AP EUROPEAN HISTORY
SYLLABUS
Course Description:
In accordance with AP College Board’s European History, this course is a study of
European history from 1450 that introduces students to cultural, economic, political, and
social developments which played an instrumental role in shaping the world in which we
live. Without this knowledge, we could lack the context for understanding the
development of contemporary institutions, the role of continuity and change in present
day society and politics and the evolution of current forms of artistic expression and
intellectual discourse.
Course Objectives:
The objective of AP European History is not only teaching students a basic narrative of
events, but to also develop (1) an understanding of some of the principle themes in
modern European history, (2) an ability to analyze historical evidence and historical
interpretation, and (3) an ability to express historical understanding in writing.
Course Evaluation and Requirements:
AP European History is a course that is based upon class discussion. There will be
numerous unannounced quizzes as well as unit exams. It is necessary for students to
stay on pace with class themes/topics. The quizzes and unit assessment are formatted
after AP Exam.
In order to ensure success, students must:
 remain up to date on all readings as well as homework and assignments.
 master a high level of analytical thinking and writing.
 use and master effective time-management as well as process and study
skills.
Attendance
Attendance will be taken promptly when the bell rings, if you are not in your seat
and silent you will be counted tardy or absent.
Tardy Policy:
 Each tardy = 15 minute detention
 7 unserved tardies = 1 day ISS
 If a student accumulates 21 tardies or more, they will be placed
on the NO PASS LIST and will not be permitted to leave a
classroom during instructional time without an adult escort.
 Subsequent tardies will result in additional ISS or Out of School
Suspension.
Four Guiding Ideas:




Take pride in yourself and BHS!
Treat persons and property with respect!
Serve Others!
Be your best and learn from your mistakes!
Classroom Procedure:
1.
2.
3.
Respect, Respect, Respect: Respect your teacher, respect those around you, and respect the property
of Benton High School, and the St. Joseph School District.
Students will only be allowed to leave for restroom breaks, or to go to their lockers towards the end of
class, if even then. So don’t ask to leave!
Issues: Occasionally discipline issues may arise during the class period. Here is the ladder of
consequences.
1st – warning regarding the issue
2nd – consequence as necessary depending on the issue – detention, office referral etc.
Individual Work Expectations
Students are required to sit at their own seats and work INDEPENDENTLY to
accomplish the learning goal. This may mean that you are reading, writing,
researching (different mediums) or focusing on the task. The main-focus is that
you are working QUIETLY and at your own workstation.
Partner/Group/Team Work Expectations





Have a positive attitude
Be willing to learn and work.
Each person gives 100% best effort
Each person is responsible for his or her specific job.
Communicate only with the people you are working with.
EVERYONE STAY FOCUSED AND ON TASK!
CONTACT INFORMATION:
Times Mr. Nash is available in the following locations: Classroom A115, or my office in
A115.
7:15 – 7:35 a.m. – everyday
1:15 – 3:00 p.m. – everyday -- Or by appointment
Mr. Nash can be reached by
Phone – 816.671.4030
Email – robert.nash@sjsd.k12.mo.us
-- rbobnash3@gmail.com
Text:
o
The Making of the West: Peoples and Cultures
Hunt, L., Martin, T., Rosenwein, B., & Hsia, R. (2005). The making of the
west: Peoples and cultures. Boston, MA: Bedford/St. Martins.
Supplemental Resources:
o
o
o
Sources of The Making of the West: Peoples and Cultures: Volume 1
Lualdi, Katharine J. (2005). Sources of the making of the west: Peoples
and cultures: Volume 1. Boston, MA: Bedford/St. Martin.
Sources of The Making of the West: Peoples and Cultures: Volume 2
Lualdi, Katharine J. (2005). Sources of the making of the west: Peoples
and cultures: Volume 2. Boston, MA: Bedford/St. Martin.
The Making of the West: Preparation Guide for the AP* European History Exam
Johnson, E., & Thompson, V. (2005). The making of the west: Preparation
guide.Boston, MA: Bedford/St. Martins.
Online Resources:
o Class website:
o Text website:
http://bcs.bedfordstmartins.com/hunt/default.asp?s=&n=&i=&v=&o=&
ns=0&uid=0&rau=0
o Gmail:
https://www.google.com/a/students.sjsd.k12.mo.us/ServiceLogin?ser
vice=CPanel&passive=1209600&continue=https://www.google.com/a
/cpanel/students.sjsd.k12.mo.us/UserHub&followup=https://www.goo
gle.com/a/cpanel/students.sjsd.k12.mo.us/UserHub
o
COURSE OUTLINE
INTRODUCTION AND THE LATER MIDDLE
AGES
POLITICS FROM 1815 TO 1848 AND
NINETEENTH CENTURY SOCIETY
THE RENAISSANCE
THE INDUSTRIAL REVOLUTION,
URBANIZATION
THE REFORMATION AND RELIGIOUS WARS
THE AGE OF ABSOLUTISM AND
CONSTITUTIONALISM
THE EIGHTEENTH CENTURY
THE FRENCH REVOLUTION AND
NAPOLEONIC ERA
UNIFICATION, THE AGE OF MASS POLITICS
WORLD WAR I AND THE INTERWAR PERIOD
THE RISE OF DICTATORSHIPS AND WORLD
WAR II
1945 TO THE PRESENT
AP European History
INTRODUCTION AND THE LATER MIDDLE AGES
THE RENAISSANCE
 Unit Objective -- Analyze and critique why modern western
civilization’s cultural achievements are grounded in the European
Renaissance.
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
Read text 505-509
Widening Intellectual Horizons
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Giovanni Rucella and Leonard
Bruni, Florence in the
Quattrocentro 1427 and 1457)
– questions 1-4
Giovanni Pico della Mirandola,
Oration on the Dignity of Man
(1496) – questions 1-4
Visual Activity:
Gentile Bellini, Sacred and
Social Body p 505
THEME/TOPIC
Revolution in the Arts
STUDENT PREPARATION
BEFORE CLASS
Read text 510-516
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Renaissance Art Slide Show
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
Emphasis: How to analyze a primary source document using the FACT method
F = facts (date, source, terms(people/concepts/events) and main idea of
document.
A = add terms to the document that support or oppose the main idea.
C = connect how the added terms are evidence to support or oppose the main
idea
T = tell how the document is evidence to support a position
DBQ topic – The Spirit of Humanism
DBQ topic – The Renaissance in Art
ASSESSMENTS
Early Renaissance Quiz
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
The Intersection of Private and
Public Lives
Read text 517-520
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Alessandra, Letters from a
Widow and Matriarch of a
Great Family (1450-1465) –
questions 1-5
Bernadino of Siena, An Italian
Preacher: Sins against Nature
(1380-1444)
A Merchant’s Advice to his
Sons p 519
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
The Renaissance State and
the Art of Politics
Read text 521-525
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
On the Threshold of World
History: Widening Geographic
Horizons
Read text 531-539
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Machiavelli, The Prince
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Gomes Eanes de Zurara,
Chronicle of the Discovery of
Guinea (c. 1453) questions 14 and comparative questions
1-5
Map Activity: Early Voyages of
World Exploration, p. 537
Portuguese Voyages of
Discovery pp 534-536
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
DBQ topic – The Interconnected Globe
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
A Clash of Worldviews
Read Text 610-617
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Galileo Writes to Kepler about
Their Common Interests in
Astronomy
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
DBQ topic – Science and the Universe
ASSESSMENTS
RENAISSANCE UNIT TEST
AND
Free Response Questions (FRQ): Choose three of the following
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
Prior to writing this first unit’s FRQs, students will receive instruction how
to write a thesis statement, how to code questions and practice writing a
thesis
FRQs to choose from:
The Renaissance witnessed a profound change in man’s attitudes from the medieval to a more
modern way of thinking. Describe and compare man’s changing views toward life on earth,
learning, and art.
Why was economic prosperity a necessary precondition for the Renaissance?
People tend to think of the Renaissance as an Italian phenomenon, but northern Europe also
underwent a renaissance. Compare and contrast the Italian Renaissance with the Northern
Renaissance.
At the outset of the Age of Exploration and Discovery, it was the nations of the Iberian Peninsula,
Portugal and Spain, which led the way during this new age. Why? What particular
circumstances, advantages, motives, favored these states taking the lead?
How did Columbus begin a global exchange?
How did government in the English colonies differ from that in French or Spanish colonies?
Explain how the phrase “gold, God, and glory” relates to the time of ocean exploration.
Describe and analyze why the debate over a helio-centric versus geo-centric solar system was
the primary controversy of the Scientific Revolution.
THE REFORMATION AND RELIGIOUS WARS
 Unit Objective: Explain why growth of the humanist spirit lead to a
revolution in religious thought which is still seen and felt in the
modern world.
THEMES/TOPICS
1. A New Heaven and a
New Earth
2. Protestant Reformers
THEME/TOPIC
Reshaping Society through
Religion
THEME/TOPIC
A Struggle for Mastery
STUDENT PREPARATION
BEFORE CLASS
Read text 548-558
STUDENT PREPARATION
BEFORE CLASS
Read text 559-564
STUDENT PREPARATION
BEFORE CLASS
Read text 565-572
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Martin Luther, Letter to Three
Nuns at Wittenberg (1524)
Questions 1-3
John Calvin, Articles
Concerning Predestination
and the Necessity of
Reforming the Church (c. 1560
and 1543) questions 1-4
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Argula von Grumbach and
John Hooker, Women’s
Actions in the Reformation
(1520s-1530s) questions 1-4
DBQ/RESOURCES TO AID
CLASS DISCUSSION
ASSESSMENTS
Early Reformation Quiz
THEME/TOPIC
A Continuing Reformation
THEME/TOPIC
Religious Conflicts and State
Power
STUDENT PREPARATION
BEFORE CLASS
Read text 573-578
STUDENT PREPARATION
BEFORE CLASS
Read text 582-590
DBQ/RESOURCES TO AID
CLASS DISCUSSION
St. Ignatius of Loyola, A New
Kind of Catholicism (1546,
1549, 1553) questions 1-4
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Iconoclasm and Reparations
during the Reign of Francis I
(1515-1547)
Henry VI, Edict of Nantes
(1598) questions 1-4
Galileo, Letter to the Grand
Duchess Christina (1615)
questions 1-4
Map Activity: The Empire of
Phillip II, r 1556-1598 p 586
Henry VIII, The Act of
Supremacy
Visual Activity:
"Queen Elizabeth I of
England" p 589
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
DBQ topic – The Spreading Spirit of Protest
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
The Thirty Years’ War and the
Balance of Power
Read text 591-596
DBQ/RESOURCES TO AID
CLASS DISCUSSION
The Horrors of the Thirty
Years' War p 594
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
DBQ topic – Church and State After the Reformation
ASSESSMENTS
Reformation Unit Test
AND
Free Response Questions (FRQ): Choose three of the following and develop a well-written essay.
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
FRQs to choose from:
Describe and compare the major doctrines of the three prominent groups of the Protestant
Reformation – Lutheranism, Calvinism, and Anabaptism.
Describe and analyze the impact of the Counter Reformation on European history.
List three questions you could ask Pope Paul III that would help determine the stand of the
Catholic Church on the ideas of Luther and the Protestant Reformation.
Explain why Henry VIII broke with the Roman Catholic Church and what social and religious
changes occurred as a result.
THE AGE OF ABSOLUTISM AND CONSTITUTIONALISM
 Unit Objective: Analyze and evaluate the different monarchial forms
of government.
THEME/TOPIC
Louis XIV: Model of
Absolutism
THEME/TOPIC
Absolutism in Central and
Eastern Europe
STUDENT PREPARATION
BEFORE CLASS
Read text 621-629
STUDENT PREPARATION
BEFORE CLASS
Read text 630-635
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Louis de Rouvroy, Duke of
Saint-Simon, Memoirs (16941723) questions 1-4
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Ludwig Fabritius, The Revolt
of Stenka Razin questions 1-3
A True and Exact Relation of
the Raising of the Seige of
Vienna (1683)
Tsar Peter I, Letter to His Son,
Alexei (October 11, 1715)
Alexei’s Response (October
31, 1715) questions 1-4
ASSESSMENTS
Absolutism Quiz
THEME/TOPIC
Constitutionalism in England
and the Dutch Republic
STUDENT PREPARATION
BEFORE CLASS
Read text 636-648
DBQ/RESOURCES TO AID
CLASS DISCUSSION
British Parliament, The English
Bill of Rights (1689)
Thomas Hobbes, Leviathan
ASSESSMENTS
Absolutism and Constitutionalism Test
AND
Free Response Questions (FRQ): Choose three of the following and develop a well-written essay.
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
FRQs to choose from:
Describe, compare, and analyze the motivation for the Wars of Louis XIV.
The Stuarts monarchs have been at least partially accountable for the decline of monarchial
power in Great Britain. Describe and analyze the justification for such a position.
Assess and analyze the extent to which the English Civil War and Glorious Revolution of 1688
advanced the cause of constitutionalism in England in the 17t h century.
7. How did Peter the Great accomplish his goal of modernizing Russia?
THE EIGHTEENTH CENTURY
 Unit Objective: Identify and evaluate the impact the world economic
system had on European society and culture.
 Unit Objective: Investigate and critique how Enlightenment
philosophers and their ideas that challenged absolute monarchies
influenced modern democratic features.
THEME/TOPIC
The Atlantic System and the
World Economy
STUDENT PREPARATION
BEFORE CLASS
Read text 667-675
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Map of Guaxtepec, Mexico (c.
1580) questions 1-4
David Pieterzen DeVries,
Voyages from Holland to
America (1655) questions 1-3
Oral History and the Life of the
Slave pp 672-673
Map Activity: European Trade
Patterns c. 1740 p 668
THEME/TOPIC
The Search for Order in Elite
and Popular Culture
THEME/TOPIC
New Social and Cultural
Patterns
STUDENT PREPARATION
BEFORE CLASS
Read text 649-660
STUDENT PREPARATION
BEFORE CLASS
Read text 676-682
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
Consolidation of the European
State System
Read text 683-692
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Madame de Lafayette, The
Princess of Cleves (1678)
questions 1-4
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Image Analysis: Rosalba
Carriera, African p 676
DBQ/RESOURCES TO AID
CLASS DISCUSSION
ASSESSMENTS
World Economy, Society and Culture Quiz
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
The Birth of the Enlightenment
Read Text 695-701
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Montesquieu, Persian Letters:
Letter 37 (1721) questions 1-3
John Locke, The Second
Treatise on Government
Montesquieu, Spirit of Laws
Jean Jacques Rousseau, The
Social Contract
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Marie-Therese Geoffrin and M.
d’Alembert, The Salon of
Madame Geoffrin (1765)
Questions 1-3
Jacques-Louis Menetra,
Journal of My Life (1764-1802)
questions 1-4
The Enlightenment at Its
Height
Read text 708-721
Adam Smith, An Inquiry into
the Nature and Causes of the
Wealth of Nations (1776)
questions 1-4
Contrasting Views: Women
and the Enlightenment pp 714715
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
Society and Culture in an Age
of Enlightenment
Read text 722-728
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Mary Astell, Reflections upon
Marriage (1706) questions 1-3
Pietist Spiritual Notebook
(1705) questions 1-3
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
DBQ topic – Philosophers and Kings
THEME/TOPIC
1. State Power in an Era
of Reform
2. Rebellions Against
State Power
STUDENT PREPARATION
BEFORE CLASS
Read text 729-741
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Frederick II, Political
Testament (1752) questions 13
Thomas Jefferson, Letter to
Colonel Edward Carrington
(1787) questions 1-3
Thomas Jefferson, Declaration
of Indpendence (1776)
ASSESSMENTS
Eighteenth Century Unit Test
AND
Free Response Questions (FRQ): Choose three of the following and develop a well-written essay.
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
FRQs to choose from:
Why was Locke’s belief that governments exist to serve the people considered a radical idea?
How did King George III and his advisers help bring about the American Revolution?
Why was the Enlightenment called the Age of Reason?
List three Enlightenment ideas that are now identified as American ideals.
Assume the role of either a philosopher who supports Enlightenment ideas or a church official
who supports the old order. Briefly describe your position on reform for a just society.
Explain how John Locke’s political ideas could be used to justify the American Revolution.
THE FRENCH REVOLUTION AND NAPOLEONIC ERA
 Unit Objective: Identify and assess the impact on modern societies
which experienced social and political revolutions during the 18th
and 19th centuries.
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Abbe Sieyes, What is the
Third Estate? (1789) questions
1-3
Read text 747-756
Political Cartoon – The People
under the Old Regime (1815)
The Revolutionary Wave
The Third Estate Awakens,
page 755
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
From Monarchy to Republic
Read text 757-762
DBQ/RESOURCES TO AID
CLASS DISCUSSION
National Assembly, The
Declaration of the Rights of
Man and of the Citizen (1789)
questions 1-3
Olympe de Gouges, Letters on
the Trial (1793) questions 1-4
The Rights of Minorities, pp
758
THEME/TOPIC
Terror and Resistance
STUDENT PREPARATION
BEFORE CLASS
Read text 763-769
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
DBQ topic – The Terror and Reaction
THEME/TOPIC
Revolution on the March
STUDENT PREPARATION
BEFORE CLASS
Read text770-782
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Map Reading French
Expansion, page 771
Contrasting Views:
Consequences of the French
Revolution pp. 774-776
Society of the Friends of
Blacks, Address to the
National Assembly in Favor of
the Abolition of the Slave
Trade (February 5, 1790) p
778
ASSESSMENTS
French Revolution Quiz
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
1. The Rise of Napoleon
2. Napoleon’s
Authoritarian State
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Abd al-Rahman al-Jabarti,
Napoleon in Eygpt (1798)
questions 1-4
Read text 780-792
Visual Activity: The Coronation
of Napoleon and Josephine p
791
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
DBQ topic – France under Napoleon
THEME/TOPIC
Napoleon’s Conquests and
Defeat
STUDENT PREPARATION
BEFORE CLASS
Read text 795-804
DBQ/RESOURCES TO AID
CLASS DISCUSSION
T.B. Macaulay, Speech on
Parliamentary Reform (1831)
questions 1-4
An Ordinary Soldier on
Campaign with Napoleon, p
804
Contrasting Views: Napoleon
For and Against pp 796-797
THEME/TOPIC
The Restoration of Europe
STUDENT PREPARATION
BEFORE CLASS
Read text 805-809
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Map Activity: Europe after the
Congress of Vienna, 1815 p
807
ASSESSMENTS
French Revolution and Napoleon Unit Test
AND
Free Response Questions (FRQ): Choose three of the following and develop a well-written essay.
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
FRQs to choose from:
In what ways was the Declaration of the Rights of Man and the Citizen similar to the Declaration
of Independence?
Do you think Napoleon did more to help or hurt the causes of the French Revolution? Use
examples of his actions to support your answer.
3. How did the Reign of Terror contradict the ideals of the French Revolution as formulated in the
Declaration of the Rights of Man and the Citizen?
4. Why is it possible to say that the “new order” established in Europe by the Congress of Vienna
after Napoleon’s defeat was actually an “old order”?
5. What do you think would be a likely consequence of the Congress of Vienna’s decision to redraw
Europe’s boundaries without any concern for national cultures?
POLITICS FROM 1815 TO 1848 AND NINETEENTH CENTURY
SOCIETY
 Unit Objective: Evaluate how challenges to the conservative order
and new ideologies helped to foster new revolutions in the mid1800s.
THEME/TOPIC
Political Challenges to the
Conservative Order
THEME/TOPIC
1. New Ideologies and
Romanticism
2. The Ferment of
Ideologies
THEME/TOPIC
The Revolutions of 1848
STUDENT PREPARATION
BEFORE CLASS
Read text 819-822
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Map Activity: Revolutionary
Movements in the 1820s
STUDENT PREPARATION
BEFORE CLASS
DBQ/RESOURCES TO AID
CLASS DISCUSSION
1. Read text 811-818
2. Read text 849-857
STUDENT PREPARATION
BEFORE CLASS
Read Text 858-868
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Sandor Petofi, “National Song”
of Hungary (1848)
ASSESSMENTS
Politics From 1815 to 1848 and Nineteenth Century Society Unit Test
AND
Free Response Questions (FRQ): Choose three of the following and develop a well-written essay.
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
FRQs to choose from:
6.
How did opposing ideologies affect conditions in Europe after 1815?
8. How did differences between conservative and liberal goals lead to conflict in Europe?
9. Were the revolutions of 1830 and 1848 a victory for conservatives or liberals? Why?
10.
Describe the positive and negative effects of nationalism in Europe after 1815.
THE INDUSTRIAL REVOLUTION, URBANIZATION
 Unit objective: Assess how and why today’s societies, economies,
ideologies, and technologies are impacted by the Industrial
Revolution.
 Unit objective: Consider the factors and then critique why
underdeveloped and developing areas of the modern world are
affected by the policies of Imperialism.
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
Industrial and Urban Growth in
Britain
Read text 810 - 811
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
The Advance of
Industrialization and Urban
Growth
Read text 829-839
DBQ/RESOURCES TO AID
CLASS DISCUSSION
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Factory Rules in Berlin (1844)
Ernest Edwin Williams, Made
in Germany (1896)
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
DBQ topic – Progress and Wealth vs. Squalor and Unrest
ASSESSMENTS
Industrialization Quiz
THEME/TOPIC
Reforming the Social Order
STUDENT PREPARATION
BEFORE CLASS
Read text 840-848
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Friedrich Engels, Draft of a
Communist Confession of
Faith (1847)
Margaret Bondfield, A Life’s
Work (1948)
Emmeline Pankhurst, Speech
from the Dock (1908)
THEME/TOPIC
The Advance of Industry
STUDENT PREPARATION
BEFORE CLASS
Read Text 915-923
DBQ/RESOURCES TO AID
CLASS DISCUSSION
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
The Transformation of Culture
and Society
Read text 933-942
THEME/TOPIC
Private Life in the Modern Age
THEME/TOPIC
Modernity and the Revolt of
Ideas
THEME/TOPIC
Growing Tensions in Mass
Politics
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Sarah Stickney Ellis,
Characteristics of the Women
of England (1839)
STUDENT PREPARATION
BEFORE CLASS
Read text 959-969
DBQ/RESOURCES TO AID
CLASS DISCUSSION
STUDENT PREPARATION
BEFORE CLASS
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Read text 970-974
STUDENT PREPARATION
BEFORE CLASS
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Read text 975-984
ASSESSMENTS
Industrialization and Urbanization Unit Test
AND
Free Response Questions (FRQ): Choose three of the following and develop a well-written essay.
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
FRQs to choose from:
How did Britain’s agricultural revolution help it industrialize early?
7. Do you think the material benefits of industrialization outweighed the suffering it caused? Defend
your position with examples from the text.
8. What do you think were two of the hardest adjustments that a person who gave up farming to
move to a city and work in a factory during the Industrial Revolution had to make?
9. How was Karl Marx’s Communist Manifesto a reflection of the times he lived in?
10. Do you think that industrialization has improved the quality of life for most people today? Explain.
11. Taking into consideration the theories of thinkers like Jeremy Bentham, John Stuart Mill, and Karl
Marx and reformers like Robert Owen, imagine a scenario that would have allowed Britain to
industrialize in a more humane fashion than happened. Describe it briefly.
UNIFICATION, THE AGE OF MASS POLITICS, AND IMPERIALISM
 Unit Objective: Investigate and explain how essential ideas of
nationalism helped to form modern western nations.
 Unit Objective:
Formulate how the Age of Mass Politics played a
part in the development of modern nations.
THEME/TOPIC
The End of the Concert of
Europe
THEME/TOPIC
War and Nation Building
THEME/TOPIC
1. Establishing Social Order
2. The Culture of Social Order
STUDENT PREPARATION
BEFORE CLASS
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Read text 873-880
STUDENT PREPARATION
BEFORE CLASS
881-890
STUDENT PREPARATION
BEFORE CLASS
Read text 891-905
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Rudolf von Ihering, Two
Letters (1866)
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Peter Kropotkin, Memoirs of a
Revolutionist (1899)
Charles Darwin, The Descent
of Man (1871)
Friedrich Nietzsche, The Gay
Science (1882)
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
Contesting the Growing Power
of the Nation-State
Read text 906-910
RESOURCES TO AID CLASS
DISCUSSION
ASSESSMENTS
Quiz
THEME/TOPIC
The Birth of Mass Politics
THEME/TOPIC
New Imperialism
STUDENT PREPARATION
BEFORE CLASS
945-954
DBQ/RESOURCES TO AID
CLASS DISCUSSION
STUDENT PREPARATION
BEFORE CLASS
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Joseph Rudyard Kipling, The
White Man’s Burden (1899)
Read text 924-932
Jules Ferry, Speech before the
French National Assembly
(1883)
Krupa Sattianadan, Saguna: A
Story of Native Christian Life
(1887-1888)
Map Activity: Africa, c. 1890
(p. 926)
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
DBQ topic – The British in Asia and Africa
THEME/TOPIC
European Imperialism
Contested
STUDENT PREPARATION
BEFORE CLASS
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Read text 985-991
ASSESSMENTS
Unification, The Age of Mass Politics, and Imperialism Unit Test
AND
Free Response Questions (FRQ): Choose three of the following and develop a well-written essay.
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
FRQs to choose from:
How did early German nationalism help smooth the transition to a single German state?
3. Compare the role of Cavour and Bismarck in the unification of their countries.
4. What alternative policy could the British have adopted toward Ireland in the 1800s?
5. Why do you think Queen Victoria opposed the women’s suffrage movement?
6. How do you think the size of the Ottoman empire contributed to its decline?
7. Do you think British rule was a blessing or a curse for India? Support your answer with examples.
WORLD WAR I AND THE INTERWAR PERIOD
 Unit Objective: Analyze and evaluate why some conflicts in the
modern world had their roots in the causes, events, and outcome of
World War I.
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
Roads to War
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Map Activity: Africa in 1914,
page 986
Read text 992-998
Visual Activity: The “Foreign
Pig” is Put to Death p 991
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
The Great War
Read text 1003-1013
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Fritz Franke and Siegfried
Sassoon, Two Soldiers’ Views
of the Horrors of War (19141918)
L. Doriat, Women on the
Home Front (1917)
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
DBQ topic – Entrenchment and Stalemate
ASSESSMENTS
World War I quiz
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
Protest, Revolution and the
War’s End
Read text 1014-1019
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Vladimir Ilich Lenin, Letter to
Nikolai Aleksandrovich
Rozhkov (january 29, 1919)
Outbreak of the Russian
Revolution, p 1018
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
DBQ topic – The Agony of Total War
THEME/TOPIC
The Search for Peace in an
Era of Revolution
STUDENT PREPARATION
BEFORE CLASS
Read text 1020-1027
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Woodrow Wilson, Fourteen
Points
Treaty of Versailles
ASSESSMENTS
World War I and the Interwar Period Unit Test
AND
Free Response Questions (FRQ): Choose three of the following and develop a well-written essay.
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
FRQs to choose from:
Do you think Germany was to blame for World War I? Explain why or why not.
9. List three possible negative effects of the terms of the peace reached after World War I. Be
specific.
10. How might Germany have prevented World War I?
11. How did the machine gun change the nature of fighting?
12. Based on what you know about the beginnings of World War I, why do you suppose the Allies
blamed Germany for the war?
13. Compare World War I to previous wars and explain how technology changed the nature of
fighting in World War I.
Why do you suppose a major goal of both the Fascists and the Nazis was educating the youth?
15. Choose one postwar writer and one artist and link their work to the spiritual state of humanity
after the war.
16. Contrast the role of women in Fascist Italy with that of women in the United States after World
War I.
THE RISE OF DICTATORSHIPS AND WORLD WAR II
 Unit Objective: Examine and develop an opinion how the Treaty of
Versailles affected the future.
THEME/TOPIC
A Decade of Recovery
THEME/TOPIC
Mass Culture and the Rise of
Modern Dictators
STUDENT PREPARATION
BEFORE CLASS
Read text 1028-1033
DBQ/RESOURCES TO AID
CLASS DISCUSSION
STUDENT PREPARATION
BEFORE CLASS
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Benito Mussolini, The Doctrine
of Fascism (1932)
Read text 1034-1046
Adolf Hitler, Mein Kampf
(1925)
Isidora Dolores Ibarruri
Gomez, La Pasionaria’s
Farewell Address (November
1, 1938)
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
DBQ topic – Rise of Dictators
THEME/TOPIC
The Great Depression
THEME/TOPIC
Totalitarian Triumph
STUDENT PREPARATION
BEFORE CLASS
Read text 1049-1054
DBQ/RESOURCES TO AID
CLASS DISCUSSION
STUDENT PREPARATION
BEFORE CLASS
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Joseph Goebbels, Nazi
Propaganda Pamphlet (1930)
Read text 1055-1063
ASSESSMENTS
Quiz
THEME/TOPIC
Democracies on the Defensive
THEME/TOPIC
The Road to Global War
STUDENT PREPARATION
BEFORE CLASS
Read text 1064-1068
DBQ/RESOURCES TO AID
CLASS DISCUSSION
STUDENT PREPARATION
BEFORE CLASS
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Neville Chamberlain, Speech
on the Munich Crisis (1938)
Read text 1069-1076
Visual Activity:
Nazis on Parade, 1048
Map Activity: The Growth of
Nazi Germany, 1933-1939, p.
1076
THEME/TOPIC
World War II
STUDENT PREPARATION
BEFORE CLASS
Read text 1077-1091
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Sam Bankhalter and Hinda
Kibort, Memories of the
Holocaust (1938-1945)
Harry S. Truman, Truman
Announces the Dropping of
the Atom Bomb on Hiroshima
(1945)
ASSESSMENTS
The Rise of Dictators and World War II Unit Test
AND
Free Response Questions (FRQ): Choose three of the following and develop a well-written essay.
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
FRQs to choose from:
Why did the western democracies fail to stop Axis aggression in the 1930s?
How did democratic governments mobilize their resources for total war?
Compare the positive and negative effects of technology in World War II.
How did the Allied war effort limit the rights of citizens in democratic countries?
What were the causes and effects of the Japanese attack on Pearl Harbor in December 1941?
1945 TO THE PRESENT
 Unit Objective: Critique the development of current social,
economic, and political ideas or policies which were formed by the
outcome of World War II.
THEME/TOPIC
1. World Politics
Transformed
2. Political and Economic
Recovery in Europe
THEME/TOPIC
1. The Revolution in
Technology
2. Postindustrial Society
STUDENT PREPARATION
BEFORE CLASS
Read text 1097-1117
STUDENT PREPARATION
BEFORE CLASS
Read text 1139-1154
DBQ/RESOURCES TO AID
CLASS DISCUSSION
The Formation of the
Communist Information
Bureau (Cominform) (1947)
DBQ/RESOURCES TO AID
CLASS DISCUSSION
National Security Council,
Paper Number 68 (1950)
ASSESSMENTS
Post World War II Quiz
THEME/TOPIC
1. Decolonization in a
Cold War Climate
2. Cultural Life on the
Brink of Nuclear War
THEME/TOPIC
1. Protesting Cold War
Conditions
2. End of the Cold War
STUDENT PREPARATION
BEFORE CLASS
Read text 1118-1134
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Ho Chi Minh, Declaration of
Independence of the Republic
of Vietnam (1945)
Simone de Beauvoir, The
Second Sex (1949)
STUDENT PREPARATION
BEFORE CLASS
DBQ/RESOURCES TO AID
CLASS DISCUSSION
Bela Liptak, Birth of MEFESZ
(1956)
Josef Smrkovsky, What Lies
Ahead (February 9, 1968)
Read text 1155-1179
Student Voices of Protest
(1968)
Glasnost and the Soviet Press
(1988)
THEME/TOPIC
STUDENT PREPARATION
BEFORE CLASS
1. Soviet Collapses
Releases Global
Forces
2. Global Challenges
Read text 1187-1220
DBQ/RESOURCES TO AID
CLASS DISCUSSION
U.S. Embassy, Saudi Arabia,
Saudi Ban on Oil Shipments to
U.S. (October 23, 1973)
Zlata Filipovic, A Child’s Life in
Sarajevo (October 6, 1991June 29, 1992)
and Discontent
3. Global Culture and
Society
African National Congress,
Introductory Statement to the
Truth and Reconciliation
Commission (August 19,
1996)
Document Based Question
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
DBQ topic – The Rise and Fall of the Soviet Empire
ASSESSMENTS
1945 to the Present Unit Test
AND
Free Response Questions (FRQ): Choose three of the following and develop a well-written essay.
Process Skills: Given practice and opportunity improved skills of analyzing
documents, writing analytical, persuasive essays, and applying critical
thinking.
FRQs to choose from:
What do you think were the difficulties faced by nations like India who chose to remain
nonaligned during the Cold War?
If you were the leader of a developing country, what would be your top priority, economic
development or protecting the environment? Explain.
10. How have changes in the nature of war made it important for countries to work together to solve
their problems?
11. Why do you think leaders of developing nations might be less likely than leaders of western
nations to feel that protecting the environment should take priority over economic development?
12. Based on what you know about increasing global interdependence, do you think the world will still
be organized into self-governing nation-states a century from now?