Eva Mira
emira@dadeschools.net
Westland Hialeah Senior High School
Advanced Placement European History
COURSE DECRIPTION
This is an in-depth review of major developments in modern European history. Special emphases are placed
upon the political-diplomatic, social-economic, and intellectual-cultural histories of the European countries.
Students are expected to demonstrate relevant factual knowledge of chronology and major events from the
Renaissance (around 1450) to the present. The goals of this class are to develop (a) an understanding of some
of the principal themes in modern European history, (b) an ability to analyze historical evidence, and (c) an
ability to analyze and express historical understanding in writing. The content of the course follows advanced
Placement guidelines of the College Entrance Examination Board; consequently, instruction is given at the
college level.
Home Learning
OVERVIEW OF ASSIGNMENTS
Homework will most often fall into the following categories:
 Daily reading from textbook (expect quizzes!)
 Two-column notetaking for each chapter section
 Essential Question responses
 Extended writing assignments
 Preparation for class discussion or debate
Class Activities
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Source reading (primary documents, scholarly articles, historiographies)
DBQ or FRQ practice
Unit projects
Chapter quizzes and unit exams
Primary Source Critiques
In every unit students will complete several primary source critiques that will help them gain a deeper understanding of a historical
time period and point of view and will also build their skills in analyzing a primary source. Primary source critiques are also
intended as practice for the skills needed in the FRQ and DBQ.
 DOC and MAPS: answer analysis questions and using SOAPS strategy
 VIS and ART:
analyze using POSERS strategy
Class Discussion/Debates
In-depth class discussions and debates will be done frequently in A.P. European History
Class Discussion
The purpose of these discussions is to engage students in dialogue regarding the events, issues, and ideologies
being studied in class. After each discussion, students will complete a sef-assessment of their preparation and
participation in the discussion. The teacher will consider the self-assessment when assigning the final grade.
The teacher will be looking for quality of contribution in particular.
Debates
The purpose of debates is to encourage student to form opinions on issues presented or formulate an
argument supporting a given opinion or side of an issue. Students will be graded on the quality of their
contribution to the debate.
A.P. Exam Preparation
The A.P. European History exam is given worldwide that corresponds with the curriculum of the A.P. European History
course. The exam contains a multiple choice section and free-response section and is administered in May. Preparing students for
success on the A.P. exam is a major goal of this course.
Document Based Questions (DBQS)
Document Based Questions are an important part of the A.P. European exam. DBQs are not meant to test a
students’ knowledge of a historical time-period, but rather his/her ability to formulate and support an answer
from documentary evidence. This is something that takes practice, so we will complete several DBQs in class
as part of preparation for the A.P. exam. A.P. exam grading rubrics will be used to assess students’ work on
DBQs.
Free Response Questions/Thematic Essays (FRQS)
Thematic Essays are another important part of the A.P. European exam. These essays are free-response and
will focus on either the intellectual-cultural history, political-diplomatic history, or social-economic history. In
these essays, students will be required to use historical evidence from a given time period to support a thesis
statement that answers a question. Writing good thematic essays take practice, so we will complete several
thematic essays in preparation for the A.P. exam.
PACING GUIDE AND SYLLABUS
FIRST SEMESTER
Unit I: Renaissance
Topics/Reading/Supplementals
Recovery & Rebirth: The Age of the Renaissance
EQ: How did Renaissance art and the humanist movement reflect the political, economic, and social
development of the period?
 Spielvogel Chapter 12, pages 337-370
1. Meaning and Characteristics of the Italian Renaissance
EQ: What characteristics distinguish the Renaissance from the Middle Ages?
 VIS: Michelangelo, Creation of Adam
2. The Making of Renaissance Society
EQ: What major social changes occurred in the Renaissance?
 DOC: A Renaissance Banquet
 VIS: Botticelli, Wedding Banquet
 DOC: Marriage Negotiations
3. The Italian States in the Renaissance
EQ: How did Machiavelli’s works reflect the political realities of Renaissance Italy?
 MAP: Renaissance Italy
 DOC: The Letters of Isabella D’Este
 DOC: Opposing Viewpoints: Machiavelli & Erasmus
4. The Intellectual Renaissance in Italy
EQ: What was humanism, and what effect did it have on the philosophy, education, attitudes toward politics,
and the writing of history?
 DOC: Petrarch: Mountain Climbing and the Search for Spiritual Contentment
 DOC: Pico Della Mirandola and the Dignity of Man
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DOC: A Woman’s Defense of Learning
5. The Artistic Renaissance
EQ: What were the chief characteristics of Renaissance art and how did it differ in Italy and northern Europe?
 VIS: Masaccio, Tribute Money
 VIS: Botticelli, Primavera
 VIS: Donatello, David
 ARCH: Filippo Brunelleschi, Dome of the Duomo
 ARCH: Filippo Brunelleschi, Interior of San Lorenzo
 VIS: Leonardo da Vinci, The Last Supper
 VIS: Raphael, School of Athens
 VIS: Michelangelo, David
 DOC: The Genius of Leonardo da Vinci.
 ARCH: Donato, Tempietto
 VIS: Van Eyck, Giovanni Arnolfini and His Bride
 VIS: Dürer, Adoration of the Magi
6. The European State in the Renaissance
EQ: Why do historians sometimes refer to the monarchies of the late fifteenth century as “new monarchies”
or “Renaissance states?
 MAP: Europe in the Second Half of the Fifteenth Century
 MAP: The Iberian Peninsula
 MAP: The Ottoman Empire and Southeastern Europe
7. The Church in the Renaissance
EQ: What were the policies of the Renaissance popes, and what impact did those policies have on the Catholic
Church?
Unit II: Reformation and Religious Wars
Topics/Reading/Supplementals
Reformation & Religious Warfare in the Sixteenth Century
EQ: Where and how did the reform movements take hold, and how did the emergence of these reform
movements affect the political and social realms where they were adopted?
 Spielvogel Chapter 13, pages 337-370
1. Prelude to the Reformation
EQ: What were the chief ideas of the Christian humanists, and how did they differ from the ideas of the
Protestant Reformers?
 VIS: Hans Holbein the Younger, Erasmus
 DOC: Erasmus: In Praise of Folly
2. Martin Luther and the Reformation in Germany
EQ: What were Martin Luther’s main disagreements with the Roman Catholic Church, and what political,
economic, and social conditions help explain why the movement he began to spread quietly across
Europe?
 DOC: Luther and the Ninety-Five Theses
 VIS: Woodcut: Luther Versus the Pope
 DOC: Luther and the “Robbing and Murdering Hordes of Peasants”
 MAP: The Empire of Charles V
3. The Spread of the Protestant Reformation
EQ: Why do historians sometimes refer to the monarchies of the late fifteenth century as “new monarchies”
or “Renaissance states?
 DOC: Opposing Viewpoints: A Reformation Debate: The Marburg Colloquy
 VIS: Artist unknown, Henry VIII and His Children
 DOC: The Role of Discipline in the “Most Perfect School of Christ on Earth”
4. The Social Impact of the Protestant Reformation
EQ: What was the social impact of the Protestant Reformation have on society in the sixteenth
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century?
DOC: A Protestant Woman
VIS: Ambrosius Holbein, A Sixteenth-Century Classroom
5. The Catholic Reformation
EQ: What measures did the Roman Catholic church take to reform itself and to combat Protestantism is the
sixteenth century.
 MAP: Catholics and Protestants in Europe by 1560
 DOC: Loyola and Obedience to “Our Holy Mother, the Hierarchical Church”
 VIS: Artist unknown, Ignatius of Loyola
6. Politics and the Wars of Religion in the Sixteenth Century
EQ: What role did politics, education, social conditions, and religion play in the European Wars of the
sixteenth century?
 VIS: François Dubois, The Saint Bartholomew’s Day Massacre
 VIS: Titian, Philip of Spain
 MAP: The Height of Spanish Power under Phillip II
 VIS: Robert Peake the Elder, Procession of Queen Elizabeth I
 DOC: Queen Elizabeth Addresses Parliament (1601)
Unit III: New Encounters and State Building
Topics/Reading/Supplementals
Europe and the World: New Encounters, 1500-1800
EQ: What was the relationship between European overseas expansion and political, economic, and social
developments in Europe?
 Spielvogel Chapter 14, pages 410-441
1. On the Brink of a New World
EQ: Why did Europeans begin to embark on voyages of discovery and expansion at the end of the fifteenth
century?
 DOC: Ptolemy’s World Map
2. New Horizons: The Portuguese and Spanish Empires
EQ: How did Portugal and Spain acquire their overseas empires, and how did their empires differ?
 VIS: Theodore de Bry, The Port of Lisbon
 MAP: Discoveries and Possessions in the Fifteenth and Sixteenth Centuries
 DOC: The Portuguese Conquest of Malacca
 DOC: Columbus Lands in the New World
 DOC: The Spanish Conquistador: Cortés and the Conquest of Mexico
 VIS: Artist unknown, Slaughter of the Natives
3. New Rivals on the World Stage
EQ: How did the arrival of the Dutch, British, and French on the world scene in the seventeenth and
eighteenth centuries affect Africa, India, Southeast Asia, China, and Japan? What were the main features of the
African slave trade, and what effects did it have on Africa?
 DOC: Las Casas and the Spanish Treatment of the American Natives
 MAP: Triangular Trade Route in the Atlantic Economy
 DOC: The Atlantic Slave Trade
 VIS: Artist unknown, The Sale of Slaves
 DOC: West Meets East: An Exchange of Royal Letters
 DOC: An Imperial Edict to the King of England
 VIS: Artist unknown, The Portuguese Arriving at Nagasaki
 VIS: French School, A Sugar Mill in the West Indies
4. The Impact of European Expansion
EQ: How did European expansion affect both the conquerors and the conquered?
 DOC: The Mission
 MAP: The Columbian Exchange
5. Toward a World Economy
EQ: What was mercantilism, and what was its relationship to colonial empires?
 VIS: Matthaus Schwartz, Jacob Fugger the Rich
State Building and the Search for Order in the Seventeenth Century
EQ: What theories of government were proposed by Jacques Bossuet, Thomas Hobbes, and John Locke, and
how did their respective theories reflect concerns and problems of the seventeenth century?
 Spielvogel Chapter 15, pages 443-481
1. Social Crises, War, and Rebellions
EQ: What economic, social, and political crises did Europe experience in the first falf of the seventeeth
century?
 VIS: Hyacinth Rigaud, Louis XIV
 DOC: A Witchcraft Trial in France
 MAP: The Thirty Year’s War
 DOC: The Face of War in the Seventeenth Century
 VIS: Sebastian Vrancx, Soldiers Pillaging a Farm
 VIS: Philippe de Champagne, Cardinal Richelieu
 DOC: Louis XIV: Kingly Advice
 VIS: Eighteenth-Century Engraving, The Palace of Versailles
 ARCH: The Hall of Mirrors, Interior View
 DOC: Travels with the King
 MAP: The Wars of Louis XIV
2. Absolutism in Central, Eastern, and Northern Europe
EQ: What developments enabled Brandenburg-Prussia, Austria, and Russia to emerge as major powers in the
seventeenth century?
 MAP: The Growth of Brandenberg-Prussia
 MAP: The Growth of the Austrian Empire
 DOC: Peter the Great Deals with a Rebellion
 MAP: Russia: From Principality to Nation-State
 MAP: The Ottoman Empire
3. Limited Monarch and Republics
EQ: What were the main issues in the struggle between king and Parliament in seventeenth-century England,
and how were they resolved?
 VIS: Pieter de Hooch, The Mother
 VIS: Robert Walker, Oliver Cromwell
 DOC: The Bill of Rights
4. The Flourishing of European Culture
EQ: How did the artistic and literary achievements of this era reflect the political and economic developments
of the period?
 VIS: El Greco, Laocoön
 VIS: Peter Paul Rubens, The Landing of Marie de’ Medici at Marseilles
 VIS: Gian Lorenzo Bernini, Ecstasy of Saint Theresa
 VIS: Artemisia Gentileschi, Judith Beheading Holofernes
 VIS: Judith Leyster, Self-Portrait
 VIS: Rembrandt van Rijn, Syndics of the Cloth Guild
 DOC: William Shakespeare: In Praise of England
Unit IV: The Scientific Revolution and the Enlightenment
Topics/Reading/Supplementals
Toward A New Heaven and A New Earth: The Scientific Revolution
EQ: In what ways were the intellectual, political, social, and religious developments of the seventeenth century
related?
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Spielvogel Chapter 16, pages 483-507
1. Background to the Scientific Revolution
EQ: What developments during the Middle Ages and the Renaissance contributed to the Scientific
Revolution?
 DOC: The Trial of Galileo
2. Toward a New Haven: A Revolution in Astronomy
3.
EQ: What did Copernicus, Kepler, Galileo, and Newton contribute to a new vision of the universe, and how
did it differ from the Ptolemic conception of the universe?
 DOC: On the Revolutions of the Heavenly Spheres
 DOC: Kepler and the Emerging Scientific Community (check docu page for titles)
 DOC: The Starry Messenger
 DOC: Opposing Viewpoints: A New Heaven? Faith Versus Reason
 DOC: Newton’s Rules of Reasoning
Advances in Medicine and Chemistry
EQ: What did Paracelsus, Vesalius, and Harvey contribute to a scientific view of medicine?
4. Women in Modern Science
EQ: What role did women play in the Scientific Revolution?
 DOC: The “Natural” Inferiority of Woman
5. Toward A New Earth: Descartes, Rationalism, and a New View of Humankind
EQ: Why is Descartes considered the “founder of modern rationalism”?
 VIS: Pierre Louis Dumesnil, Descartes with Queen Christina of Sweden
6. The Scientific Method and the Spread of Scientific Knowledge
EQ: How were the ideas of the Scientific Revolution spread, and what impact did they have on society and
religion?
 DOC: The Father of Modern Rationalism
 VIS: Henri Testelin, Louis XIV and Colbert Visit the Academy of Sciences
 DOC: Pascal: “What Is A Man in the Infinite?
The Eighteenth Century: An Age of Enlightenment
EQ: What is relationship between the Scientific Revolution and the Enlightenment?
 Spielvogel chapter 17, pages 509-536
1.
2.
The Enlightenment
EQ: What intellectual developments led to the emergence of the Enlightenment? Who were the leading
figures of the Enlightenment, and what were their main contributions? In what type of social environment did
the philosophes thrive, and what role did women play in that environment?
 VIS: Anicet Charles Gabriel Lemonnier, The Parisian salon of Madame Geoffrin
 MAP: The Enlightenment in Europe
 DOC: The Separation of Powers
 DOC: The Attack of Religious Intolerance
 VIS: Jean-Honoré Fragonard, Denis Diderot
 DOC: Diderot Questions Christian Sexual Standards
 DOC: A Social Contract
 DOC: The Rights of Women
 DOC: Opposing Viewpoints: Women in the Age of Enlightenment: Rousseau and Wollenstoncraft
Culture and Society in the Enlightenment
EQ: What innovations in art, music, and literature occurred in the eighteenth century? How did popular
culture differ from high culture in the eighteenth century?
 VIS: Antoine Watteau, Return from Cythera
 ARCH: Balthazar Neumann, Vierzehnheiligen, Exterior View
 ARCH: Balthazar Neumann, Vierzehnheiligen, Interior View
 VIS: Jacques-Louis David, Oath of the Horatii
 VIS: Carmontelle, Mozart as Child Prodigy
 DOC: Gibbon and the Idea of Progress
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VIS: Artist unknown, A London Coffeehouse
DOC: The Punishment of Crime
VIS: Giovanni Signorini, Carnival
3. Religion and the Churches
EQ: How did popular religion differ from institutional religion in the eighteenth century?
 MAP: Religious Populations of Eighteenth-Century Europe
 VIS: Nathaniel Hone, John Wesley
 DOC: The Conversion Experience in Wesley’s Methodism
Unit V: The Eighteenth Century: Absolutism, Wars, and Social Change
Topics/Reading/Supplementals
The Eighteenth Century: European States, International Wars, and Social Change
EQ: What was the relationship among political, economic, and social changes in the eighteenth century?
 Spielvogel Chapter 18, pages 538-569
1. The European States
EQ: What were the main developments in France, Great Britain, the Dutch Republic, the Mediterranean
states, and the Scandinavian monarchies in the eighteenth century? What do historians mean by the term
enlightened absolutism, and to what degree did eighteenth-century Prussia, Austria, and Russia exhibit its
characteristics?
 VIS: Virgilius Eriksen, Catherine the Great on horseback
 DOC: The French King’s Bedtime
 MAP: Europe in 1763
 DOC: Frederick the Great and His Father
 VIS: Frisch, Frederick II at Sans-Souci
 VIS: Martin van Meyten, Maria Theresa and Her Family
 DOC: The Childhood of Catherine the Great
 VIS: Levitsky, Catherine the Great
 MAP: The Partitioning of Poland
2. Wars and Diplomacy
EQ: What were the causes and results of the Seven Years’ War? How did the concepts of “balance of power”
and “reason of state” influence international relations in the eighteenth century?
 MAP: Battlefields of the Seven Years’ War
 VIS: Francis Hayman, Robert Clive in India
 DOC: British Victory in India
3. Economic Expansion and Social Change
EQ: What changes occurred in agriculture, finance, and industry during the eighteenth century?
 DOC: Martial Arrangements
 VIS: Arthur Devis, Children of the Upper Classes
 DOC: Propaganda for the New Agriculture
 VIS: Artist unknown, Cottage Industry
 DOC: The Beginnings of Mechanized Industry: The Attack on New Machines
4. The Social Order of the Eighteenth Century
EQ: Who were the main groups making up the European social order in the eighteenth century, and how did
the conditions in which they lived differ both between groups and between different parts of Europe?
 VIS: Thomas Gainsborough, Conversation in the Park
 VIS: Graniri, A Market in Turin
 DOC: Poverty in France
Unit VI: The French Revolution and Napoleon
Topics/Reading/Supplementals
A Revolution in Politics: The Era of the French Revolution and Napoleon
EQ: In what ways were the French Revolution and the seventeenth-century English revolutions alike? In
what ways were they different?
 Spielvogel Chapter 19, pages 571-601
1. The Beginning of the Revolutionary Era: The American Revolution
EQ: What were the causes and results of the American Revolution, and what impact did it have on Europe?
 VIS: Jean-Baptiste Lallemand, The Storming of the Bastille
 DOC: The Argument for Independence
2. Background to the French Revolution
EQ: What were the long-range and immediate causes of the French Revolution?
 POL: French School,, The Three Estates
3. The French Revolution
EQ: What were the main events of the French Revolution between 1789–1799? What role did each of the
following play in the French Revolution: lawyers, peasants, women, the clergy, the Jacobins, the sans-culottes,
the French Revolutionary Army, and the Committee of Public Safety?
 VIS: Jacques-Louis David, The Tennis Court Oath
 DOC: The Fall of the Bastille
 DOC: Opposing Viewpoints: The Natural Rights of French People: Two Views
 VIS: French School, The Women’s March to Versailles
 VIS: French School, Execution of the King
 VIS: French School, Citizens Enlisting in the New French Army
 MAP: French Expansion During the Revolutionary Wars, 1792-1799
 DOC: Justice in the Reign of Terror
 DOC: Robespierre and Revolutionary Government
 VIS: French School, Women Patriots
 DOC: De-Christianization
4. The Age of Napoleon
EQ: Which aspects of the French Revolution did Napoleon preserve, and which did he destroy?
 VIS: Baron Gros, Napoleon as a Young Officer
 DOC: Napoleon and Psychological Warfare OR The Man of Destiny
 VIS: Baron Gros, Napoleon as a Young Officer
 VIS: Jacques-Louis David, The Coronation of Napoleon
 MAP: Napoleon’s Grand Empire in 1810
 VIS: Francisco Goya, The Third of May 1808
SECOND SEMESTER
Unit VII: The Industrial Revolution and Change
Topics/Reading/Supplementals
The Industrial Revolution and Its Impact on European Society
EQ: What was the role of government and trade unions in the industrial development of the Western world?
Who helped the workers the most?
 Spielvogel Chapter 20, pages 604-630
1. The Industrial Revolution in Great Britain
EQ: Why was Great Britain the first state to have an Industrial Revolution? Why did it happen in Great
Britain? What were the basic features of the new industrial system created by the Industrial Revolution?
 DOC: The Traits of the British Industrial Entrepreneur
 VIS: Artist unknown, A Boulton and Watt Steam Engine
 VIS: Artist unknown, Railroad Line from Liverpool to Manchester
 MAP: The Industrial Revolution in Britain by 1850
 ARCH: J.K. Brunel, Royal Albert Bridge
 VIS: Artist unknown, A British Textile Factory
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DOC: Discipline in the New Factories
ARCH: Joseph Paxton, Crystal Palace, Exterior View
VIS: Henry Courtney, The Great Exhibition of 1851
2. The Spread of Industrialization
EQ: How did the Industrial Revolution spread from Great Britain to the Continent and the United States, and
how did industrialization in those areas differ from British industrialization?
 MAP: The Industrialization of Europe by 1850
 VIS: Artist unknown, The Steamboat
 DOC: “S-T-E-A-M-BOAT A-COMING!”
3. The Social Impact of the Industrial Revolution
EQ: What effects did the Industrial Revolution have on urban life, social classes, family life, and standards of
living? What were working conditions like in the early decades of the Industrial Revolution, and what efforts
were made to improve them?.
 DOC: The Great Irish Famine
 VIS: Artist unknown, A New Industrial Town
 VIS: Gustave Doré, Slums of Industrial London
 VIS: Artist unknown, Women in the Mines
 DOC: Child Labor: Discipline in the Textile Mills
 DOC: Child Labor: The Mines
 VIS: A Trade Union Membership Card
 DOC: Political Demands of the Chartist Movement
Reaction, Revolution, and Romanticism, 1815-1850
EQ: In what ways were intellectual and artistic developments related to the political and social forces of the
age?
 Spielvogel Chapter 21, pages 632-663
1. The Conservative Order (1815-1830)
EQ: What were the goals of the Congress of Vienna and the Concert of Europe?
 VIS: Jean Baptiste Isabey, A Meeting of the Congress of Vienna
 VIS: Englebert Seibertz, Metternich and the Congress of Vienna
 MAP: Europe after the Congress of Vienna, 1815.
 DOC: The Voice of Conservatism: Metternich of Austria
 MAP: Latin America in the First Half of the Nineteenth Century
 VIS: Theodore Gericault, José de San Martin
 DOC: University Students and German Unity
2. The Ideologies of Change
EQ: What were the main tenets of conservatism, liberalism, nationalism, and utopian socialism, and what role
did each ideology play in Europe in the first half of the nineteenth century?
 DOC: The Voice of Liberalism: John Stuart Mill on Liberty
 MAP: The Distribution of Languages in Nineteenth-Century Europe
 VIS: Artist Unknown, Children at New Lanark
3. Revolution and Reform (1830-1850)
EQ: What forces for change were present in France and Great Britain between 1830-1848 and how did each
nation respond?
 VIS: Gustave Wappers, The Revolution of 1830
 MAP: The Revolutions of 1848-1849
 DOC: Opposing Viewpoints: Response to Revolution: Two Perspectives
 MAP: The Revolutions of 1848-1849
 VIS: Artists Unknown, Austrian Students in the Revolutionary Civil Guard
 DOC: The Voice of Italian Nationalism: Giuseppe Mazzini and Young Italy
4. The Emergence of an Ordered Society
EQ: How did Europe respond to the need for order in society in the first half of the nineteenth century?
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VIS: The London Police photograph
DOC: The New British Police: “We Are Not Treated as Men”
5. Culture in an Age of Reaction and Revolution: The Mood of Romanticism
EQ: What were the characteristics of Romanticism, and how ere they reflected in literature, art, and music?
 DOC: Gothic Literature: Edgar Allan Poe
 ARCH: Sir Charles Barry, British Houses of Parliament
 VIS: Caspar David Friedrich, Man and Woman Gazing at the Moon
 VIS: J.M.W. Turner, Rain, Steam, and Speed-The Great Western Railway
 VIS: Eugéne Delacroix, The Death of Sardanapalus
Unit VIII: Nationalism and Society
Topics/Reading/Supplementals
An Age of Nationalism and Realism, 1850-1871
EQ: What was the relationship between nationalism and reform between 1850 and 1871?
 Spielvogel Chapter 22, pages 665-696
1. The France of Napoleon III
EQ: What were the characteristics of Napoleon II’s government, and how did his foreign policy contribute to
the unification of Italy and Germany?
 VIS: Anton von Werner, Proclamation of the German Empire 1871 in Versailles
 DOC: Louis Napoleon Appeals to the People
 MAP: Decline of the Ottoman Empire
 VIS: Artist unknown, Florence Nightingale
2. National Unification: Italy and Germany
EQ: What actions did Cavour and Bismarck take to bring about unification in Italy and Germany, respectively,
and what role did war play in their efforts?
 MAP: The Unification of Italy
 DOC: Garibaldi and Romantic Nationalism
 MAP: The Unification of Germany
 DOC: Bismarck “Goads” France into War
3. Nation Building and Reform: The National State in Mid-Century
EQ: What efforts for reform occurred in the Austrian Empire, Russia, and Great Britain between 1850 and
1870, and how successful were they in alleviating each nation’s problem?
 MAP: Europe in 1871
 MAP: Ethnic Groups in the Dual Monarchy, 1867
 DOC: Emancipation: Serfs and Slaves
 VIS: Artist unknown, Emancipation of the Serfs
 VIS: Queen Victoria and Her Family
 MAP: The United States: The West and the Civil War
4. Industrialization and the Marxist Response
EQ: What actions did Cavour and Bismarck take to bring about unification in Italy and Germany, respectively,
and what role did war play in their efforts?
 VIS: Artist unknown, Opening of the Suez Canal
 DOC: The Classless Society
5. Science and Culture in an Age of Realism
EQ: What efforts for reform occurred in the Austrian Empire, Russia, and Great Britain between 1850 and
1870, and how successful were they in alleviating each nation’s problem?
 DOC: Darwin and the Descent of Man
 DOC: Anesthesia and Modern Surgery
 VIS: Thomas Eakins, The Gross Clinic
 VIS: Gustave Courbet, The Stonebreakers
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DOC: Realism: Charles Dickens and an Image of Hell on Earth
VIS: Jean-François Millet, The Gleaners
The Mass Society in an “Age of Progress,” 1871-1894
EQ: In what ways were intellectual and artistic developments related to the political and social forces of the
age?
 Spielvogel Chapter 23, pages 698-729
1. The Growth of Industrial Prosperity
EQ: What was the Second Industrial Revolution, and what effects did it have on European economic and
social life?
 VIS: Swimmers gather in front of concession stands at Coney Island
 VIS: An Age of Progress
 DOC: The Department Store and the Beginnings of Mass Consumerism
 MAP: The Industrial Regions of Europe at the End of the Nineteenth Century
 VIS: Artist unknown, A Textile Factory in Japan
 VIS: Artist unknown, New Jobs for Women: The Telephone Exchange
 VIS: “Proletarians of the World, Unite.”
 DOC: The Voice of Evolutionary Socialism: Eduard Bernstein
2. The Emergence of a Mass Society
EQ: What is a mass society, and what were its main characteristics? What role were women expected to play
in society and family life in the latter half of the nineteenth century, and how closely did paterns of family life
correspond to this ideal?
 MAP: Population Growth in Europe, 1820-1900
 VIS: C.J. Staniland, The Emigrants
 VIS: Working-Class Housing in London
 DOC: The Housing Venture of Octavia Hill
 DOC: Opposing Viewpoints: Advice to Women: Two Perspectives
 VIS: William P. Frith, Many Happy Returns of the Day
 VIS: A Women’s College
 DOC: The Fight Song: Sports in the English Public School
 VIS: The Graphic, Soccer Moments
3. The National State
EQ: What general political trends were evident in the nations of western Europe in the last decades of the
nineteenth century, and how did these trends differ from the policies pursued in Germany, Austria-Hungary,
and Russia?
 DOC: A Leader of the Paris Commune
 VIS: Bismarck and William II
 DOC: Bismarck and the Welfare of the Workers
Unit IX: Imperialism and World War I
Topics/Reading/Supplementals
An Age of Modernity, Anxiety, and Imperialism, 1894-1914
EQ: What is the connection between the “new imperialism” of the late nineteenth century and the underlying
causes for World War I?
 Spielvogel Chapter 24, pages 731-765
1. Toward the Modern Consciousness: Intellectual and Cultural Developments
EQ: What development in science, intellectual affairs, and the arts in the late nineteenth and early twentieth
centuries “opened the way to a modern consciousness” differ from earlier worldviews?
 VIS: Police prevent Emmeline Pankhurst and her two daughters from entering Buckingham Palace to
present a petition to the king
 VIS: Marie Curie
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DOC: Freud and the Concept of Repression
DOC: Symbolist Poetry: Art for Art’s Sake
VIS: Paul Cézanne, Impression, Sunrise
VIS: Berthe Morisot, Young Girl by the Window
VIS: Paul Cézanne, Woman with Coffee Pot
VIS: Vincent van Gogh, The Starry Night
VIS: Pablo Picasso, Les Demoiselles d’Avignon
VIS: Wassily Kandinsky, Composition VIII, No. 2 (Painting with White Border)
2. Politics: New Directions and New Uncertainties
EQ: What gains did women make in their movements for women’s rights? How did a new right-wing politics
affect the different parts of Europe? What political problems did Great Britain, Italy, France, Austria-Hungary,
Germany, and Russia face between 1894 and 1914, and who did they solve them?
 VIS: Arrest of a suffragist
 VIS: Epsom Derby horse race
 DOC: The Struggle for the Right Vote
 DOC: The Voice of Zionism: Theodor Herzl and the Jewish State
 VIS: Nicholas II
 DOC: Bloody Sunday
3. The New Imperialism
EQ: What were the causes of the new imperialism that took place after 1800 and what effects did European
imperialism have on Africa and Asia?
 VIS: Soap and the White Man’s Burden
 DOC: Opposing Viewpoints: White Man’s Burden versus Black Man’s Burden
 MAP: Africa in 1914
 MAP: Asia in 1914
 VIS: Artist unknown, The West and Japan
4. International Rivalry and the Coming War
EQ: What was the Bismarckian system successful was it at keeping the peace? What issues lay behind the
international crises that Europe faces in the late nineteenth and early twentieth centuries?
 DOC: The Emperor’s Big Mouth
 MAP: The Balkans in 1913
The Beginning of the Twentieth-Century Crisis: War and Revolution
EQ: What was the relationship between World War I and the Russian Revolution?
 Spielvogel Chapter 25, pages 768-801
1. The Road to World War I
EQ: What were the long-range and immediate causes of World War I?
 VIS: British troops wait for the signal to attack.
 MAP: Europe in 1914
 DOC: “You Have to Bear the Responsibility for War or Peace”
2. The War
EQ: What did the belligerents expect at the beginning of World War I, and why did the course of the war turn
out to be so different from their expectations? How did World War I affect the belligerents’ governmental and
political institutions, economic affairs, and social life?
 VIS: The Excitement of War: French troops marching off to war
 VIS: The Excitement of War: German soldiers marching off to battle
 DOC: The Excitement of War
 MAP: The Western Front, 1914-1918
 MAP: The Eastern Front, 1914-1918
 VIS: Impact of the machine gun
 VIS: Victims of the Machine Gun
 DOC: The Reality of War: Trench Warfare
 VIS: Images of Everyday Life: Life in the Trenches
 DOC: The Songs of World War I
 VIS: French African Troops
 VIS: The Wartime Leaders of Germany
 VIS: British Recruiting Poster
 VIS: Women workers in a British Munitions Factory
 DOC: Women in the Factories
 DOC: War and the Family
3. War and Revolution
EQ: What were the causes of the Russian Revolution of 1917, and why did the Bolsheviks prevail in the civil
war and gain control of Russia?
 VIS: The Women’s March in Petrograd
 VIS: V.I. Lenin
 VIS: Leon Trotsky
 DOC: Soldier and Peasant Voices
 MAP: The Russian Revolution and Civil War
4. The Peace Settlement
EQ: What were the objectives of the chief participants at the Paris Peace Conference of 1919, and how closely
did the final settlement reflect these objectives?
 DOC: Opposing Viewpoints: Three Voices of Peacemaking
 VIS: The Big Four at Paris
 MAP: Europe in 1919
Unit X: Between the Wars and World War II
Topics/Reading/Supplementals
The Futile Search for Stability: Europe between the Wars, 1919-1939
EQ: Why have some historians called the 1920s both an age of anxiety and a period of hope?
 Spielvogel Chapter 26, pages 803-836
1. An Uncertain Peace: The Search for Security
EQ: What was the impact of World War I and what problems did European countries face in the 1920s?
 VIS: Men are served in a soup line in Berlin in 1930.
 VIS: The Effects of Inflation
 VIS: The Great Depression: Bread Lines in Paris
 DOC: The Great Depression: Unemployed and Homeless in Germany
2. The Democratic States
EQ: How did France, Great Britain, and the United States respond to the various crises, including the Great
Depression, that they faced in the interwar years? How did World War I affect European colonies in Asia and
Africa?
 DOC: The Struggles of a Democracy: Unemployment and Slums in Great Britain
 VIS: Nehru and Gandhi
3. The Authoritarian and Totalitarian States
EQ: Why did many Europeans states experience a retreat from democracy in the interwar years? What are the
characteristics of totalitarian states, and to what degree were the characteristics of totalitarian states present in
Fascist Italy, Nazi Germany, and Stalinist Russia?
 VIS: Mussolini, the Iron Duce
 DOC: The Voice of Italian Fascism
 DOC: Adolf Hitler’s Hatred of the Jews
 VIS: Hitler and the Blood Flag Ritual
 VIS: The Nazi Mass Spectacle
 DOC: Propaganda and Mass Meetings in Nazi Germany
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VIS: Anti-Semitism in Nazi Germany
VIS: Stalin Signing a Death Warrant
DOC: The Formation of Collective Farms
4. The Expansion of Mass Culture and Mass Leisure
EQ: What new dimensions in mass culture and leisure emerged during the interwar years, and what role did
these activities play in totalitarian states?
 VIS: The Charleston
 DOC: Mass Leisure: Strength Though Joy
5. Cultural and Intellectual Trends in the Interwar Years
EQ: What were the main cultural and intellectual trends in the interwar years?
 VIS: Otto Dix, The War
 VIS: Hannah Höch, Cut with the Kitchen Knife Dada Thought the Last Weimar Beer Belly Cultural Epoch of
Germany
 VIS: Salvador Dali, The Persistence of Memory
 ARCH: Walter Gropius, The Bauhaus
 DOC: Hesse and the Unconscious
The Deepening of the European Crisis: World War II
EQ: What was the relationship between World War I and the Russian Revolution?
 Spielvogel Chapter 27, pages 839-873
1. Prelude to War (1933-1939)
EQ: What were Hitler’s foreign policy goals, and what steps did he take to achieve them between 1933 and
1939?
 VIS: Adolf Hitler salutes military leaders and soldiers during a military rally
 DOC: Hitler’s Foreign Policy Goals
 VIS: Hitler arrives in Vienna
 MAP: Changes in Central Europe, 1936-1939
 DOC: Opposing Viewpoints: The Munich Conference: Two Views
 VIS: Hitler Declares War
 VIS: A Japanese Victory in China
2. The Course of World War II
EQ: What were the main events of World War II in Europe and in Asia, and why were the allies ultimately
victorious?
 VIS: German Troops in the Soviet Union
 MAP: World War II in Europe and North Africa
 MAP: World War II in Asia and the Pacific
 VIS: The Air War
 DOC: A German Soldier at Stalingrad
 VIS: Crossing the Rhine
3. The New Order
EQ: How was the Nazi empire organized? What was the Holocaust, and what role did it play in Nazi policy?
 DOC: Hitler’s Plans for a New Order in the East
 VIS: The Holocaust: Activities of the Einsatzgruppen
 MAP: The Holocaust
 VIS: The Holocaust: The Extermination Camp at Auschwitz
 DOC: The Holocaust: The Camp Commandant and the Camp Victims
4. The Home Front
EQ: What were conditions like on the home front for Japan and the major Western nations involved in World
War II?
 VIS: Women in the Factories
 DOC: The Bombing of Civilians
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VIS: The Impact of Total War: Hiroshima
5. Aftermath of the War: Cold War
EQ: What were the costs of World War II? How did the allies’ visions of post-war Europe differ, and how
did these differences contribute to the emergence of the Cold War?
 VIS: The Victorious Allied Leaders at Yalta
 MAP: Territorial Changes After World War II
 DOC: Emergence of the Cold War: Churchill and Stalin
Unit XI: The Cold War Era
Topics/Reading/Supplementals
Cold War and a New Western World
EQ: What were the similarities and differences in the political, social, and economic history of Eastern Europe
and Western Europe between 1945-1965?
 Spielvogel Chapter 28, pages 875-907
1. Development of the Cold War
EQ: Why were the United States and the Soviet Union suspicious of each other after World War II, and what
events between 1945 and 1949 heightened the tensions between the United States and the Soviet Union, and
how and why did the Cold War become a global affair after 1949?
 VIS: Children play amid the ruins of Warsaw, Poland, at the end of World War II
 DOC: Opposing Viewpoints: Who Started the Cold War? American and Soviet Perspectives
 DOC: The Truman Doctrine
 VIS: The Berlin Airlift
 MAP: The New European Alliance Systems in the 1950s and 1960s
 DOC: The Cuban Missile Crisis from Khrushchev’s Perspective
2. Europe and the World: Decolonization
EQ: Why and how did the European colonies in Africa, the Middle East, and Asia gain independence between
1945-1965?
 VIS: Algerian Independence
 MAP: Decolonization in Africa
 DOC: Frantz Fanon and the Wretched of the Earth
 MAP: Decolonization in the Middle East
 MAP: Decolonization in Asia
3. Recovery and Renewal in Europe
EQ: What were the main developments in the Soviet Union and Eastern Europe between 1945-1965?
 DOC: Khrushchev Denounces Stalin
 VIS: Khrushchev’s Visit to Yugoslavia
 DOC: Soviet Repression in Eastern Europe: Hungary, 1956
 VIS: The British Welfare State: Free Milk at School
4. The United States and Canada: A New Era
EQ: What were the main political developments in North America between 1945-1965?
 VIS: The Civil Rights Movement
5. Postwar Society and Culture in the Western World
EQ: What major changes occurred in Western society and culture between 1945-1965?
 VIS: Television in the Consumer Society
 DOC: The Voice of the Women’s Liberation Movement
 VIS: Jean Dubuffet, Portrait of Jean Paulhan
 VIS: Jackson Pollock Painting
 VIS: The Beatles
Unit XII: The Contemporary World
Topics/Reading/Supplementals
Protest and Stagnation: The Western World, 1965-1985
EQ: What are the similarities and differences between the feminist movement of the nineteenth century and
the post-World War II feminist movement?
 Spielvogel Chapter 29, pages 909-933
1. A Culture of Protest
EQ: What were the goals of the revolt in sexual mores, the youth protest and student revolts, the feminist
movement, and the antiwar protests? To what extent were their goals achieved?
 VIS: A barricade of overturned cars in Paris on May 11, 1968.
 VIS: Images of Everyday Life: Youth Culture in the 1960s.
 DOC: “The Times They Are A-Changin”: The Music of Youthful Protest
 DOC: 1968: The Year of Student Revolts
 VIS: Women’s Liberation Movement
2. A Divided Western World
EQ: What were the major political developments in the Soviet Union, Eastern Europe, Western Europe, and
the United States between 1965 and 1985?
 DOC: The Brezhnev Doctrine
 VIS: Soviet Invasion of Czechoslovakia, 1968
 VIS: Margaret Thatcher
 DOC: Margaret Thatcher: Entering a Man’s World
3. The Cold War: The Move to Détente
EQ: What were the main events in the Cold War between 1965 and 1985 and how important was the role of
détente in those events?
 VIS: The Second Vietnam War
 VIS: The Great Proletariat Cultural Revolution
 DOC: The Fury of the Red Guards
4.
Society and Culture in the Western World
EQ: What were the major social and cultural developments in the Western World between 1965 and 1985?
 VIS: On the Moon
 DOC: The Limits of Modern Technology
 VIS: Robert Smithson, Spiral Jetty
 VIS: Charles Moore, Plazza d’Italia
 DOC: Grandmaster Flash and the Furious Five: “The Message”
After the Fall: The Western World in a Global Age (Since 1985)
EQ: In thinking about the problems in the Western World and our world since 1985, what solutions would
you propose if you were the president of the United States?
 Spielvogel Chapter 30, pages 935-964
1. Toward a New Western Order
EQ: What reforms did Gorbachev institute in the Soviet Union, and what role did he play in the demise of the
Soviet Union? What are the major political developments in Eastern Europe, Western Europe, and North
America since 1985?
 VIS: Boris Yeltsin waves the Russian tricolor flag before a crowd of supporters.
 MAP: The New Europe
 DOC: Gorbachev and Perestroika
 VIS: Yeltsin Resists a Right-Wing Coup.
 VIS: A Romanian Revolutionary
 DOC: Vaclav Havel: The Call for a New Politics
 VIS: The Wall Came Tumbling Down
 DOC: A Child’s Account of the Shelling of Sarajevo
 VIS: War in Bosnia
 MAP: Lands of the former Yugoslavia
 MAP: European Union, 2007
2. After the Cold War: New World Order or Age of Terrorism?
EQ: How and why did the Cold War end? What are the main issues in the struggle against terrorism?
 VIS: Reagan and Gorbachev
 VIS: Terrorist Attack on the World Trade Center in New York City
3. New Directions and New Problems in Western Society
EQ: What are the major developments in the women’s movement since 1985, and what problems have
immigrants created for European society?
 VIS: An Antinuclear Protest
4. Western Culture Today
EQ: What major cultural trends have emerged since 1985?
 DOC: Violence against Foreigners in Germany
 DOC: Pope John Paul II: An Appeal for Peace
 VIS: Jean-Michel Basquiat, Self Portrait, 1986
5. The Digital Age
EQ: What is the Digital Age, and what are its products, results, and dangers?
 VIS: Bill Viola, The Crossing, 1996
 VIS: The Lord of the Rings
6. Toward A Global Civilization
EQ: What is globalization, and what are the main ways in which globalization is manifesting in the twenty-first
century?
 VIS: The Earth
 DOC: A Warning to Humanity
CLASS MATERIALS
Textbooks
Main textbook issued:
 Speilvogel, Jackson, Western Civilization, 7th Edition, Thompson Wadsworth, 2006
Additional textbooks will be used at various points in the course.
Required Class Materials
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Recommended Class Materials
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Blue or Black Ink Pens
Pencils
Paper/3 Ring Binder
Composition Book
Highlighters, 5 Colors
Label Dividers
Colored Pencils
Post It Notes
Flash Drive
Additional Reading Materials
The teacher will provide supplemental reading materials including primary documents and additional readings
that are written in historical scholarship.
GRADING POLICY
Students are expected to come prepared for class on time with pen, notebook, positive attitude and
good participation. Work is expected to be turned in on time. Good attendance is key to doing well
and receiving course credit. Please access the online GradeBook to keep up with your grades,
missing assignments descriptions, and due dates, http://www2.dadeschools.net/students/students.htm.
Grading Criteria:
Scale
100 - 90
Grade
A
4 point
4
8 point
8
16 point
16
89 - 80
79 - 70
69 - 60
59 - 0
B
C
D
F
3
2
1
0
6
4
2
0
12
8
4
0
Classwork: 4-point scale
Assignments are given daily and expected to be completed within the time allotted and may or maynot be
collected. Students are expected to work at the best of ability and only turn in quality work. These
assignments will be kept in the student’s notebook and collected for grading before the unit test.
Projects: 8-point scale
Projects will be given periodically throughout the course. These assignments are more extensive and are
completed over a longer period of time. Adherence to due dates is important.
Assessment:

Tests: 8-point scale
Formal assessments will be given during and at the end of a content unit. These tests will be difficult
and test student knowledge and understanding of historical details, their significance, and lasting
effects.

Quizzes: 4-point scale
“Reading check” quizzes will be given randomly; they may or may not be announced.
Class Participation: 8-point scale
Forming a personal point of view is important in historical analysis. Discussion is important to content
exploration. Initiating ideas or responding to others by thoughtful debate or additional reflection is important
to critical and creative thinkers. Students are expected to actively participate in building a dynamic speculative
environment.
Daily Journal: 16 point scale
A variety of short writing, content, and skill building activities will be given at the beginning of each class.
They will be completed in a composition notebook.
Home Learning: 4-point scale
Each unit will have chapter reading and notetaking homework daily. Homework notetaking will be important
the next day in class discussion and activities. These assignments will be kept in the student’s notebook and
collected for grading before the unit test.
Academic Honesty
Plagiarism Policy: According to MDPS Social Sciences Department
 Plagiarism is using the ideas and/or word of others without acknowledging their source. It is literary
stealing, because you are passing off someone else’s ideas as your own. It includes but is not limited
to:
 Buying, stealing or borrowing another person’s paper
 Hiring or allowing someone to write your paper
 Using the words of a source too closely when paraphrasing
 Copying from a source without citing
 Building on someone’s ideas without giving them credit
 Avoiding plagiarism:
 Use quotations for everything that comes directly from the text especially when taking
notes.

Paraphrase, but be sure you are not just rearranging or replacing a few words. Read over
what you want to paraphrase carefully; cover up or close the text. Then write out the idea in
your own words.
 Check your paraphrase against the original text to be sure you have not accidentally used
the same phrases or words, and that the information is accurate.
Consequence: As plagiarism is a form of stealing and academic fraud, committing such an act carries both a
grade penalty and disciplinary action depending on the severity of the incident. A minimal consequence
would be a zero on assignment and a referral to the office.
Effort Grade:
Effort grades are assigned based on the student’s class preparation, study habits, and focus.
Grade
1
2
3
Description
Outstanding
Satisfactory
Insufficient
Classroom Conduct:
All students in the class must treat others with civility and respect and conduct themselves during class
sessions in a way that does not unreasonably interfere with the opportunity of other students to learn.