AP European History
Course Syllabus
Textbook
Kagan, Donald, Ozment, Steven and Turner, Frank. The Western Heritage: Since 1300. 10th ed. Upper Saddle
River, New Jersey: Pearson-Prentice Hall, 2010
Readers
Wiesner, Mary, Wheeler, William, and Ruff, Julius, Discovering the Western Past: A Look at the Evidence,
Volumes I and II, McDougal-Littell, 1996
Ancillary Lesson Books
Advanced Placement European History I: The Modern World: New Directions and Advanced Placement
European History II: Westernizing the World, 1870 to the Present, The Center for Learning, 1991 (documentary
evidence periodically used in class discussions)
The Course
AP European History is primarily offered at junior and senior level. This is a year-long, college level course,
therefore I prepare my students to analyze documents, construct organized essays-both thematic and
document-based questions, engage in critical reading/thinking, and interpret historical materials, including
written documents, art, graphs, maps, and statistical information.
Students are expected to understand and interpret the important geographic, political, economic, religious,
social, intellectual, and artistic themes of European History from approximately 1450 to the present.
Suggested Grading
10% Daily work 10% Quizzes
40% Unit Exams 20% Benchmark Exams (each 6 weeks) 20% Semester Exam
Class Activities
Class Discussions and Inner-Outer Circles are designed to engage students in an active student learning
environment. For example, I ask questions concerning the principal themes of European history to ensure that
students are analyzing evidence and interpretations presented in historical scholarship (such as how accurate is
the source, what specific evidence does the author utilize, was there anything left unsaid, etc). Class
discussions occur approximately 3-5 times a week.
Group Work is intended to allow students to engage in a cooperative environment. It is also important for
students to use successful communication to achieve a designated goal. Group work consists of students
working with documents, analytical questions, debates etc. We have group work approximately once a week.
Examples of documents students analyze/interpret as groups include an excerpt from Thomas Hobbes’
Leviathan, industrial growth statistical charts, and post-WWI map changes.
Evening Sessions are intended to give students extended time to engage our course and are non-required.
Our 50-minute class periods somewhat limit activities that need more than 50 minutes, such as DBQ’s, fulllength movies and guest speakers. As well, evening sessions allow my students to interact with students from
my other Euro class periods. We have evening sessions approximately once a month until March when we have
them twice a month until the national exam.
Writing Opportunities
Quizzes are designed to engage students in critical thinking and offer an analytical approach to assess student
progress. Quizzes are typically 5 short answer questions or a quick-write in their essay/writing journals. Quizzes
occur approximately once a week. An example of a quick-write is: From our discussion yesterday, which were
the two most important causes of New Imperialism; defend your choices.
Thematic (Free-Response) Essays allow students to analyze prompts, marshal evidence, propose an
argument, write a cogent essay in response to a wide variety of prompts. Essays are assigned approximately
every 3 weeks. Examples of FRQ essays include: To what extent were the revolutions of 1820-1848 a response
to nationalism and/or liberalism? and To what extent was the work of the artists and writers of the Renaissance
a reflection of Renaissance ideals?.
Document-Based Questions are designed to allow the student to analyze documents (primary & secondary)
and construct an essay using skills such as analysis of different points of view and bias. I assign both teachergenerated and released AP DBQ’s periodically throughout the year, generally offered in a timely manner based
on the current topic of discussion. Students write the DBQ essays in timed, in-class formats (both during the
regular school day and during evening sessions) and as homework. An example of a sample DBQ would be:
Analyze the causes that led to the Protestant Reformation of the 16th century. Sample documents from this
particular DBQ include excerpts from Luther, Erasmus, Calvin, Pope Boniface VIII etc. Another example of a
DBQ would include: How did the French, including Marshal Philippe Petain, view the Vichy regime that he led
from 1940-44. Sample documents from this DBQ include excerpts from: Petain, Charles de Gaulle, Pierre Laval
etc.
Writing Improvement Time (WIT) is a time that allows students to discuss with me ways in which to improve
their writing. I require my students to have at least two WIT’s per semester, but otherwise WIT’s can be
scheduled at any time during the semester (before school, during our tutorial period, during lunch or after
school) and are totally open to fit each student’s needs. I have found that having personal time with my students
through WIT’s adds much to the effectiveness of what I write on their essays and is especially helpful for my
students since they are sophomores and mine is generally the first AP course that they encounter in high school.
Exams
Unit Exams assess the students’ knowledge of the current unit. Each exam includes multiple-choice questions
and an essay.
Benchmark Exams are cumulative from the beginning of the year and include multiple-choice questions. Our
district requires all regular courses give district-created benchmark exams each 6 weeks. I offer ones that I
create at the same times as the district ones.
Europe Map Exams are given at the beginning of the year and prior to the national AP exam, assessing the
students’ knowledge of the current map of Europe. Each exam is offered in a matching format.
Kevin Bacon Dates Exams are given at the end of the first semester and prior to the national AP exam,
assessing the students’ ability to link major events in European history to surrounding
events/people/ideologies/developments. Each exam is offered in a matching format.
First Semester Exam is given at the end of the first semester and contains approximately 100 cumulative,
multiple-choice questions for immediate input into the current semester grade.
Second Semester Exam is a mock AP European History exam that I create it from released AP Exam multiplechoice questions and DBQ and FRQ materials (consisting of 80 multiple-choice questions, 1 DBQ, and 2 FreeResponse essays), giving it in an atmosphere that will prepare students for the actual exam. The students are
expected to use the skills (analysis, critical thinking, interpreting/understanding primary/secondary documents,
writing, etc.) necessary to do well on the AP European History Exam. I give the mock 2 weeks before the
national AP Exam; it is an excellent gauge for my students on what they should re-review before the national
exam.
Major assignments
The Prince Book Analysis (1st semester)
My students read The Prince in its entirety. As they do so, they journal their responses to Machiavelli’s
comments throughout the book and then write an analytical essay dealing with their impressions of the ideas he
presents. This book analysis is worth two test grades.
Critical Book Review (2nd semester)
My students write a critical book review on a book of their choosing from the Problems in European Civilization
series by D.C. Heath/Houghton-Mifflin. The only limit that I put on the choice is that its topic must be from the
Renaissance to the present. This review is worth one test grade.
Social Studies Field Experience (both semesters)
One of the goals of social studies is to expand students’ cultural knowledge, both at the world and local levels.
Toward that end my students must earn points each semester toward a social studies field experience grade.
They have a wide variety of activities from which to choose, including meetings, speeches and visiting
museums. I give them suggestions throughout the year but they may also seek out additional activities and then
receiving my approval. I give them a format to follow in making notes of their observations and in writing up their
final product. All activities must somehow support our course. Their SSFE is worth one test grade per semester
Course Units, Focus Topics and Timeline
The units are designed to help AP European History students build skills as they build subject knowledge. To do
this, units are structured to create comparative analysis rather than focus on singular, chapter-based topics.
Units One through Five are designed to be completed during the first semester with Units Six through Nine in
second semester.
UNIT 1—THE MAKING OF WESTERN EUROPE
(The West before 1300 and Chapter 9)
2 weeks
Impact of ancient Mediterranean civilizations on the modern world
Social structures of medieval Europe
Impact of the Roman Catholic Church on Western Europe
Economic and political changes in the Late Middle Ages
Focus and Documents analyzed (in part or whole)
Day 1
Course introduction
Day 2
Civilization—Discussion of facets and examples of civilization
Day 3
Ancient Civilizations—Lecture and discussion on Mesopotamia and Egypt
Day 4
Ancient Civilizations—Lecture and discussion on
ancient Greece and Plato’s Republic (Great Books
video)
Plato’s Republic
Day 5
Ancient Civilizations—Lecture and discussion on
ancient Rome
Cicero’s The Laws
Day 6
Day 7
Middle Ages—Chapter 9 Inner-Outer Circle class discussion (IOC)
Middle Ages—Lecture and discussion on the
Boccaccio’s Decameron
social structures of the Middle Ages
Middle Ages— Lecture and discussion on the political and economic structures of the Middle Ages
Middle Ages— Lecture and discussion on the
Magna Carta, De Villis
political and economic structures of the Middle
Ages
Unit 1 Test
Day 8
Day 9
Day 10
UNIT 2—THE WEST IN TRANSITION
(Chapters10-11)
3 ½ weeks
Transition from medieval thought to humanism
Philosophical changes during the Renaissance in Italy and in northern Europe
Changes in painting, sculpture, literature, and architecture during the Renaissance
Roles of women during the Renaissance
Reasons for the Reformation and its rapid spread across Western Europe
Variety of Protestant movements that arose
Catholic response to the Protestant Reformation
Reformation as an economic, a political, and a religious movement
Causes and effects of the Age of Exploration
Focus and Documents analyzed (in part or whole)
Day 1
Renaissance, Reformation, Exploration—Unit 2 intro lecture and discussion
Day 2
Day 3
Day 4
Renaissance, Reformation, Exploration—Unit 2 intro lecture and discussion
Renaissance and Discovery—Chapter 10 IOC
Renaissance Women—Discussion of women in
Pisan’s The Treasure of the City of Ladies &
the Middle Ages and in the Renaissance
Castiglione’s The Courtier
Ficino’s On Divine Frenzy, Pico della
Humanism/Neo-Platonism— Lecture and
Mirandola’s On Dignity of Man, images of the
discussion on humanism and Neo-Platonism
Medici Chapel in Florence, Italy
The Prince—Discuss Machiavelli’s The Prince
Bill, meet Niccolo (Newsweek, 1995, Michael
(including Lesson 7) (from Center for Learning),
Barone)
The Prince journal instructions
The Prince--Finish journal instructions and view Great Books video The Prince
Works by DaVinci, Michelangelo, Raphael,
Renaissance and Mannerism— Lecture and
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
discussion on Renaissance and Mannerist art
Titian, Durer, El Greco and others
Renaissance and Mannerism— Lecture and
discussion on Renaissance and Mannerist art
Exploration—Discussion of exploration and why
Europe “found” the Americas (including Lesson 5)
Reformation—Chapter 11 IOC
Religion and the Reformation—Discussion of
Luther’s beliefs and anti-Catholic propaganda
Works by DaVinci, Michelangelo, Raphael,
Titian, Durer, El Greco and others
Different Paths: China and the West
Day 13
Political responses to Reformation—Discussion
of political conflicts in the Reformation
Day 14
Economic and social responses to
Reformation—Discussion of the conflict between
Luther and the German peasants
Day 15
Social responses to Reformation—Discussion of
how the Reformation and Counter-Reformation
effected how people lived
Day 16
Reformation—Discussion of the implications of
the Reformation (including Lesson 6)
Evening
session
Day 17
Martin Luther—Movie: Luther
Day 18
Noble Savage/Review—Discussion of the Noble
Savage, and review of the unit’s main ideas
Unit 2 Test
Luther’s 95 Theses, Lord Keep Us Steadfast
in Thy Word and A Mighty Fortress Is Our God
(hymns) by Luther, and broadsheets by
Cranach, Gerung and others
Charles V’s Empire map, Imperial Edict of
Worms, Henry VIII’s Act of Supremacy and the
Pope’s Condemnation
German peasants’ list of grievances, Luther’s
Admonition to Peace, Luther’s condemnation
of the peasant revolt
Luther’s The Freedom of a Christian, Calvin’s
Rules Governing Geneva, and Loyola’s Rules
for Thinking with the Church
The Meaning of the Reformation, and How
Weber’s ‘Protestant Ethic’ explains US edge
over Europe (Commentary, Neil Ferguson)
Essay by Montaigne on savages and de las
Casas’ The Tears of the Indians
UNIT 3—FOUNDATIONS OF THE MODERN STATE
(Chapters 12-13)
2 weeks
French Wars of Religion
Rise of Western absolutism, including Louis XIV and Philip II
Absolutism in Central and Eastern Europe
Rise of constitutional monarchy and parliamentary power in England (Tudors through Stuarts)
Rise of the Dutch Republic
Focus and Documents analyzed (in part or whole)
Day 1
Foundations of Modern State—Unit 3 intro lecture and discussion
Day 2
Day 3
Day 4
Foundations of Modern State—Unit 3 intro lecture and discussion
Religious Wars—Chapter 12 IOC
The Peace of Westphalia
War—Discussion of the French Wars of Religions
and the 30 Years’ War (including Lesson 10)
Day 5
Baroque— Lecture and discussion on Baroque art
Day 6
Baroque— Lecture and discussion on Baroque art
Day 7
Absolutism/Constitutionalism—Chapter 13 IOC
Day 8
Development of English Constitutionalism—
Discussion of the English royal lineage, including
key topics from Henry VII through the Glorious
Revolution
Works by Rembrandt, Rubens, Caravaggio, de
la Tour, Gentileschi, Vermeer, Poussin,
Velazquez, Bernini and others
Works by Rembrandt, Rubens, Caravaggio, de
la Tour, Gentileschi, Vermeer, Poussin,
Velazquez, Bernini and others
Elizabeth I’s speech at Tilbury & English Bill of
Rights, family tree
Evening
session
Day 9
Oliver Cromwell and Charles I—Movie: Cromwell
Day 10
Louis XIV’s Absolutism—Debate on impact of
Louis XIV
Day 11
Unit 3 Test
Louis XIV’s Propaganda— Lecture and
discussion on Louis XIV Propaganda
Including documents written by Bodin, Bossuet,
the Duke of Saint-Simon and others, and
paintings, sculpture and architecture by
Rigaud, Le Brun, and others
Wide variety of documents by Voltaire, Charles
Guignebert and others
UNIT 4—A TIME OF REVOLUTIONS AND REASON
(Chapters 14-17)
3 ½ weeks
Causes and the effects of the Scientific Revolution
Development of political thought in 17th century England (pre-Enlightenment)
Interaction of the Agricultural Revolution and the early Industrial Revolution
Growth of trade, mercantilism, and colonization
Colonial wars and the American War for Independence
Impact of economic and political changes on society
Impact of the Enlightenment on the religious, social, and political ideologies
Enlightened despots
Focus and Documents analyzed (in part or whole)
Day 1
Revolutions and Reason—Unit 4 intro lecture and discussion
Day 2
Revolutions and Reason—Unit 4 intro lecture and discussion
Day 3
New Thought and Culture—Chapter 14 IOC
Day 4
Scientific Revolution—Discussion of the
Writings by Galileo and Luther
Scientific Revolution (including Lesson 20)
Pre-Enlightenment—Debate on beliefs of Thomas Hobbes and John Locke
Day 5
Day 6
Old Regime—Chapter 15 IOC
Day 7
Women’s Lives—Discussion of the evolution of
the education of women (including Lesson 12)
Day 8
Day 9
Peasants—Discussion of the lives of peasants (including Lesson 8)
Written and visual documents by a variety of
Children—Discussion of the lives of children
contemporaries both secular and religious
(including Lesson 19)
Day 10
Rococo— Lecture and discussion on Rococo art
Day 11
Wars and East/West Europe—Discussion of the
major wars of the 17th and 18th centuries, and
lecture and discussion on the Elbe-Trieste Line
(including Lessons 18 and 23)
Trade, Wars, and Rebellion—Chapter 16 IOC
Day 12
Day 13
Trade—Discussion of the Commercial Revolution
and mercantilism (including Lesson 9)
Day 14
Enlightenment—Chapter 17 IOC
Day 15
Old Order vs. New Order—Discussion of how the
new enlightened philosophies came up against
older, entrenched beliefs
Writings by Castiglione, Erasmus, Luther,
Moliere, Milton, Mme. De Maintenon and others
Works by Boucher, LeBrun, Fragonard, Hogarth,
Tiepolo and others
Maps of Europe, focusing on evolution of the
differences between Eastern Europe and
Western Europe
Variety of charts
D’Alembert’s The Encyclopedia, Voltaire’s
Philosophical Dictionary, Montesquieu’s The
Spirit of Laws, Rousseau’s Emile, and
Wollstonecraft’s A Vindication of the Rights of
Woman
Day 16
Philosophes and the Social Contract—
Discussion of Locke & Rousseau on the Social
Contract and the impact of the Enlightenment on
the development of the United States
Day 17
Enlightened Despotism—Discussion of the
enlightened despots
Day 18
Unit 4 Test
Locke’s Of Civil Government and Rousseau’s
Social Contract
Bossuet’s Politics Drawn from the Very Words of
Scripture, Hobbes’ Leviathan, letters between
Maria Theresa and Joseph II and other writings
by Frederick the Great, Catherine the Great,
Joseph II and others
UNIT 5—THE FRENCH REVOLUTION
(Chapters 18-19½ )
2 ½ weeks
Third Estate and its struggle for recognition
Causes, course and collapse of the French Revolution
Napoleon's successes and failures in achieving his goals
Napoleon's foreign policy and Europe's reaction to it
Focus and Documents analyzed (in part or whole)
Day 1
French Revolution—Unit 5 intro lecture and discussion
Day 2
French Revolution—Unit 5 intro lecture and discussion
Day 3
French Revolution—Chapter 18 IOC
Day 4
Causes of French Revolution—Discussion of the
causes of the French Revolution
Day 5
Causes of French Revolution—Debate on the
causes of the French Revolution (Middle class
ambition, enlightened thought and desperation of
the poor)
Day 6
Images of Louis XVI—Discussion of the changing Multiple images from cartoons, paintings and
views of Louis XVI (including Lesson 26)
other contemporary images
French Revolution—Discussion of Crane Brinton’s The Anatomy of Revolution as a backdrop to a
discussion of the course of the French Revolution
Works by David, Ingres, Canova and others
Neoclassicism— Lecture and discussion on
Day 7
Day 8
Abbe Sieyes’ What is the 3rd Estate?, cahiers
de doleances, and other documents both written
and visual
Burke’s Reflections on the Revolution in France,
Aulard’s The French Revolution and other
documents
Neoclassicism
Day 9
Neoclassicism— Lecture and discussion on
Neoclassicism
Day 10
Napoleon— Chapter 19 IOC (first half)
Day 11
Image of Napoleon—Debate Napoleon’s legacy
(including Lesson 28)
Day 12
Fall of Napoleon—Discussion of the fall of
Napoleon, including analyzing The 1812
Overture
Unit 5 Test
Day 13
Works by David, Ingres, Canova and others
Written documents by Goethe, John Adams and
others, and visual documents by David, Ingres
and others
Tchaikovsky’s 1812 Overture
UNIT 6—NATIONALISM AND INDUSTRIALIZATION
(Chapters 19½-22)
4 weeks
Influence of the Congress of Vienna’s reactionary stance on European political development
19th century revolutionary movements of political liberalism and nationalism
Industrial Revolution, especially its rise in Britain
Social, economic, and political impact of industrialism
Romanticism, Realism and Impressionism and how they reflected society
Growth of nationalism in Germany and Italy
Focus and Documents analyzed (in part or whole)
Day 1
Nationalism and Industrialization—Unit 6 intro lecture and discussion
Day 2
Nationalism and Industrialization—Unit 6 intro lecture and discussion
Day 3
Congress of Vienna and Romanticism—Chapter 19 IOC (second half)
Day 4
Congress of Vienna—Discussion of the Congress
of Vienna, its participants and its impact
Day 5
Romanticism— Discussion of Romanticism,
including comparing its core ideas with the core
ideas of the Enlightenment and analyzing its link
with Christianity (including Lesson 34)
Writings by Coleridge, Brinton and others
Day 6
Romanticism—Lecture and discussion on
Romantic literature and art
Romanticism—Lecture and discussion on
Romantic literature and art
The Conservative Order—Chapter 20 IOC
Works by Mary Shelley, Coleridge, Lord Byron,
Goethe, Delacroix, Turner and others
Works by Mary Shelley, Coleridge, Lord Byron,
Goethe, Delacroix, Turner and others
Day 7
Day 8
Day 9
Latin American Revolutions—Discussion of the
Atlantic slave trade and the Europeans’ attempts to
control their Latin American colonies, including a
lecture and discussion on Toussaint L’Ouverture
Metternich’s Memoirs
Charts and graphs, and writings by Wordsworth’s
To Toussaint L’Ouverture, Howard’s Journal of a
Soldier and Korngold’s Citizen Toussaint
Day 10
Economic Advance/ Social Unrest—Chapter 21 IOC
Day 11
Metternich System—Discussion of the Age of Metternich and early 19th century revolutions
Day 12
Nationalism—Discussion of nationalism, including
its definition and 19th century and modern
examples (including Lesson 1)
Document by Mazzini
Day 13
Industrial Revolution—Debate on the 19th century
impact of the Industrial Revolution
Multiple visual and written documents, including
testimonies, chronologies, songs, labor rules,
and reports on working conditions
Day 14
Socialism— Lecture and discussion on socialism and comparison of various economic ideologie
Day 15
1848 Revolutions—Discussion of the 1848
revolutions (including Lesson 36)
Nation-States—Chapter 22 IOC
Realism and Impressionism— Lecture and
discussion on Realism and Impressionism
Realism and Impressionism— Lecture and
discussion on Realism and Impressionism
Several maps showing locations of revolutions,
nationalities and languages
Unification of Germany and Italy— Debate on
the unification processes in Germany and Italy
Unit 6 Test
Multiple documents Including speeches by
Bismarck, Mazzini, Garibaldi, Victor Emmanuel
Day 16
Day 17
Day 18
Day 19
Day 20
Works by Manet, Monet, Renoir, Degas, Cassatt
and others
Works by Manet, Monet, Renoir, Degas, Cassatt
and others
UNIT 7—FIN DE SIECLE THROUGH WWI
(Chapters 23-25)
4 weeks
Economic, political and social impact of the Second Industrial Revolution
Development of socialism
Causes, methods, and effects of 19th century imperialism
Development of turn-of-the-century European thought
Development of 20th century art
Causes and course of World War I
Efforts to create a just treaty at the end of WWI
Rise of Communism during the Russian Revolution
Focus and Documents analyzed (in part or whole)
Day 1
Fin de Siecle through WWI—Unit 7 intro lecture and discussion
Day 2
Fin de Siecle through WWI—Unit 7 intro lecture and discussion
Day 3
Building European Supremacy—Chapter 23 IOC
Day 4
Woman Suffrage— Lecture and discussion on the
development of woman suffrage, with a special
focus on Great Britain
Day 5
Day 6
Day 7
Speech by Emmaline Pankhurst and her
Women’s Voices: Quotations by Women,
Christabel Pankhurst’s Unshackled, the National
Woman’s Anti-Suffrage League Manifesto,
various statements from Members of Parliament
(including William Gladstone) and other textual
documents, various posters and photographic
images
Evolution of British Democracy—Discussion of the 19th century development of British suffrage
(including Lesson 7)
The Second Industrial Revolution and the Socialist Response.— Discussion of the Second
Industrial Revolution and Revisionist Socialism (including Lessons 3 and 6)
Writings by Percy Shelley, John Ruskin and
Modern Urban Life— Lecture and discussion on
late 19th century urban growth, focusing on London, Vicomte de Launay, and various statistical
charts, paintings and photographic images
Paris, Berlin and Vienna
Day 8
Modern European Thought—Chapter 24 IOC
Day 9
Fin de Siecle to WWI Art— Lecture and
discussion on art from the Fin de Siecle through
WWI
Day 10
Growth of Scientific Thought—Debate on the impact of late 19th and early 20th centuries scientific
inventions and discoveries
Day 11
Imperialism, Alliances, War—Chapter 25 IOC
Day 12
Why Imperialism?— British Imperialism—
Lecture and discussion on imperialism, focusing on
British imperialism
Day 13
Day 14
Day 15
Imperialism—Read and discuss “Shooting an
Elephant”
Imperialism—Debate causes of New Imperialism
Alliance System—Comparative analysis of late 19th and early 20th centuries’ alliances and treaties
Day 16
Day 17
World War I— Lecture and discussion on WWI
World War I— Lecture and discussion on WWI
Works by Cezanne, Gaugin, Van Gogh, Seurat,
Matisse and others
Statements from Lord Carnarvon and J.A.
Hobson on imperialism, White Man’s Burden
and various parodies, cartoons from
contemporary media (including magazines and
newspapers)
George Orwell’s Shooting An Elephant
July 6, 1914 telegram from von BethmannHollweg to German ambassador in Vienna
(Blank Check), July 23, 1914 Austro-Hungarian
ultimatum to Serbia, July 25, 1914 Serbian
response to the Austro-Hungarian ultimatum,
July 29 through August 1, 1914 Wilhelm II’s and
Nicholas II ‘s telegrams leading to WWI
Day 18
Day 19
Day 20
Treaty of Versailles—Discussion of the Treaty of
Versailles and the changes that it brought
(including Lesson 12)
War Guilt—Debate on Germany’s role in the
beginning of WWI
Russian Revolution— Lecture and discussion on
Russian Revolution
Day 21
Russian Revolution— Lecture and discussion on
Russian Revolution
Day 22
Unit 7 Test
Various charts and maps dealing with Pre- and
Post-WWI Europe
Article 231 of Versailles Treaty, Fay’s Origins of
the World War and other documents
Trotsky’s statement on Nicholas II’s constitution,
Nicholas II’s abdication statement, Michael’s
refusal statement and various quotes from Lenin
Trotsky’s statement on Nicholas II’s constitution,
Nicholas II’s abdication statement, Michael’s
refusal statement and various quotes from Lenin
UNIT 8—TOTALITARIANISM AND WWII
(Chapters 26-28)
3 weeks
Impact of World War I and the Great Depression on European nations during the 1920s and 30s
Philosophies, policies and actions of Fascism, Nazism and Soviet Communism
Causes and course of World War II
Significance of the various WWII conferences
Focus and Documents analyzed (in part or whole)
Day 1
Totalitarianism and WWII—Unit 8 intro lecture and discussion
Day 2
1920’s—Chapter 26 IOC
Day 3
Irish Independence— Lecture and discussion on
Irish history, focusing on 20th and 21st centuries
Day 4
Post-WWI Art— Lecture and discussion on
Post-WWI art
Day 5
1930’s—Chapter 27 IOC
Day 6
The Great Depression—Creation of a visual DBQ
presentation through analysis and grouping of
documents (including Lesson 19)
Day 7
Day 8
Day 9
Evening
session
Video from Library of Congress website
(including immigrants arriving at Ellis Island and
departing from it to the US mainland), music
(including Kilkelly, Ireland; Bloody Sunday; and
Zombie)
Works by Cezanne, Gaugin, Van Gogh, Seurat,
Matisse and others
Multiple images including photographs a wide
variety of situations including the signing of the
Kellogg-Briand Pact, the 1936 Nuremberg Rally,
Haile Selassie speaking to the League of
Nations, and others
French Search for Security—Discussion of the progression of French policies from the Treaty of
Versailles through the London Naval Conference (including Lesson 15)
Totalitarianism—Comparative discussion of absolutism and totalitarianism
Nazis—After analyzing statements made by
Writings by Nietzsche and others
various Nazis debate their philosophical
underpinnings (including Lesson 18)
Nuremberg Law for the Protection of German
Wannsee Conference—Discussion of Nazi
Blood and Honor, Wannsee Conference
policies concerning Jews, including video:
Transcript, Order from Hermann Göring to
Wannsee Conference
Reinhard Heydrich
Day 10
The State of Nations—Comparative discussion of the condition of major nations prior to WWII
(including Lesson 17)
Day 11
WWII—Chapter 28 IOC
German Declaration of War against the US
Day 12
Britain at War— Lecture and discussion on the
British home front during WWII
Day 13
Propaganda— Lecture and discussion on WWII
era propaganda
Day 14
Soviet Suspicions and the Search for
Security—Discussion of Soviet totalitarianism and
its reflection in its foreign policy decisions
(including Lesson 16)
Day 15
Unit 8 Test
When the Lights Go On Again (British WWII
song), Churchill’s speech This was their finest
hour
Multiple images from Allies and Axis powers,
focusing on posters
Orwell’s 1984
UNIT 9—CONTEMPORARY EUROPE
(Chapters 29-30)
2 ½ weeks
Social changes during the 20th century
Roles of the US and the USSR in the Cold War
Politics, economics and society in postwar Western and Eastern Europe
Influence on Europe of ever-changing situations in the rest of the world
Revolutions of 1989 and their impact on the world
Focus and Documents analyzed (in part or whole)
Day 1
Contemporary Europe—Unit 9 intro lecture and discussion
Day 2
20th Century— Chapter 29 IOC
Day 3
Families in 20th Century Totalitarian States—
Lecture and discussion of families, women and
children in Fascist Italy, Nazi Germany and
Communist Soviet Union
Written documents by Kollontai, Mussolini,
Goebbels, Hitler and others, and multiple visual
images, including posters, magazine covers,
paintings and photographs
Day 4
Families in 20th Century Totalitarian States—
Lecture and discussion of families, women and
children in Fascist Italy, Nazi Germany and
Communist Soviet Union
Written documents by Kollontai, Mussolini,
Goebbels, Hitler and others, and multiple visual
images, including posters, magazine covers,
paintings and photographs
Day 5
Cold War and New Europe—Chapter 30 IOC
Day 6
The Cold War: Who Was Responsible—Discussion tracing the evolution of the Cold War (including
Lesson 22)
Day 7
Fall of Communism—Fall of Soviet bloc video
Day 8
Fall of Communism—Discussion of comparative chronology of the fall of European Communism
Day 9
European Union— Lecture and discussion of the
European Union
Day 10
Day 11
Statements from Tony Blair, Jack Straw, Spain’s
El Pais and others, analytical charts and charts,
and posters, cartoons and photographs
The United Nations—Debate on the impact of the UN
Charts and cartoons
Changing Economics—Discussion of the
changing economic situation from WWII through
the end of the 20th century (including Lesson 23)
Day 12
Day 13
Europe and the World—Discussion of the
interaction between Europe and the rest of the
world (including Lessons 26 and 27)
Unit 9 Test
Charts and images, including photographs of the
Berlin Wall, a statue of Kwame Nkrumah
REVIEW FOR NATIONAL EXAM
2 weeks Focus
Day 1
Multiple-Choice—Discussion of multiple-choice questions from released national exam
Day 2
The West in Transition & Foundations of the Modern State—Review Units 2 and 3
Day 3
A Time of Revolutions & the French Revolution—Review Units 4 and 5
Day 4
Nationalism and Industrialization & Fin de Siecle through WWI—Review Units 6 and 7
Day 5
Totalitarianism and WWII & Contemporary Europe—Review Units 8 and 9
Day 6
Power of the Printed Word—Discuss the impact of major European books (including Lesson 31)
Day 7
The Individual in History: The Person of the Age— Debate who were the most important people in
modern European history (including Lesson 32)
Day 8
The Flow of History—Discussion of comparative chronology of modern European history (including
Lesson 39)
Day 9
Turning Points in History—Discussion of major turning points (including Lesson 34)
Day 10
Points of Conflict: The Focus of History—Discussion of major conflicts and their impact (including
Lesson 35)
Day 11
Reflections of the Ages—Final review of major topics in modern European history (including Lesson
40)
Day 12
Visual Review of Modern European History—Review lecture and discussion on modern European
history through its art and architecture