
Peasants’ Revolt 1525
(class discussion/debate in groups)
Opinion Papers DUE
HW: A German
Mother Advises Her
Fifteen-Year-Old Son
7
Labor Day
3
L&D: English
Reformation
8
L&D: Catholic Reform
& Counter-Revolution
(Council of Trent)
Chapter 11 Essay
DUE
9
Work Day
10
Discussion (groups): family life in early modern Europe
HW: none
(Prepare for Unit 1
EXAM)
12
4
Discuss Chapter 10
Essays & diacritical marks – or – the method to my madness….
11
Unit 1 EXAM
Chapters 10-11
Objective—25 multiple choice
FRQ-essay—1 question
14
Review Unit Exam
Intro—Unit 2
L&D: French Wars of
Religion
HW: the Edict of
Nantes (excerpts)
21
Discuss: Warring
Architectural Styles…
L&D: Thirty Years’
War & Treaty of
Westphalia
Chapter 12 Essay
DUE
HW: none (prep for
Unit 2 Exam)
28
CONTENT QUIZ
Chapter 13 Essay
DUE
L&D: Rise of
Absolute Monarchy—
Louis XIV
15
L&D: French Wars of
Religion
HW: An Unknown
Contemporary
Describes Queen
Elizabeth
22
Unit 2 EXAM:
Chapter 12
Objective—30 multiple choice
FRQ Essay—1
HW: Preview Unit 3
29
L&D: Maritime
Powers (Don’t forget the Dutch!)
HW: Bishop Burnet’s
Impression of Peter the Great
16
Video: A&E
Biography—Elizabeth
I
What is wrong with this clipart?
23
Unit 3 Intro
What is
Constitutionalism?
What is Absolutism?
HW: King James I
Defends Popular
Reaction…;
Parliament Presents
Charles I…
30
Discuss: Bishop
Burnet
BIQ QUESTIONS:
Central & Eastern
Europe
17
L&D: Imperial Spain
& Philip II
HW: William of
Orange Defends
Himself to the Dutch
Estates
24
Discuss:
James I…;
Parliament Presents…
L&D: Constitutional
Crisis & Settlement in
Stuart England
HW: John Milton
Defends Freedom to
Print Books
18
L&D: England &
Spain
HW: Warring
Architectural Styles—
Baroque vs. Plain
Churches
Read ppgs. 392-393
25
Discuss:
John Milton
L&D: Rise of Absolute
Monarchy in France
HW: Bishop Bossuet
Defends…
SEPTEMBER 2009
Not every peasant was poor and downtrodden; some were wealthy, but still classified as peasants because they were not born into nobility.
Monarchs don’t have last names—they have
NUMBERS

OCTOBER 2009
“My advice is to read a bit every night…when I left all the reading to the night before the quiz/exam, it took me a long time, and it was AWFUL! Take notes as you read—then you won’t have to read the entire book later.”
5
CONTENT QUIZ
Chapter 15 Essay
DUE
L&D: Russia (this is
REALLY good stuff, YO!)
6
L&D: Russia continued
HW: none (prep for
Unit 3 Exam)
7
Unit 3 EXAM
Chapters 13 & 15
Objective—30 M/C
FRQ Essay--1
1
BIGGER
QUESTIONS:
Sweden, Poland,
Austria, Ottoman
Empire, Russia
13
2
Video: A&E
Biography—Peter the
Great
8
Review Exam
Preview Unit 4
9
Discussion:
Scientific Revolution
HW: Copernicus
Ascribes…;Descartes
Explores…
12
NO SCHOOL
19
CONTENT QUIZ
Intro: Major features of the old regime
(ancièn régime)
Chapter 14 Essay
DUE
13
Discuss: Copernicus
Ascribes…;Descartes
Explores…
L&D: Philosophy &
Changing Science—
Bacon, Descartes,
Hobbes, Locke
HW:
John Locke
Explores…;Galileo
Discusses…
20
BIG QUESTIONS:
Family Structures &
Family Economy
26
CONTENT QUIZ
Continuation of
Industrial
Revolution
27
L&D: general social issues
Chapter 16 Essay
DUE
HW: none (prep for
Unit 4 exam)
14
Discuss: John Locke
Explores…; Galileo
Discusses…
L&D: Science &
Religious Faith—
Galileo & Pascal
HW:
Malleus
Malificarum
21
L&D: Agricultural
Revolution
Whoo-Hoo!
HW: Priscilla
Wakefield..; Leeds
Woolen Workers
28
Study Groups to prep for Unit 4
Exam
15
Synthesize: Groups to create charts of scientific revolutionaries
22
Discuss: Priscilla
Wakefield..; Leeds
Woolen Workers
L&D: Industrial
Revolution
HW: Edinburgh
Physician
Describes…;
Byelorussian Jews
Petition
29
Unit 4 Exam:
Chapters 14 & 16
Objective—30 M/C
FRQ essay—1
16
Discuss: Malleus
Malificarum
L&D: Science &
Superstition
“You are who you hang with.”
HW:
Russian Serfs
Lament…;Rules for the Berlin
Poorhouse..
23
NO SCHOOL
30
Art History:
Renaissance Art &
Artists

2
Intro Unit 5 &
Discussion: Empire &
Mercantilism
HW: Slave Trader
Describes…; Olaudah
Equiano Recalls…
9
CONTENT QUIZ
L&D: Mid-18 th
Century Wars: Jenkins
Ear, Austrian
Succession, Seven
Year’s War
Ch17 ESSAY DUE
HW: FRQ from released AP Exam— self-timed (35 minutes) DUE
NOVEMBER 17
16
L&D: Newton &
Locke, Print Culture
( Reading is a good thing…)
FRQ DUE
3
Discuss: Slave Trader
Describes…; Olaudah
Equiano Recalls…
L&D: Spanish
Colonial Systems
HW: Dramatic
Moment—Watson and the Shark read ppgs. 564-565
10
Discuss: Stamp Act
Congress…
L&D: Mid-18 th
Century Wars— continued
HW: Voltaire
Attacks…;
Montesquieu
Defends…
4
Work Day
What a GREAT opportunity to catch up or get ahead!
11
Discuss: Voltaire
Attacks…;
Montesquieu
Defends…
L&D: American
Revolution & Europe
(British & French
POV)
Hero or terrorist?
5
Discuss: Dramatic
Moment—Watson and the Shark
L&D: Black African
Slavery, Plantation
System & Atlantic
Economy
HW:
Stamp Act
Congress…; Read ppgs 582-585
12
Intro & Discussion:
Age of Enlightenment
HW: Rousseau
Argues…;
Wollstonecraft
Criticizes…
17
L&D: Enlightenment
& Religion (Deism,
Toleration, etc)
HW: Rousseau—
Social Contract
(Resource Binder)
18
Discuss: Rousseau—
Social Contract
L&D: Enlightenment
& Society
19
Class Debate:
“Resolved—Cathy,
Fred, & Joe—
Enlightened Despots”
HW: none (prep for
Unit 5 exam)
6
Synthesize: Groups to create charts of the
Columbian Exchange
14
Go TIGERS!
13
Synthesize: Groups to create charts of the
Philosophes & their belief statements
HW: Alexander
Radishchev…;
Catherine the Great’s
Instruction…
20
Unit 5 EXAM
Chapters 17 & 18
Objective: 35 M/C
FRQ Essay (1)
23
Ch18 ESSAY DUE
Art History: Western
Art through the Ages
Part 1
24
Art History: Western
Art through the Ages
Part 2
25 26
A great time to catch up and/or get ahead ☺
27
30
Intro Unit 6 &
Discussion:
French Revolution
HW:
Abbe Sieyes
Presents…; Third
Estates Petitions…
NOVEMBER 2009
“Next year’s class should be fully aware of and ready for
NIGHTLY homework. Procrastination hurts you and your time.
Don’t be scared to ask Mrs. Lowrey for help when you need it; she’s the teacher and wants you to succeed. Never quit trying to do better.”

7
Video: Napoleon—
The glory of France
HW: Napoleon
Describes…;
Napoleon Makes
Peace…
1
Video: The French
Revolution (pt 1)
HW:
National
Assembly
Decrees…;
Declaration of the
Rights of Man
8
Discussion:
Napoleonic code &
Continental System
HW:
A Commander
Recalls…
15
2
Video: The French
Revolution (pt 2)
HW:
Revolutionary
Government
Forbids…; French
Women Petition….
9
L&D: Napoleonic economic repercussions;
Europe’s response to Napoleon’s empire
3
Video: The French
Revolution (pt 3)
HW:
Pamphleteer
Describes…;Convention
Establishes…;
Robespierre’s theory of revolutionary theory
10
L&D: Congress of
Vienna, 1815
HW: none (prep for
Unit 6 exam)
4
Synthesis: Groups to create charts/timelines of
French Revolution
11
Unit 6 Exam
Chapters 19 & 20
Objective: 40 M/C
14 15 16
17 18
HW: Worksheet—A
Look Back:
Renaissance through
Napoleon
22 24 23
25
DECEMBER 2009
“I wish last year’s class had told me not to worry about getting A’s on the tests. I ended up stressing out way too much for the first few chapters.”
Discuss with others (parents, siblings, grandparents, cousins, and other odd relatives) what you are learning in the class; your parents will think you’re brilliant, your grandparents will think you’re awesome, and your other odd relatives will think you are astounding. Discussing this stuff will also reinforce what you know.
Snow days are a gift—use them wisely!!
26

16
JANUARY 2010
Third Quarter is notorious for grades to drop, work to be forgotten, apathy to kick in, and other bad things…remember, as Advanced Placement students, this is your TIME TO SHINE!! ☺
This is the semester for THE ESSAYS. The assignment will be forthcoming…time management is a GOOD thing to learn; this project will help you learn it.
The clock’s a-tickin….
“This class teaches lessons other than history. It has the ability to give you the skills necessary to do well all through high school and gives you an inner confidence in yourself.” ~~L.S.
5
Worksheet due
6 7
This week you will learn to write a full Document-Based Question free-response essay as required on the AP Exam. You will work in groups to sort and analyze historical documents. You will work in groups to determine point-of-view. You will write a full DBQ essay which will be ‘traded & graded’ using the AP scoring guide.
This is important stuff, YO!
8
11
Trade & grade DBQ essays
ESSAY PROJECT
HW: Preview Unit 7
12
Intro Unit 7
BIG PICTURE: post-Napoleonic
Europe, Nationalism
& Liberalism defined
HW: Mazzini
Defines…;
Metternich Rejects
18
NO SCHOOL
25
L&D: Revolutions of
1848
HW: none (prep for
Unit 7 exam)
19
CONTENT QUIZ
Discuss results of quiz
HW:
Peterloo
Massacre…; Women
Miners…; Letter from Engels to Marx
26
Unit 7 EXAM
Chapters 21 & 22
Objective: 40 M/C
FRQ Essay—1
HW: read ppgs.
736-741
13
Discuss: Mazzini
Defines…;
Metternich Rejects…
L&D: Conservative
Government
HW: Russia
Reasserts…; Thomas
Babington Macaulay
Defends…
20
Discuss Women
Miners…; Letter from
Engels to Marx Intro & discussion: Economic
Advance & Social
Unrest
HW: prepare notes for group collaboration— read ppgs 750-753
27
Synthesize: Groups to discuss “Abolition of
Slavery in the
Transatlantic
Economy”
HW: read ppgs. 689-
701
Notice—these pages are in Chapter 20
14
Discuss: Russia
Reasserts…
L&D: Conservative
International Order
HW: Return of
Napoleon…;David
Hume
15
Discuss: Return of
Napoleon
L&D Conservative
Order Shaken (not stirred)
HW: none—prep for
Content Quiz
21
Synthesize: Groups to answer BIG
QUESTIONS—
Family Structures,
Women, Marriage
HW:
Ricardo
Enunciates…
28
L&D:
Romanticism—
Rousseau, Kant,
Blake, Coleridge,
Wordsworth, Byron,
Schlegel, Goethe
HW: Preview Unit 8
22
Discuss: Ricardo
Enunciates…
L&D: Classical
Economics
29
Intro & Discussion:
Unit 8 Nation-States
& Crimean War
HW:
Cavour
Explains…; Heinrich von Trietschke
Demands…

17
Sometime soon I’ll schedule a practice AP exam on a Saturday and/or Sunday—purely voluntary,
FEBRUARY 2010 but a great opportunity to experience a time exam following the format of the AP exam you’ll take in May. Of course, I don’t expect you to know EVERYTHING yet; we still have several weeks until the exam.
Snow days are a GIFT!! Use them wisely .
1
Discuss: Cavour
Explains…
L&D: Italian
Unification
(Machiavielli would be sooooo proud…)
HW: Paris commune…;
Austrian Prime
Minister…
2
Discuss:
Heinrich von
Trietschke
Demands…; Austrian
Prime Minister…
L&D: German
Unification (Einigkeit und Otto)
HW: Lord Acton…;
People’s Will…
3
Discuss: Paris
Commune…
L&D: France—3 rd
Republic
HW : Alexander II: The abolition of Serfdom in
Russia-Manifesto of
Feb.19, 1861
4
L&D: Great Britain
HW: DUE Feb 8
Irish Home Rule
DBQ (released exam—timed & w/ parental verification)
5
Synthesis: BIG
QUESTIONS—
Middle class ascendancy
Late 19 th
C urban life
Women’s experiences
Jewish emancipation
HW: French Physician
Describes….
8
CONTENT QUIZ
DBQ Essay released exam DUE
Discuss: French
Physician Describes….
L&D:
Labor,Socialism,Politics to WWI
HW: Lenin Argues…;
Eduard Bernstein criticizes…
15
NO SCHOOL
President’s Day
22
CONTENT QUIZ
L&D: World War I
HW : Outbreak of the
Russian Revolution…;
Lenin Establishes…
9
Discuss: Lenin
Argues…; Eduard
Bernstein criticizes…
L&D: Labor,
Socialism, Politics to
WWI
HW: none (prep for
Unit 8 exam)
16
FRQ Essay—released exam DUE
Discuss: German
Scientist Announces…;
Leo XIII Considers…
L&D: Reading,
Science, Christianity
HW: Virginia Woolf
Encourages…; Read ppgs 862-878
23
Discuss : Outbreak of the Russian
Revolution…; Lenin
Establishes…
L&D: Russian
Revolution 1917
HW: Oath Against
Modernism, 1910
DUE Feb 25 as part of Unit 9 Exam
10
Unit 8 EXAM
Chapters 23 & 24
Objective: 50 M/C (in class)
Essay—released exam
FRQ (as take-home due FEB 16 )
17
Synthesize: Groups to discuss BIG
QUESTIONS— science-literature-
Nietzsche-Freud-
Racism
HW: Emile Zola
Defines…; Alexis
Tocqueville
Forecasts…; HS
Chamberlain Exalts…
24
Discuss: Speech on the
14 Points
L&D: WWI—End &
Peace Settlement
HW : My Four Years in Germany DUE Feb
25 as part of Unit 9
Exam
11
Intro Unit 9
Modern European
Thought
HW: German Scientist
Announces…; Leo XIII
Considers…
18
Discuss: Zola
Defines…; Alexis
Tocqueville
Forecasts…; HS
Chamberlain Exalts…
L&D: Expansion of
European Power &
Imperialism
HW: Herzl Calls…;
Social Darwinism…
25
Unit 9 Exam
Chapters 25 & 26
Objective: 50 M/C
Oath & Four Years
DUE
(These will count as the writing piece for the Unit 9 exam.)
12
NO SCHOOL
This would be a
GREAT day to do next
Wednesday’s and
Thursday’s homework assignments—hint!
☺
19
Discuss: Social
Darwinism…
L&D: German Empire
& Alliance Systems
HW: Wilson— Speech on the 14 Points
26
Art History: Western
Art through the Ages
Part 3
HW: Preview Unit 10

1
Intro & Discuss: Unit
10 Political &
Economic Factors
HW: Trotsky Urges…;
Gibbs—Famine in
Russia
29
2
Discuss: Trotsky
Urges…; Gibbs—
Famine in Russia
L&D: Soviet
Experiment
HW: Mussolini—What is Fascism?
30
3
Discuss: Mussolini—
What is Fascism?
L&D: Fascist Italy &
Joyless Victors
HW: Hitler
Denounces…; Ernst
Roehm Demands…
8
CONTENT QUIZ
Discuss: Program of
German National
Workers’ Party
L&D: The Great
Depression (not just an
American problem)
HW: Josef Goebbels
Explains…; American
Diplomat Witnesses…
15
Discuss: Hitler
Describes…; Picasso’s
Guernica
L&D: Hitler’s Goals,
Spanish Civil War
HW: An Observer
Describes…
CONTENT QUIZ
Discussion: State
Violence in 20
Century Europe
HW:
22 th
What is it?
Alexandra
Kollontai Demands…;
Hitler Rejects…
Discuss:
Explains…; American
Diplomat Witnesses…
L&D: Nazi Seizure of
Power & Italian Fascist
Economics
HW: Stalin Calls…
16
Video: Dora
Mittelwerk at
Nordhausen
(This was a slave labor camp where Hitler’s V-
2 weapons factory was located; you may think differently about our space program.)
Discuss:
9
Goebbels
23
Alexandra
Kollontai Demands…;
Hitler Rejects…
L&D: Women in Early
20 th C Authoritarian
Regimes
HW : Oskar Rosenfeld
Describes….
10
Discuss: Stalin Calls…
HW: none (prep for
Unit 10 exam)
L&D: Domestic
Fronts—Germany,
Britain, France, USSR
HW: Preview Atlantic
Charter, Tehran
Conference, Yalta
Conference, Potsdam
Conference (
17 ppgs
1025-1027 )
24
Video: A&E
Biography—Josef
Stalin “Red Terror”
HW: Cultural
Divisions and the Cold
War
(ppgs 1040-1041)
4
Discuss: Hitler
Denounces…;Roehm
Demands…
L&D: Weimar
Republic & rise of
Hitler
HW: Program of
German National
Workers’ Party
11
Unit 10 Exam
Chapters 27 & 28
Objective: 45 M/C
FRQ Essay--1
18
Synthesize: Groups to create charts of Allied
Charters and
Conferences—goals, plans, secrets
25
Art History:
Propaganda Posters
18
5
L&D: Successor States
(successful & unsuccessful experiments)
HW: George Orwell
Observes…
12
Intro & Discussion:
Unit 11—Again the
Road to War…
HW: Hitler
Describes…;
Churchill’s
Response…; Picasso’s
Guernica
Read pg. 999
19
L&D: WWII loose ends & anything else of interest
HW: Preview State
Violence in 20 th
Century Europe
(pg. 1032)
26
NO SCHOOL
31
MARCH 2010
“If you are a whiner, you are in the
WRONG class!”
“One word—BINDER! Keeping your notes and assignments in a paper bag invites disaster, especially if your mom is
Spring cleaning…”

Take the AP exam…you’re in AP class to prepare for its.
Actually STUDY for the exam and start studying EARLY. It will help.”
As I’m not sure what format standardized testing will take this
5
Discuss: Cultural
Divisions and the Cold
War
L&D: Migration & the
Welfare State
HW: Sartre
Discusses…; John
Paul II Discusses… year, April will be flexible.
6
Discuss: Sartre
7
Further discussion of culture Discusses…; John Paul
II Discusses…
L&D: Transformation
Knowledge & Culture
HW: none ( prep for
Unit 11 exam)
1
8
Unit 11 Exam
Chapters 29 & 30
Objective 50 M/C
Constructed Response
--3
9
Intro Unit 12
NATO & Warsaw
Pact
HW:
Nikita
Khrushchev--Address to the Twentieth Party
Congress; Truman
Doctrine…
19
2
12
Discuss:
Nikita Khrushchev--
Address to the
Twentieth Party
Congress; Truman
Doctrine…
L&D: Khrushchev
Era, Cold War
Confrontations, 1956
HW: Letter from
Chairman…; Warsaw
Pact Justifies…
19
Discuss: Solzhenitsyn
Ponders…Havel
Reflects…
Discussion: Post-cold
War Issues
HW: Dorothy Little…;
Kofi Annan’s…
13
Video: The Berlin
Airlift
20
Discuss: Dorothy
Little…; Kofi
Amman’s…
HW: find articles pertaining to current
European affairs—keep them serious (no stories about driving nude in
Luxembourg!)
14
Discuss: Letter from
Chairman…; Warsaw
Pact Justifies…
L&D: Western
European Political
Developments
HW: Pan-African
Congress…; Poland
Declares…
21
Discussion: Current events
What’s happening in
Europe today? Why?
HW: prep for Unit 12 exam
15
Discuss: Pan-African
Congress…; Poland
Declares…
L&D: Brezhnev Era
Lowrey Stories
HW: Gorbachev
Proposes…
22
Unit 12 Exam
Chapter 31
Objective 65 M/C
16
Discuss: Gorbachev
Proposes…
L&D: Collapse of
Communism
HW: Solzhenitsyn
Ponders…Havel
Reflects…
23
CNN Presents:
Czar Putin
26 27 28 29
30
Former students may tell you
they passed
AP exam without preparing for it…not true.

3 4
5 6
Today, we breathe…..
20
7
11 12 13 10
18
17
24 25
14
21 20 19
Y |ÇtÄ XåtÅ|Çtà|ÉÇá
MAY 2010
Now its time to pull everything together— this is what you’re worked for throughout this school year.
“Gimme an A! Gimme a P! Gimme an E-U-R-O!
What’s that spell??? AP EURO!!!” YAY!!

Post-Class Evaluation
Please take a few minutes to fill out this paper.
Thanks!
What advice would you give to next year’s class?
What do you wish last year’s class would have told you?
What suggestions do you have to improve this course to prepare students for the AP Exam?
Other comments? Use other side if necessary.
21