AP European History
2014/2015 Course Syllabus
Instructor: Sarah Behler
E-mail: sarah.behler@fayette.kyschools.us
Website: http://sbehlersocialstudies.weebly.com
Course Overview:
According to the College Board, “The study of European history since 1450 to 2001 introduces students to
cultural, economic, political, and social developments that played a fundamental role in shaping the world in
which they live. Without this knowledge, we would 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.”
Text:
McKay, John P., Bennett D. Hill, and John Buckler. A History of Western Society: Since 1300. 8th ed. Boston:
Houghton Mifflin, 2006.
Supplemental Readings:
Sherman, Dennis, ed. Western Civilization: Sources, Images, and Interpretation, from the Renaissance to the
Present. 8th ed. Boston: Houghton Mifflin, 2010.
Course Requirements:
Binder Requirements:
One 3” binder is mandatory for this class. The binder should be organized (with dividers) as follows:
I. Syllabus
II. Calendar
III. Training materials, charts, review sheets
IV. DBQ practice
V. FRQ practice
VI. Multiple choice / short answer practice
VII. Outlines /notes / maps (all in chronological order)
*outlines may be written in a spiral bound notebook and kept in the binder
Notecards are not mandatory but are a good tool to help review key terms, events, and concepts.
Reading Assignments:
Students taking AP European History should be prepared to complete assigned weekly and daily readings, terms
for identification, and summary questions. Readings will come from a variety of materials, including textbooks,
primary sources, the Internet, and other supplemental materials.
In order to keep up with the readings in this fast-paced course, students should make every conceivable effort
to follow the course outline provided in their course-pacing guide. Falling behind in assigned readings will
result in inadequate preparation for the course as well as the AP examination.
Students should expect to have a minimum of one hour of reading a night. It is critical that the student make
time for this reading to prevent falling behind.
Objective Test Requirements:
Multiple Choice tests will be used to measure student mastery of concepts and provide a simulation of what
students will encounter when taking Advanced Placement European History Examination (See Below.)
Multiple choice tests will take place at the end of each chapter on a pre-assigned date. We will make every
effort to stick to these pre-assigned dates, so students should plan on following this schedule as strictly
as possible. DO NOT BE ABSENT ON THESE DAYS!!!
DBQ/FRQ Requirements:
Writing is an essential part of this course. DBQs (Document-Based Questions) are in the same format as the AP
exam
and will prepare you to do the work of a historian in brief. Looking for information, point of view, bias and
analyzing graphs, figures, and drawings, you will construct an essay that will be graded on the AP nine point
rubric. There will be a minimum of ten DBQs scheduled throughout the year, but we shall strive to complete
more. FRQs (Free-Response Questions) are in the same format as the AP exam and will test your detailed
knowledge of modern European history and will be graded on the AP nine-point rubric. There will be a
minimum of ten FRQs that will correspond with where we
are in the course.
Projects:
Student centered projects will be assigned periodically. These may be group or individual projects. Projects may
include, but will not be limited to, presentations, displays, role-playing, documentaries, or simulations. There
will be a culminating project assigned after the completion the AP exam that will wrap up the last few weeks of
the school year.
Participation:
Participation is a prerequisite for achieving success in this class. All students will be required to participate in
class discussions, debates, and other activities, which are part of the course curriculum. Students will be
required to share their work. All students are expected to begin class immediately at the bell & plan on working
the entire class period every day.
Make-up Work:
Your regular attendance is required to successfully complete this course. Students that are frequently absent
for non-critical issues will not be successful in this course. Despite this fact, life happens and you may be
absent for a variety of reasons. Make-up work is the sole responsibility of the student. Please keep in mind I
will not ask you for make-up assignments, tests, etc. It is up to you to hand in assignments and schedule makeup tests. Tests make up must be scheduled before or after school, since retaking a test during class time will
only result in you falling further behind. Only work missed because of an excused absence will be accepted.
Grading:
I. Daily assignments and homework (30% of overall grade): This includes any work given during the class
period and home work assignments.
II. Assessments (40% of overall grade): Assessments include chapter tests, multiple choice practice tests;
DBQs and FRQs.
III. Participation (10% of overall grade): This includes projects and presentations assigned periodically
throughout the year.
IV. Final Exam (20% of overall grade)
Class Rules
ALL school rules will be enforced consistently in this classroom. Additionally, the following items describe
what I expect from the class EVERY SINGLE DAY, so that everyone has the opportunity to learn to the best of
his or her ability.
1.
2.
3.
4.
5.
Turn off personal technology from 8:20-3:15 (unless permission is given).
Arrive to class on time. Don’t forget the 10/10 rule.
Keep hands, feet, inappropriate language and comments to self.
Respect and take care of property
Follow all school behavioral expectations and board policies.
Academic Dishonesty
Plagiarism and cheating will not be tolerated under any circumstances. Plagiarism and cheating disrespects
yourself, your classmates, your teacher, and the learning community. If anyone is caught cheating, he/she will
get an automatic zero on the assignment, test, quiz, or project. Plagiarism is the use of another’s ideas or words
without properly crediting your source. It is unethical, academically dishonest, and illegal. Be sure that you
know what constitutes plagiarism so that you do not get caught in an unfortunate situation.
Course Outline:
Introduction
Unit 1: Later Middle Ages and The Renaissance
Unit 2: The Reformation, Age of Exploration, and Religious Wars
Unit 3: Age of Absolutism
Unit 4: The Eighteenth Century (Scientific Revolution, Enlightenment, economics, and society)
Unit 5: The French Revolution and Napoleonic Era
Unit 6: Industrial Revolution
Unit 7: Politics from 1815 – 1848 and Nineteenth Century Society
Unit 8: Unification, Age of Mass Society, and Imperialism
Unit 9: WWI and Interwar Period
Unit 10: The Rise of Dictatorships and WWII
Unit 11: 1945 – 2001
Unit 12: REVIEW
Course pacing guide:
*Secondary Sources in bold
First Semester
Week
8/13 – 8/15
Reading in McKay
Ch. 12 – The Crisis of the Later Middle
Ages (p. 379-407)
 The Black Death (p. 379-387)
 The Hundred Years War (p. 387-393)
 Decline of the Church’s Prestige /
Individuals in Society: Jan Hus (p.
393 – 395; 397)
Reading in Sherman and other sources
 Appropriate maps, graphs, charts, and
statistical materials
 Boccaccio Discusses the Plague in Florence,
1348
 The Plague Arrives in France
 “Procession of Saint Gregory.” Ca.1300.
Musée Condé, Chantilly.

“The Triumph of Death.” Woodcut. Ca.
1400. Museum of Fine Arts, Boston.
8/18 - 8/22
(no school
8/22)




Christine de Pizan, The City of Ladies

Appropriate maps, graphs, charts, and statistical
materials
Jacob Burckhardt, The Civilization of the
Renaissance in Italy
Peter Burke, The Myth of the Renaissance
Francesco Petrarch, A Letter to Boccaccio:
Literary Humanism
The Life of the People (p. 395-401)
Vernacular Literature (p. 405-407)
Listening to the Past: Christine de
Pisan (p. 410-411)
Ch. 13 – European Society in the Age of
the Renaissance (p.413-447)
 The Evolution of the Italian
Renaissance (p. 413- 419)
8/25 - 8/29



Intellectual Hallmarks of the
Renaissance (p.419-422)
Art and the Artist (p. 422-428)
Individuals in Society: Leonardo da
Vinci (p. 427)
Social Change (p.428-438)
The Renaissance in the North (p. 438441)



Politics and the State in the
Renaissance (p. 441-446)
Listening to the Past: An Age of Gold
(p.450-451)


Ch. 14 – Reform and Renewal in the
Christian Church (p. 453-487)
 The Condition of the Church (p. 453456)
 Martin Luther and the Birth of
Protestantism (p. 456-466)

Appropriate maps, graphs, charts, and
statistical materials


Euan Cameron, What was the Reformation?
Johann Tetzel, The Spark for the Reformation:
Indulgences
Martin Luther, Justification by Faith
Martin Luther, On the Bondage of the Will
Martin Luther, Condemnation of the Peasant
Revolt




9/2 – 9/5









Peter Paul Vergerio, On the Liberal Arts
Raphael, The School of Athens
Baldesar Castiglione, The Book of the
Courtier
Charles G. Nauert, Northern Sources of the
Renaissance
Jan Van Eyck, The Arnolfini Portrait
Hans Holbein, Wealth, Culture, and
Diplomacy
Niccolo Machiavelli, The Prince
Federico Chabod, Machiavelli and the
Renaissance


9/8 – 9/12
9/15 – 9/19

Listening to the Past: Martin Luther,
On Christian Liberty (p. 486-487)
 Germany and the Protestant
Reformation (p.466-470)
 The Growth of the Protestant
Reformation (p.470-477)
 The Catholic and CounterReformation (p.477-484)
 Individuals in Society: Teresa Avila
(p.481)
Ch. 15 – The Age of Religious Wars and
Overseas Expansion
 Politics, Religion, and War (p. 490502)
 Discovery, Reconnaissance, and
Expansion (p.502-508)
 Listening to the Past: Christopher
Columbus Describes his First Voyage
(p. 526-527)
 Later Explorers (p.509-512)
 Changing Attitudes (p.512 – 519)
 Individuals in Society: Juan de Pareja
(p.517)
 Literature in Art (p. 519-524)
















9/22 – 10/1
Ch. 16 – Absolutism and
Constitutionalism in Western Europe
(p.531-563)
 Absolutism (p. 532-548)
 Constitutionalism (p. 548-559)
 Individuals in Society: Gluckel of
Hamlen (p.557) / Listening to the Past:
The Court at Versailles (p.562-563)









Unknown, Luther and the New Testament
Sebald Beham, Luther and the Catholic Clergy
Debate
John Calvin, Institutes of the Christian Religion:
Predestination
G.R. Elton, A Political Interpretation of the
Reformation
John C. Olin, The Catholic Reformation
Constitution of the Society of Jesus
Teresa Avila, The Way of Perfection
Appropriate maps, graphs, charts, and
statistical materials
Richard B. Reed, The Expansion of Europe
Gomes Eannes de Azurara, The Chronicle of
the Discovery and Conquest of Guinea
Hans Holbein the Younger, Portrait of the
Merchant Georg Gisze
Christopher Columbus, Letter to Lord
Sanchez, 1493
Frans Francken II, The Assets and Liabilities
of Empire
Bernal Diaz del Castillo, Memoirs: The Aztecs
The Conquest of Mexico as Seen by the Aztecs
Jacob Fugger, Letter to Charles V: Finance
and Politics
M.L. Bush, The Effects of Expansion on the
Non-European World
Gary Nash, Red, White and Black: The
Peoples of Early America
Appropriate maps, graphs, charts, and
statistical materials
Ogier Ghiselin de Bubecq, Civil War in
France
Richelieu, Political Will and Testament
Hajo Holborn, A Political Interpretation of
the Thirty Years War
Carl J. Friedrich, A Religious Interpretation
of the Thirty Years War
Diego Velazquez, The Surrender of Breda
James I, The Powers of the Monarch in
England
The House of Commons, The Powers of
Parliament in England
M.S. Anderson, War and Peace in the Old
Regime

10/2 – 10/3
FALL
BREAK
Ch. 17 – Absolutism in Eastern Europe
(p.565-591)
 Lords and Peasants in Eastern Europe
(p. 566-569) / The Rise of Austria and
Prussia (p.569 – 576)
10/6 – 10/10
DBQ Training and practice


10/13 – 10/17

Conrad Russell, The Causes of the English
Civil War
 Heinrich Kramer and Jacob Sprenger, The
Hammer of Witches
 William Monter, The Devil’s Handmaid:
Women in the Age of Reformations
 Appropriate maps, graphs, charts,
and statistical materials
 Philipp W. von Hornick, Austria Over All If
She Only Will: Mercantilism
 Frederick William, The Great Elector, A
Secret Letter: Monarchial Authority in
Prussia
 G. Durand, Absolutism: Myth and Reality
 Louis Karavack, Peter the Great
 Saint-Simon, Memoires: The Aristocracy
Undermined in France
 John Locke, Second Treatise of Civil
Government: Legislative Government
 George Macaulay Trevelyan, The English
Revolution, 1688-1689
The Development of Russia (p. 577–
585)
Absolutism and Baroque Architecture
(p.585-589)
Individuals in Society: Stenka Razin,
Russian Rebel (p.583) / Listening to
the Past: A Foreign Traveler in Russia
(p. 590-591)
Ch. 18 – Toward a New World-view (p.
595-623)
 Scientific Revolution (p. 595-605)
 The Enlightenment (p. 605-615)
 Individuals in Society: Moses
Mendelssohn and the Jewish
Enlightenment (p. 617)
 Appropriate maps, graphs, charts,
and statistical materials
 Rene Descartes, The Discourse on Method
 Galileo Galilei, Letter to Christina of
Tuscany: Science and Scripture
 Sir George Clark, Early Modern Europe:
Motives for the Scientific Revolution
 The Papal Inquisition of 1633: Galileo
Condemned
 Sir Isaac Newton, Mathematical Principles of
Natural Philosophy
 Steven Shapin, Nature as a Machine: The
Clock
 Cornelius Bega, The Alchemist
 A Vision for New Science
 Rembrandt van Rijn, The Anatomy Lesson of
Dr. Tulp
 Bonnie S. Anderson and Judith P. Zinsser,


10/20 – 10/24
10/27 – 10/31
11/3 – 11/7
(No school
10/4)
11/10 – 11/14
The Enlightenment and Absolutism
(p.615-623)
Listening to the Past: Voltaire on
Religion (p.626-627)
Ch. 19 – The Expansion of Europe in
the Eighteenth Century
 Agriculture and Land (p. 630-636)
 Listening to the Past: The Decline of
Guilds (p.658-659)
 The Beginning of the Population
Explosion (p. 636-639)
 The Growth of the Cottage Industry
(p. 639-643)
 Building the Atlantic Economy
(p.643-656)
 Individuals in Society: Olaudah
Equiano (p.653)
No Scientific Revolution for Women
 Immanuel Kant, What is Englightenment?
 Roy Porter, The Secularization of European
Thought
 Denis Diderot, Prospectus for the
Encyclopedia of Arts and Sciences
 Joseph Wright, Experiment with an Air Pump
 The Philosophe
 Thomas Paine, The Age of Reason: Deism
 Jean Jacques Rousseau, The Social Contract
 Mary Wollstonecraft, A Vindication for the
Rights of Woman
 Bonnie S. Anderson and Judith P. Zinsser,
Women in the Salons
 H.M. Scott, The Problem of Enlightened
Absolutism
 Appropriate maps, graphs, charts,
and statistical materials
 Daniel Defoe, The Complete English
Tradesman
 Leonard Krieger, The Resurgent
Aristocracy
 Jean-Honore Fragonard, Happy Accidents of
the Swing
 Jerome Blum, Lords and Peasants
 Anonymous, The Slave Trade
 David Brion Davis, Slavery – White, Black,
Muslim, Christian
Ch. 20 – The Changing Life of the
People (p. 661-685)
 Marriage and the Family (p. 662-666)
 Individuals in Society: Madame du
Coudray, the Nation’s Midwife
(p.677)
 Children and Education (p.666-671)
 Food and Medical Practice (672-680)

Appropriate maps, graphs, charts, and
statistical materials


Lady Mary Wortley Montagu, Letter to Lady
R., 1716: Women of the Aristocracy
Merry E .Wiesner, Women’s Work in
Preindustrial Europe


Bruegel the Elder, Peasant Wedding

Appropriate maps, graphs, charts, and
statistical materials


Religion and Popular Culture (p.680685)
Listening to the Past: Gender
Constructions and Education for Girls
(p.686-687)
Ch. 21 – The Revolution in Politics,
1775-1815
 Liberty and Equality (p. 691-693)
11/17 – 11/21


The American Revolutionary Era,
1775-1789 (p.693-697)
The French Revolution 1789-1791
(p.697-704)









11/24 – 11/25


World War and Republican France, 1791- 
1799 (p. 704-712)


11/26 – 11/28
No school
(Thanksgiving
Break)


12/1 – 12/5

The Napoleonic Era, 1799-1815
(p.712-714)




Individuals in Society: Jakob Walter,
German Draftee with Napoleon
(p.719)



12/8 – 12/12


The Napoleonic Era, 1799-1815
(p.714-720)
Listening to the Past: Revolution and
Women’s Rights (p. 722 – 723)




Thomas Jefferson, The Declaration of
Independence
Arthur Young, Travels in France, Signs of
Revolution
Emmanuel Joseph Sieyes, What is the Third
Estate?
The Cahiers, Discontents of the Third Estate
Georges Lefebvre, The Coming of the
French Revolution
Revolutionary Legislation: Abolition of the
Feudal System
The Declaration of the Rights of Man and
Citizen
Olympe de Gouges, Declaration of the Rights
of Woman and the Female Citizen
Ruth Graham, Loaves and Liberty: Women
in the French Revolution
Jacques-Louis David, The Oath of the Horatii.
Jacques-Louis David, The Tennis Court Oath.
Jacques-Louis David, The Death of Marat.
Maximilien Robespierre, Speech to the
National Convention – February 5, 1794: The
Terror Justified
Francois-Xavier Joliclerc, A Soldier’s Letters
to his Mother: Revolutionary Nationalism
Donald M.G. Sutherland, The Revolution of
Notables
William Doyle, An Evaluation of the French
Revolution
Madame de Remusat, Memoirs: Napoleon’s
Appeal
Jacques-Louis David, Napoleon Crossing the
Alps
Antoine-Jean Gros, Napoleon Visiting Plague
Victims in Jaffa
Jacques-Louis David, “The Coronation of the
Emperor Napoleon.” Oil on canvas. 1806. The
Louvre, Paris, France.
Joseph Fouche, Memoirs: Napoleon’s Secret
Police
Bonnie G. Smith, Women and the
Napoleonic Code
Napoleon’s Diary
Tim Blanning, Napoleon: The Authoritarian
Statesman
Martyn Lyons, Napoleon Bonaparte and the
Legacy of the French Revolution
Francisco Goya, The Third of May, 1808.
12/15 – 12/19 Review content from Ch. 12 - 21
FINALS
WEEK
Review – reading TBA
12/ 20 – 1/4
WINTER
BREAK
Second Semester
Week
1/5 – 1/8
Reading in McKay
Ch. 22 – The Revolution in Energy and
Industry (p. 726 – 750)
 The Industrial Revolution in Britain
(p. 726 – 735)
 Industrialization in Continental
Europe (p. 735 – 740)
 Capital and Labor (p.740 - 750)
 Listening to the Past: The Testimony
of Young Mine Workers (p. 752 –
753)

1/12 – 1/16
Individuals in Society: The Strutt
Family (p. 743)
Ch. 23 – Ideologies and Upheavals,
1815 – 1850 (p. 755 – 782)
 The Peace Settlement (p. 757 – 761)
 Radical Ideas and Early Socialism
(p.761 – 766)

The Romantic Movement (p. 766 –
770)
TBA
TBA
Supplemental readings and sources
 Appropriate maps, graphs, charts,
and statistical materials
 Testimony for the Factory Act of 1833:
Working Conditions in England
 Robert L. Heilbroner, The Making of
Economic Society: England, the First to
Industrialize
 John Constable, The Haywain
 Claude Monet, Gare Saint Lazare
 Friedrich Engels, The Condition of the
Working Class in England
 Benjamin Disraeli, Sybil, or the Two Nations:
Mining Towns
 Samuel Smiles, Self-Help: Middle-Class
Attitudes
 Honore de Balzac, Father Goriot: Money and
the Middle Class
 Peter Stearns and Herrick Chapman, Early
Industrial Society: Progress or Decline?
 Michael Anderson, The Family and
Industrialization in Western Europe
 Elizabeth Poole Sandford, Woman in her
Social and Domestic Character
 Flora Tristan, Women and the Working Class
 Appropriate maps, graphs, charts, and
statistical materials
 Hajo Holborn, The Congress of Vienna
 Prince Klemens von Metternich, Secret
Memorandum to Tsar Alexander I, 1820:
Conservative Principles
 The Carlsbad Decrees, 1819: Conservative
Repression
 E.K. Bramsted and K.J. Melhuish, Western
Liberalism
 Jeremy Bentham, English Liberalism
 The Economist, 1851, Liberalism: Progress
and Optimism
 Karl Marx and Friedrich Engels, The
Communist Manifesto
 Caspar David Friedrich, Traveler Looking
Over a Sea of Fog.


1/19 – 1/23
(No school
1/19 – MLK
day)



Reforms and Revolutions (p. 770 –
777)
The Revolutions of 1848 (p. 777 –
782)
Listening to the Past: Faith in
Democratic Nationalism (p. 784 –
785)




1/26 – 1/30
Ch. 24 – Life in the Emerging Urban
Society (p. 787 – 818)
 Taming the City (p. 787 – 795)
 Rich and Poor and Those in Between
(p.795 – 805)
 The Changing family (p. 805 – 812)
 Individuals in Society: Franziska
Tiburtius
 Science and Thought (p. 812 – 817)







2/1 – 2/6
2/9 – 2/13

Images in Society: Class and Gender
Boundaries in Women’s Fashion,
1850 – 1914 (p. 800- - 801)
 Listening to the Past: Middle Class
Youth and Sexuality (p. 820 – 821)
Ch. 25 – The Age of Nationalism, 1850
– 1914 (p. 823 – 850)
 Napoleon III in France (p. 823 – 826)
 Nation Building in Italy and
Germany (p. 826 – 833)
Nation Building in the United States
(p. 833 – 835)
Charles Darwin, The Origin of Species and
The Descent of Man
Herbert Spencer, Social Statics: Liberalism
and Social Darwinism
Houston Stewart Chamberlain, Foundations
of the Nineteenth Century: Racism

Emmeline Pankhurst, Why We are Militant

Appropriate maps, graphs, charts, and
statistical materials
Giuseppe Mazzini, The Duties of Man
Raymond Grew, A Sterner Plan for Italian
Unity: Nationalism, Liberalism, and
Conservativism
Otto Von Bismarck, Speeches on Pragmatism
and State Socialism
David Blackbourn, German Unification
Heinrich von Treitscheke, Militant Nationalism
American Imperialism in Asia: Independence
Day 1899 (cartoon)




Caspar David Friedrich, Abbey Graveyard in
the Snow
William Wordsworth, The Tables Turned: The
Glories of Nature
The First Chartist Petition: Demands for
Change in England
Honore Daumier, Working Class
Disappointments: Rue Transnonian, April 15,
1834
Jonathan Sperber, The European
Revolutions, 1848 - 1851
Annual Register, 1848, An Eyewitness Account
of the Revolutions of 1848 in Germany
Eugene Delacroix, Liberty Leading the People
John Weiss, The Revolutions of 1848
Appropriate maps, graphs, charts, and
statistical materials
C.A. Bayly, Understanding NineteenthCentury Industrialization and Urban Life



2/16 – 2/20
(No school
2/16 –
Presidents’
Day)
2/23 – 2/27
3/2 – 3/6
3/9 – 3/13

The Modernization of Russia (p. 835
– 838)
 The Responsive National State, 1871
– 1914 (p. 838 – 846)
 Marxism and the Socialist Movement
(p. 846 – 850)
 Individuals in Society: Theodor Herzl
(p. 847)
 Listening to the Past: The Making of
a Socialist (p. 852 – 853)
Ch. 26 – The West and the World (p.
855 – 882)
 Industrialization and the World
Economy (p. 855 – 863)
 The Great Migration (p. 863 – 869)
 Western Imperialism (p. 869 – 876)
 Individuals in Society: Cecil Rhodes
(p. 871)

Listening to the Past: A British
Woman in India (p. 884 – 885)
 Responses to Western Imperialism
(p. 877 – 882)
Ch. 27 – The Great Break: War and
Revolution (p. 887 – 916)
 The First World War (p. 887 – 900)
 Listening to the Past: The Experience
of War (p. 918 – 919)
 The Homefront (p. 900 – 904)
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




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
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


3/16 – 3/20

The Russian Revolution (p. 904 –
910)





 The Peace Settlement (p. 911 – 916)
Ch. 28 – The Age of Anxiety (p. 921 –
948)
 Uncertainty in Modern Thought (p.
921 – 930)






Anna Maier, Becoming a Socialist
Adam B. Ulam, The Unfinished Revolution:
Marxism Interpreted
Pope Pius IX, Syllabus of Errors
Leon Frederic, The Stages of a Worker’s Life
Appropriate maps, graphs, charts, and
statistical materials
Eric J. Hobsbawn, The Age of Empire
Carlton J. H. Hayes, Imperialism as a
Nationalistic Phenomenon
Daniel R. Headrick, The Tools of Empire
Rudyard Kipling, The White Man’s Burden
Royal Niger Company, Controlling Africa:
The Standard Treaty
Friedrich Fabri, Does Germany Need
Colonies?
Margaret Strobel, Gender and Empire
Appropriate maps, graphs, charts, and
statistical materials
Hartmut Pogge von Strandmann, Germany
and the Coming of War
Hew Strachan, The Outbreak of the First
World War
Reports from the Front: The Battle for Verdun
Wilfred Owen, Dulce et Decorum Est:
Disillusionment
Gordon A. Craig, The Revolution in War and
Diplomacy
Evelyn Blucher, The Home Front
Paul Nash, The Menin Road
V.I. Lenin, April Theses: The Bolshevik
Opposition
V.I. Lenin, Speech to the Petrograd Soviet –
Nov. 8, 1917: The Bolsheviks in Power
Program of the Provisional Government in
Russia
Russian Revolutionary Propaganda
Robert Service, The Russian Revolution
Woodrow Wilson, The Fourteen Points
Arthur Walworth, Peace and Diplomacy
Appropriate maps, graphs, charts, and
statistical materials
Friederich Nietzche, The New Idol

3/23 – 3/27
3/30 – 4/3
SPRING
BREAK

Modern Art and Music / Movies and
Radio (p.930 – 937)
 Images in Society: Pablo Picasso and
Modern Art (p. 934 – 935)
 The Search for Peace and Political
Stability (p. 937 – 942)
 The Great Depression, 1929 – 1939
(p. 942 – 948)
 Listening to the Past: Life on the
Dole in Great Britain (p. 950 – 951)
Ch. 29 – Dictatorships and the Second
World War (p. 953 – 984)
 Authoritarian States / Mussolini and
Fascism (p. 954 – 966)

Listening to the Past: Stalin Justifies
the Five-Year Plan (p. 986 -987)

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



4/6 – 4/10


Hitler and Nazism in Germany (p.
966 – 971)
Nazi Expansion and the Second
World War (p. 971 – 984)









4/13 – 4/17
Individuals in Society: Primo Levi (p. 
979)
Ch. 30 – Cold War Conflicts and
Social Transformations, 1945 – 1985
(p. 989 – 1022)
 The Division of Europe (p. 990–993)
 The Western Renaissance (p. 9931003)
 Soviet Eastern Europe, 1945–1968
(p. 1003–1007)
 Individuals in Society: Tito and the
Rise of Independent Communism (p.
1005)







Sigmund Freud, Civilization and its
Discontents
Robert Wohl, The Generation of 1914:
Disillusionment
George Grosz, Decadence in the Weimar
Republic
Heinrich Hauser, With Germany’s Unemployed
James M. Laux, The Great Depression In
Europe
Appropriate maps, graphs, charts, and
statistical materials
H.R. Kedward, Fascism in Western Europe
F.L. Carsten, The Rise of Fascism
Benito Mussolini, The Doctrine of Fascism
Joseph Stalin, Problems with Agrarian Policy
in the U.S.S.R.: Soviet Collectivization
Joseph Stalin, Report to the Congress of
Soviets, 1936: Soviet Democracy
Stephen J. Lee, Dictatorship in Russia:
Stalin’s Purges
Klaus P. Fischer, Hitler and Nazism
Adolf Hitler, Mein Kampf
Guida Diehl, The German Woman and
National Socialism
George F. Kennan, Appeasement at Munich
Attacked
A.J.P. Taylor, The Origins of the Second
World War: Appeasement Defended
Gerhard L. Weinberg, A World at Arms
Mrs. Robert Henrey, The Battle of Britain
William Hoffman, A German Soldier at
Stalingrad
Bruno Bettelheim, The Informed Heart: Nazi
Concentration Camps
Fred Baron, Witness to the Holocaust
Appropriate maps, graphs, charts, and
statistical materials
The Truman Doctrine
The Marshall Plan
James L. Gormly, Origins of the Cold War
John Springhall, The Collapse of European
Empires
Frantz Fanon, The Wretched of the Earth
4/20 – 4/24



4/27 – 5/1
Postwar Social Transformations,
1945 – 1968 (p. 1007 – 1014)
Listening to the Past: A Feminist
Critique of Marriage (p. 1024 – 1025)
Conflict and Challenge in the Late
Cold War (p. 1014 – 1022)
Ch. 31 – Revolution, Rebuilding, and
New Challenges: 1985 – Present (p.
1027 – 1061)
 The Decline of Communism in
Eastern Europe (p. 1028 – 1034)
 The Revolutions of 1989 (p. 1034 –
1040)
 Building a New Europe in the 1990s
(p. 1040 – 1051)



New Challenges in the Twenty-First
Century (p. 1051 – 1061)





Appropriate maps, graphs, charts, and
statistical materials
John Lukacs, The Short Century – Its Over
Raymond L. Garthoff, The End of the Cold
War
Robert Heilbroner, After Communism: Causes
for the Collapse
Samuel P. Huntington, Terrorism and the
Clash of Civilizations
Mark Juergensmeyer, Religious Terrorism
Thomas L. Friedman, Globalization
REVIEW
5/4 – 5/7
5/8 AP TEST!!
Portions of this syllabus were reproduced from the “AP European History: Sample Syllabus 2” with permission
by the College Board, the copyright owner.