AP European History
Course Syllabus
Textbook
Kagan, Donald, Ozment, Steven and Turner, Frank. The Western Heritage: Since 1300. 9th ed.
Upper Saddle River, New Jersey: Pearson-Prentice Hall, 2007
Readers
Wiesner, Mary, Wheeler, William, and Ruff, Julius, Discovering the Western Past: A Look at the
Evidence, Volumes I and II, McDougal-Littell, 1996
Ancillary Lesson Books
Advanced Placement European History I: The Modern World: New Directions and Advanced
Placement European History II: Westernizing the World, 1870 to the Present, The Center for
Learning, 1991 (documentary evidence periodically used in class discussions)
The Course
AP European History is primarily offered at the sophomore year; however, it is also open to
juniors and seniors. This is a year-long, college level course, therefore I prepare my students to
analyze documents, construct organized essays-both thematic and document-based questions,
engage in critical reading/thinking, and interpret historical materials, including written documents, art,
graphs, maps, and statistical information.
Students are expected to understand and interpret the important geographic, political,
economic, religious, social, intellectual, and artistic themes of European History from approximately
1450 to the present.
Suggested Grading
10% Daily work
30% Unit Exams
20% Quizzes
30% SSFE
10% Homework
25% Semester Exam
Class Activities
Class Discussions and Inner-Outer Circles are designed to engage students in an active student
learning environment. For example, I ask questions concerning the principal themes of European
history to ensure that students are analyzing evidence and interpretations presented in historical
scholarship (such as how accurate is the source, what specific evidence does the author utilize, was
there anything left unsaid, etc). Class discussions occur approximately 2 times a week.
Group Work is intended to allow students to engage in a cooperative environment. It is also
important for students to use successful communication to achieve a designated goal. Group work
consists of students working with documents, analytical questions, debates etc. We have group work
approximately once a week. Examples of documents students analyze/interpret as groups include an
excerpt from Thomas Hobbes’ Leviathan, industrial growth statistical charts, and post-WWI map
changes.
Megalunch are intended to give students extended time to engage our course and are nonrequired.
Our 90-minute class periods somewhat limit activities that need more than 90 minutes, such as
DBQ’s, full-length movies and guest speakers. We have Saturday sessions approximately twice a
month starting in February until the national exam.
Writing Opportunities
Quizzes are designed to engage students in critical thinking and offer an analytical approach to
assess student progress. Quizzes are typically 5 short answer questions or a quick-write in their
essay/writing journals. Quizzes occur approximately once a week. An example of a quick-write is:
From our discussion yesterday, which were the two most important causes of New Imperialism;
defend your choices.
Thematic (Free-Response) Essays allow students to analyze prompts, marshal evidence, propose
an argument, write a cogent essay in response to a wide variety of prompts. Essays are assigned
approximately every 3 weeks. Examples of FRQ essays include: To what extent were the
revolutions of 1820-1848 a response to nationalism and/or liberalism? and To what extent was the
work of the artists and writers of the Renaissance a reflection of Renaissance ideals?.
Document-Based Questions are designed to allow the student to analyze documents (primary &
secondary) and construct an essay using skills such as analysis of different points of view and bias. I
assign both teacher-generated and released AP DBQ’s periodically throughout the year, generally
offered in a timely manner based on the current topic of discussion. Students write the DBQ essays
in timed, in-class formats (both during the regular school day and during evening sessions) and as
homework. An example of a sample DBQ would be: Analyze the causes that led to the Protestant
Reformation of the 16th century. Sample documents from this particular DBQ include excerpts from
Luther, Erasmus, Calvin, Pope Boniface VIII etc. Another example of a DBQ would include: How did
the French, including Marshal Philippe Petain, view the Vichy regime that he led from 1940-44.
Sample documents from this DBQ include excerpts from: Petain, Charles de Gaulle, Pierre Laval etc.
Writing Improvement Time (WIT) is a time that allows students to discuss with me ways in which to
improve their writing. I require my students to have at least two WIT’s per semester, but otherwise
WIT’s can be scheduled at any time during the semester (before school, during our tutorial period,
during lunch or after school) and are totally open to fit each student’s needs. I have found that
having personal time with my students through WIT’s adds much to the effectiveness of what I write
on their essays and is especially helpful for my students since they are sophomores and mine is
generally the first AP course that they encounter in high school.
Exams
Unit Exams assess the students’ knowledge of the current unit. Each exam includes multiple-choice
questions and an essay.
Europe Map Exams are given at the beginning of the year and prior to the national AP exam,
assessing the students’ knowledge of the current map of Europe. Each exam is offered in a matching
format.
Kevin Bacon Dates Exams are given at the end of the first semester and prior to the national AP
exam, assessing the students’ ability to link major events in European history to surrounding
events/people/ideologies/developments. Each exam is offered in a matching format.
First Semester Exam is given at the end of the first semester and contains approximately 100
cumulative, multiple-choice questions for immediate input into the current semester grade.
Second Semester Exam is a mock AP European History exam that I create it from released AP
Exam multiple-choice questions and DBQ and FRQ materials (consisting of 80 multiple-choice
questions, 1 DBQ, and 2 Free-Response essays), giving it in an atmosphere that will prepare
students for the actual exam. The students are expected to use the skills (analysis, critical thinking,
interpreting/understanding primary/secondary documents, writing, etc.) necessary to do well on the
AP European History Exam. I give the mock 2 weeks before the national AP Exam; it is an excellent
gauge for my students on what they should re-review before the national exam.
Major assignments
The Prince Book Analysis (1st semester)
My students read The Prince in its entirety. As they do so, they journal their responses to
Machiavelli’s comments throughout the book and then write an analytical essay dealing with their
impressions of the ideas he presents. This book analysis is worth two test grades.
Critical Book Review (2nd semester)
My students write a critical book review on a book of their choosing from the Problems in
European Civilization series by D.C. Heath/Houghton-Mifflin. The only limit that I put on the choice is
that its topic must be from the Renaissance to the present. This review is worth one test grade.
Social Studies Field Experience (both semesters)
One of the goals of social studies is to expand students’ cultural knowledge, both at the world
and local levels. Toward that end my students must earn points each semester toward a social
studies field experience grade. They have a wide variety of activities from which to choose, including
meetings, speeches and visiting museums. I give them suggestions throughout the year but they
may also seek out additional activities and then receiving my approval. I give them a format to follow
in making notes of their observations and in writing up their final product. All activities must somehow
support our course. Their SSFE is worth one test grade per semester.
Course Units, Focus Topics and Timeline
The units are designed to help AP European History students build skills as they build subject
knowledge. To do this, units are structured to create comparative analysis rather than focus on
singular, chapter-based topics. Units One through Five are designed to be completed during the first
semester with Units Six through Nine in second semester.
UNIT 1—THE MAKING OF WESTERN EUROPE
(The West before 1300 and Chapter 9)
2 weeks
Impact of ancient Mediterranean civilizations on the modern world
Social structures of medieval Europe
Impact of the Roman Catholic Church on Western Europe Economic
and political changes in the Late Middle Ages
Focus
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Documents analyzed (in part or whole)
Course introduction
Civilization—Discussion of facets and examples of
civilization
Ancient Civilizations—Lecture and discussion on
Mesopotamia and Egypt
Ancient Civilizations—Lecture and discussion on
ancient Greece and Plato’s Republic (Great Books
video)
Ancient Civilizations—Lecture and discussion on
ancient Rome
Middle Ages—Chapter 9 Inner-Outer Circle class
discussion (IOC)
Middle Ages—Lecture and discussion on the social
structures of the Middle Ages
Middle Ages— Lecture and discussion on the
political and economic structures of the Middle Ages
Middle Ages— Lecture and discussion on the
political and economic structures of the Middle Ages
Unit 1 Test
Plato’s Republic
Cicero’s The Laws
Boccaccio’s Decameron
Magna Carta, De Villis
UNIT 2—THE WEST IN TRANSITION
(Chapters10-11)
3 ½ weeks
Transition from medieval thought to humanism
Philosophical changes during the Renaissance in Italy and in northern Europe
Changes in painting, sculpture, literature, and architecture during the Renaissance
Roles of women during the Renaissance
Reasons for the Reformation and its rapid spread across Western Europe
Variety of Protestant movements that arose
Catholic response to the Protestant Reformation
Reformation as an economic, a political, and a religious movement
Causes and effects of the Age of Exploration
Day 1
Focus
Renaissance, Reformation, Exploration—Unit
2 intro lecture and discussion
Documents analyzed (in part or whole)
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Renaissance, Reformation, Exploration—Unit
2 intro lecture and discussion
Renaissance and Discovery—Chapter 10 IOC
Renaissance Women—Discussion of women in
the Middle Ages and in the Renaissance
Humanism/Neo-Platonism— Lecture and
discussion on humanism and Neo-Platonism
The Prince—Discuss Machiavelli’s The Prince
(including Lesson 7) (from Center for Learning),
The Prince journal instructions
The Prince--Finish journal instructions and view
Great Books video The Prince
Renaissance and Mannerism— Lecture and
discussion on Renaissance and Mannerist art
Renaissance and Mannerism— Lecture and
discussion on Renaissance and Mannerist art
Exploration—Discussion of exploration and why
Europe “found” the Americas (including Lesson 5)
Reformation—Chapter 11 IOC
Religion and the Reformation—Discussion of
Luther’s beliefs and anti-Catholic propaganda
Day 13
Political responses to Reformation—
Discussion of political conflicts in the Reformation
Day 14
Economic and social responses to
Reformation—Discussion of the conflict between
Luther and the German peasants
Day 15
Social responses to Reformation—Discussion
of how the Reformation and Counter-Reformation
effected how people lived
Reformation—Discussion of the implications of
the Reformation (including Lesson 6)
Day 16
Evening
session
Day 17
Day 18
Pisan’s The Treasure of the City of Ladies &
Castiglione’s The Courtier
Ficino’s On Divine Frenzy, Pico della
Mirandola’s On Dignity of Man, images of the
Medici Chapel in Florence, Italy
Bill, meet Niccolo (Newsweek, 1995, Michael
Barone)
Works by DaVinci, Michelangelo, Raphael,
Titian, Durer, El Greco and others
Works by DaVinci, Michelangelo, Raphael,
Titian, Durer, El Greco and others
Different Paths: China and the West
Luther’s 95 Theses, Lord Keep Us Steadfast in
Thy Word and A Mighty Fortress Is Our God
(hymns) by Luther, and broadsheets by
Cranach, Gerung and others
Charles V’s Empire map, Imperial Edict of
Worms, Henry VIII’s Act of Supremacy and the
Pope’s Condemnation
German peasants’ list of grievances, Luther’s
Admonition to Peace, Luther’s condemnation of
the peasant revolt
Luther’s The Freedom of a Christian, Calvin’s
Rules Governing Geneva, and Loyola’s Rules
for Thinking with the Church
The Meaning of the Reformation, and How
Weber’s ‘Protestant Ethic’ explains US edge
over Europe (Commentary, Neil Ferguson)
Martin Luther—Movie: Luther
Noble Savage/Review—Discussion of the Noble
Savage, and review of the unit’s main ideas
Unit 2 Test
Essay by Montaigne on savages and de las
Casas’ The Tears of the Indians
UNIT 3—FOUNDATIONS OF THE MODERN STATE
(Chapters 12-13)
2 weeks
French Wars of Religion
Rise of Western absolutism, including Louis XIV and Philip II
Absolutism in Central and Eastern Europe
Rise of constitutional monarchy and parliamentary power in England (Tudors through Stuarts)
Rise of the Dutch Republic
Day 1
Day 2
Day 3
Day 4
Day 5
Focus
Foundations of Modern State—Unit 3 intro
lecture and discussion
Foundations of Modern State—Unit 3 intro
lecture and discussion
Religious Wars—Chapter 12 IOC
War—Discussion of the French Wars of Religions
and the 30 Years’ War (including Lesson 10)
Baroque— Lecture and discussion on Baroque
art
Day 6
Baroque— Lecture and discussion on Baroque
art
Day 7
Absolutism/Constitutionalism—Chapter 13
IOC
Development of English Constitutionalism—
Discussion of the English royal lineage, including
key topics from Henry VII through the Glorious
Revolution
Oliver Cromwell and Charles I—Movie:
Cromwell
Louis XIV’s Propaganda— Lecture and
discussion on Louis XIV Propaganda
Day 8
Evening
session
Day 9
Day 10
Day 11
Louis XIV’s Absolutism—Debate on impact of
Louis XIV
Unit 3 Test
Documents analyzed (in part or whole)
The Peace of Westphalia
Works by Rembrandt, Rubens, Caravaggio, de
la Tour, Gentileschi, Vermeer, Poussin,
Velazquez, Bernini and others
Works by Rembrandt, Rubens, Caravaggio, de
la Tour, Gentileschi, Vermeer, Poussin,
Velazquez, Bernini and others
Elizabeth I’s speech at Tilbury & English Bill of
Rights, family tree
Including documents written by Bodin, Bossuet,
the Duke of Saint-Simon and others, and
paintings, sculpture and architecture by Rigaud,
Le Brun, and others
Wide variety of documents by Voltaire, Charles
Guignebert and others
UNIT 4—A TIME OF REVOLUTIONS AND REASON
(Chapters 14-17)
3 ½ weeks
Causes and the effects of the Scientific Revolution
Development of political thought in 17th century England (pre-Enlightenment)
Interaction of the Agricultural Revolution and the early Industrial Revolution
Growth of trade, mercantilism, and colonization
Colonial wars and the American War for Independence
Impact of economic and political changes on society
Impact of the Enlightenment on the religious, social, and political ideologies
Enlightened despots
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
Day 14
Day 15
Day 16
Day 17
Day 18
Focus
Revolutions and Reason—Unit 4 intro lecture
and discussion
Revolutions and Reason—Unit 4 intro lecture
and discussion
New Thought and Culture—Chapter 14 IOC
Scientific Revolution—Discussion of the
Scientific Revolution (including Lesson 20)
Pre-Enlightenment—Debate on beliefs of
Thomas Hobbes and John Locke
Old Regime—Chapter 15 IOC
Women’s Lives—Discussion of the evolution of
the education of women (including Lesson 12)
Peasants—Discussion of the lives of peasants
(including Lesson 8)
Children—Discussion of the lives of children
(including Lesson 19)
Rococo— Lecture and discussion on Rococo
art
Wars and East/West Europe—Discussion of
the major wars of the 17th and 18th centuries,
and lecture and discussion on the Elbe-Trieste
Line (including Lessons 18 and 23)
Trade, Wars, and Rebellion—Chapter 16 IOC
Trade—Discussion of the Commercial
Revolution and mercantilism (including Lesson
9)
Enlightenment—Chapter 17 IOC
Old Order vs. New Order—Discussion of how
the new enlightened philosophies came up
against older, entrenched beliefs
Philosophes and the Social Contract—
Discussion of Locke & Rousseau on the Social
Contract and the impact of the Enlightenment on
the development of the United States
Enlightened Despotism—Discussion of the
enlightened despots
Documents analyzed (in part or whole)
Writings by Galileo and Luther
Writings by Castiglione, Erasmus, Luther,
Moliere, Milton, Mme. De Maintenon and others
Written and visual documents by a variety of
contemporaries both secular and religious
Works by Boucher, LeBrun, Fragonard, Hogarth,
Tiepolo and others
Maps of Europe, focusing on evolution of the
differences between Eastern Europe and
Western Europe
Variety of charts
D’Alembert’s The Encyclopedia, Voltaire’s
Philosophical Dictionary, Montesquieu’s The
Spirit of Laws, Rousseau’s Emile, and
Wollstonecraft’s A Vindication of the Rights of
Woman
Locke’s Of Civil Government and Rousseau’s
Social Contract
Bossuet’s Politics Drawn from the Very Words of
Scripture, Hobbes’ Leviathan, letters between
Maria Theresa and Joseph II and other writings
by Frederick the Great, Catherine the Great,
Joseph II and others
Unit 4 Test
UNIT 5—THE FRENCH REVOLUTION
(Chapters 18-19½ )
2 ½ weeks
Third Estate and its struggle for recognition
Causes, course and collapse of the French Revolution
Napoleon's successes and failures in achieving his goals
Napoleon's foreign policy and Europe's reaction to it
Focus
French Revolution—Unit 5 intro lecture and
discussion
French Revolution—Unit 5 intro lecture and
discussion
French Revolution—Chapter 18 IOC
Causes of French Revolution—Discussion of
the causes of the French Revolution
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
Causes of French Revolution—Debate on the
causes of the French Revolution (Middle class
ambition, enlightened thought and desperation
of the poor)
Images of Louis XVI—Discussion of the
changing views of Louis XVI (including Lesson
26)
French Revolution—Discussion of Crane
Brinton’s The Anatomy of Revolution as a
backdrop to a discussion of the course of the
French Revolution
Neoclassicism— Lecture and discussion on
Neoclassicism
Neoclassicism— Lecture and discussion on
Neoclassicism
Napoleon— Chapter 19 IOC (first half)
Image of Napoleon—Debate Napoleon’s
legacy (including Lesson 28)
Fall of Napoleon—Discussion of the fall of
Napoleon, including analyzing The 1812
Overture
Unit 5 Test
Documents analyzed (in part or whole)
Abbe Sieyes’ What is the 3rd Estate?, cahiers de
doleances, and other documents both written
and visual
Burke’s Reflections on the Revolution in France,
Aulard’s The French Revolution and other
documents
Multiple images from cartoons, paintings and
other contemporary images
Works by David, Ingres, Canova and others
Works by David, Ingres, Canova and others
Written documents by Goethe, John Adams and
others, and visual documents by David, Ingres
and others
Tchaikovsky’s 1812 Overture
UNIT 6—NATIONALISM AND INDUSTRIALIZATION
(Chapters 19½-22)
4 weeks
Influence of the Congress of Vienna’s reactionary stance on European political development
19th century revolutionary movements of political liberalism and nationalism
Industrial Revolution, especially its rise in Britain
Social, economic, and political impact of industrialism
Romanticism, Realism and Impressionism and how they reflected society
Growth of nationalism in Germany and Italy
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
Day 14
Day 15
Day 16
Day 17
Day 18
Focus
Nationalism and Industrialization—Unit 6 intro
lecture and discussion
Nationalism and Industrialization—Unit 6 intro
lecture and discussion
Congress of Vienna and Romanticism—
Chapter 19 IOC (second half)
Congress of Vienna—Discussion of the
Congress of Vienna, its participants and its
impact
Romanticism— Discussion of Romanticism,
including comparing its core ideas with the core
ideas of the Enlightenment and analyzing its link
with Christianity (including Lesson 34)
Romanticism—Lecture and discussion on
Romantic literature and art
Romanticism—Lecture and discussion on
Romantic literature and art
The Conservative Order—Chapter 20 IOC
Latin American Revolutions—Discussion of
the Atlantic slave trade and the Europeans’
attempts to control their Latin American
colonies, including a lecture and discussion on
Toussaint L’Ouverture
Economic Advance/ Social Unrest—Chapter
21 IOC
Metternich System—Discussion of the Age of
Metternich and early 19th century revolutions
Nationalism—Discussion of nationalism,
including its definition and 19th century and
modern examples (including Lesson 1)
Industrial Revolution—Debate on the 19th
century impact of the Industrial Revolution
Socialism— Lecture and discussion on
socialism and comparison of various economic
ideologies
1848 Revolutions—Discussion of the 1848
revolutions (including Lesson 36)
Nation-States—Chapter 22 IOC
Realism and Impressionism— Lecture and
discussion on Realism and Impressionism
Realism and Impressionism— Lecture and
discussion on Realism and Impressionism
Documents analyzed (in part or whole)
Metternich’s Memoirs
Writings by Coleridge, Brinton and others
Works by Mary Shelley, Coleridge, Lord Byron,
Goethe, Delacroix, Turner and others
Works by Mary Shelley, Coleridge, Lord Byron,
Goethe, Delacroix, Turner and others
Charts and graphs, and writings by Wordsworth’s
To Toussaint L’Ouverture, Howard’s Journal of a
Soldier and Korngold’s Citizen Toussaint
Document by Mazzini
Multiple visual and written documents, including
testimonies, chronologies, songs, labor rules,
and reports on working conditions
Marx’s Communist Manifesto
Several maps showing locations of revolutions,
nationalities and languages
Works by Manet, Monet, Renoir, Degas, Cassatt
and others
Works by Manet, Monet, Renoir, Degas, Cassatt
and others
Day 19
Day 20
Unification of Germany and Italy— Debate on
the unification processes in Germany and Italy
Unit 6 Test
Multiple documents Including speeches by
Bismarck, Mazzini, Garibaldi, Victor Emmanuel
UNIT 7—FIN DE SIECLE THROUGH WWI
(Chapters 23-25)
4 weeks
Economic, political and social impact of the Second Industrial Revolution
Development of socialism
Causes, methods, and effects of 19th century imperialism
Development of turn-of-the-century European thought
Development of 20th century art
Causes and course of World War I
Efforts to create a just treaty at the end of WWI
Rise of Communism during the Russian Revolution
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Focus
Fin de Siecle through WWI—Unit 7 intro
lecture and discussion
Fin de Siecle through WWI—Unit 7 intro
lecture and discussion
Building European Supremacy—Chapter 23
IOC
Woman Suffrage— Lecture and discussion on
the development of woman suffrage, with a
special focus on Great Britain
Evolution of British Democracy—Discussion
of the 19th century development of British
suffrage (including Lesson 7)
The Second Industrial Revolution and the
Socialist Response.— Discussion of the
Second Industrial Revolution and Revisionist
Socialism (including Lessons 3 and 6)
Modern Urban Life— Lecture and discussion
on late 19th century urban growth, focusing on
London, Paris, Berlin and Vienna
Modern European Thought—Chapter 24 IOC
Fin de Siecle to WWI Art— Lecture and
discussion on art from the Fin de Siecle through
WWI
Documents analyzed (in part or whole)
Speech by Emmaline Pankhurst and her
Women’s Voices: Quotations by Women,
Christabel Pankhurst’s Unshackled, the National
Woman’s Anti-Suffrage League Manifesto,
various statements from Members of Parliament
(including William Gladstone) and other textual
documents, various posters and photographic
images
Writings by Percy Shelley, John Ruskin and
Vicomte de Launay, and various statistical
charts, paintings and photographic images
Works by Cezanne, Gaugin, Van Gogh, Seurat,
Matisse and others
Day 10
Day 11
Day 12
Day 13
Day 14
Day 15
Day 16
Day 17
Day 18
Day 19
Day 20
Growth of Scientific Thought—Debate on the
impact of late 19th and early 20th centuries
scientific inventions and discoveries
Imperialism, Alliances, War—Chapter 25 IOC
Why Imperialism?— British Imperialism—
Lecture and discussion on imperialism, focusing
on British imperialism
Imperialism—Read and discuss “Shooting an
Elephant”
Imperialism—Debate causes of New
Imperialism
Alliance System—Comparative analysis of late
19th and early 20th centuries’ alliances and
treaties
World War I— Lecture and discussion on WWI
World War I— Lecture and discussion on WWI
Treaty of Versailles—Discussion of the Treaty
of Versailles and the changes that it brought
(including Lesson 12)
War Guilt—Debate on Germany’s role in the
beginning of WWI
Russian Revolution— Lecture and discussion
on Russian Revolution
Day 21
Russian Revolution— Lecture and discussion
on Russian Revolution
Day 22
Unit 7 Test
Statements from Lord Carnarvon and J.A.
Hobson on imperialism, White Man’s Burden and
various parodies, cartoons from contemporary
media (including magazines and newspapers)
George Orwell’s Shooting An Elephant
July 6, 1914 telegram from von
BethmannHollweg to German ambassador in
Vienna (Blank
Check), July 23, 1914 Austro-Hungarian
ultimatum to Serbia, July 25, 1914 Serbian
response to the Austro-Hungarian ultimatum,
July 29 through August 1, 1914 Wilhelm II’s and
Nicholas II ‘s telegrams leading to WWI
Various charts and maps dealing with Pre- and
Post-WWI Europe
Article 231 of Versailles Treaty, Fay’s Origins of
the World War and other documents
Trotsky’s statement on Nicholas II’s constitution,
Nicholas II’s abdication statement, Michael’s
refusal statement and various quotes from Lenin
Trotsky’s statement on Nicholas II’s constitution,
Nicholas II’s abdication statement, Michael’s
refusal statement and various quotes from Lenin
UNIT 8—TOTALITARIANISM AND WWII
(Chapters 26-28)
3 weeks
Impact of World War I and the Great Depression on European nations during the 1920s and 30s
Philosophies, policies and actions of Fascism, Nazism and Soviet Communism Causes
and course of World War II
Significance of the various WWII conferences
Focus
Documents analyzed (in part or whole)
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Evening
session
Day 10
Day 11
Day 12
Day 13
Day 14
Day 15
Totalitarianism and WWII—Unit 8 intro lecture
and discussion
1920’s—Chapter 26 IOC
Irish Independence— Lecture and discussion
on Irish history, focusing on 20th and 21st
centuries
Video from Library of Congress website
(including immigrants arriving at Ellis Island and
departing from it to the US mainland), music
(including Kilkelly, Ireland; Bloody Sunday; and
Zombie)
Works by Cezanne, Gaugin, Van Gogh, Seurat,
Matisse and others
Post-WWI Art— Lecture and discussion on
Post-WWI art
1930’s—Chapter 27 IOC
The Great Depression—Creation of a visual
DBQ presentation through analysis and
grouping of documents (including Lesson 19)
Multiple images including photographs a wide
variety of situations including the signing of the
Kellogg-Briand Pact, the 1936 Nuremberg Rally,
Haile Selassie speaking to the League of
Nations, and others
French Search for Security—Discussion of the
progression of French policies from the Treaty of
Versailles through the London Naval
Conference (including Lesson 15)
Totalitarianism—Comparative discussion of
absolutism and totalitarianism
Nazis—After analyzing statements made by
various Nazis debate their philosophical
underpinnings (including Lesson 18)
Wannsee Conference—Discussion of Nazi
policies concerning Jews, including video:
Wannsee Conference
The State of Nations—Comparative discussion
of the condition of major nations prior to WWII
(including Lesson 17)
WWII—Chapter 28 IOC
Britain at War— Lecture and discussion on the
British home front during WWII
Propaganda— Lecture and discussion on WWII
era propaganda
Soviet Suspicions and the Search for
Security—Discussion of Soviet totalitarianism
and its reflection in its foreign policy decisions
(including Lesson 16)
Unit 8 Test
Writings by Nietzsche and others
Nuremberg Law for the Protection of German
Blood and Honor, Wannsee Conference
Transcript, Order from Hermann Göring to
Reinhard Heydrich
German Declaration of War against the US
When the Lights Go On Again (British WWII
song), Churchill’s speech This was their finest
hour
Multiple images from Allies and Axis powers,
focusing on posters
Orwell’s 1984
UNIT 9—CONTEMPORARY EUROPE
(Chapters 29-30)
2 ½ weeks
Social changes during the 20th century
Roles of the US and the USSR in the Cold War
Politics, economics and society in postwar Western and Eastern Europe
Influence on Europe of ever-changing situations in the rest of the world
Revolutions of 1989 and their impact on the world
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
Focus
Contemporary Europe—Unit 9 intro lecture
and discussion
20th Century— Chapter 29 IOC
Families in 20th Century Totalitarian States—
Lecture and discussion of families, women and
children in Fascist Italy, Nazi Germany and
Communist Soviet Union
Families in 20th Century Totalitarian States—
Lecture and discussion of families, women and
children in Fascist Italy, Nazi Germany and
Communist Soviet Union
Cold War and New Europe—Chapter 30 IOC
The Cold War: Who Was Responsible—
Discussion tracing the evolution of the Cold War
(including Lesson 22)
Fall of Communism—Fall of Soviet bloc video
Fall of Communism—Discussion of
comparative chronology of the fall of European
Communism
European Union— Lecture and discussion of
the European Union
The United Nations—Debate on the impact of
the UN
Changing Economics—Discussion of the
changing economic situation from WWII through
the end of the 20th century (including Lesson 23)
Europe and the World—Discussion of the
interaction between Europe and the rest of the
world (including Lessons 26 and 27)
Unit 9 Test
Documents analyzed (in part or whole)
Written documents by Kollontai, Mussolini,
Goebbels, Hitler and others, and multiple visual
images, including posters, magazine covers,
paintings and photographs
Written documents by Kollontai, Mussolini,
Goebbels, Hitler and others, and multiple visual
images, including posters, magazine covers,
paintings and photographs
Statements from Tony Blair, Jack Straw, Spain’s
El Pais and others, analytical charts and charts,
and posters, cartoons and photographs
Charts and cartoons
Charts and images, including photographs of the
Berlin Wall, a statue of Kwame Nkrumah
REVIEW FOR NATIONAL EXAM
2 weeks
Day 1
Day 2
Focus
Multiple-Choice—Discussion of multiple-choice questions from released national exam
The West in Transition & Foundations of the Modern State—Review Units 2 and 3
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
A Time of Revolutions & the French Revolution—Review Units 4 and 5
Nationalism and Industrialization & Fin de Siecle through WWI—Review Units 6 and 7
Totalitarianism and WWII & Contemporary Europe—Review Units 8 and 9
Power of the Printed Word—Discuss the impact of major European books (including Lesson 31)
The Individual in History: The Person of the Age— Debate who were the most important
people in modern European history (including Lesson 32)
The Flow of History—Discussion of comparative chronology of modern European history
(including Lesson 39)
Turning Points in History—Discussion of major turning points (including Lesson 34)
Points of Conflict: The Focus of History—Discussion of major conflicts and their impact
(including Lesson 35)
Reflections of the Ages—Final review of major topics in modern European history (including
Lesson 40)
Visual Review of Modern European History—Review lecture and discussion on modern
European history through its art and architecture
Classroom Principles and Assignment Requirements:
The classroom environment affects the learning that takes place in the class. Students deserve a
classroom that is friendly, safe, and intellectually stimulating. To help insure that environment, a few simple
principles must be adhered to at all times.
1.
Students must show respect for one another.
a.
Quietly listening to others opinions.
b.
Disagreeing without putting down the other person.
c.
Common courtesy.
2.
Students must come to class and must come on time.
a.
No replacement for being in class.
b.
No excuse for being late and disrupting class by tardiness.
3.
Students must come prepared with their journals, binders, laptops, pens, and paper.
4.
Students may not have food or drink in class, other than water.
5.
Students must come to class prepared to participate.
a.
Interaction, not only helps with learning, it is essential to learning.
b.
Participation requires a completed homework assignment.
The following are requirements for all assignments in this class:
1.
Blue or black ink must be used.
2.
Journal (composition book only).
3.
Name, date, and period must be written in the upper left-hand corner.
4.
Assignments for daily and homework will have 10 pts taken off each day late.
(five day maximum)
5.
Assignments may be typed following the MLA style.
6.
Binder with dividers must be brought each class period.
7.
Edmodo will be utilized in the classroom for assignment downloads and communication
with peers and teacher.
Grading:
Grades are based on a point and percentage system. The traditional grading scale will be used in this
class with + and -.
A+
A
A-
99-100 B+
93-98.4
90-92.5
88-89.4
C+
B
83-87.5
B80-82.5
78-79.4
D+
C
73-77.5
C70-72.5
68-69.4
F
D
63-67.5
D60-62.5
0-59.4
Grades will be weighted to insure that the proper emphasis is given to assessments. In AP, test
preparation is the focus of the teaching.
35% Tests/Projects
25% Quizzes
10% Homework/Journals
30% Daily Grades
Deborah Vining – dvining@houstonisd.org or 713-847-4809 (Voice mail)
Office time: During 2nd Lunch, 2nd period and 6th period. After school on Mondays.
Supplies:
•
•
•
•
•
•
Black, blue, red pens
#2 pencils
(2) Composition books (non renegotiable)
glue sticks
3 X 5 notecards lined
laptop (Powerup)
box of Kleenex
Dictionary (pocket)
Posties (lots of posties)
Binders with dividers (non renegotiable)
Jump drive
map pencils
Students and parents, please sign this form that you acknowledge that you understand what will be expected
in the EECHS AP European History course for the 2013-2014 school year. Please feel free to call me with any
concerns or questions. 713-847-4809.
__________________________
Student Name email address/phone number
Period: ____________
__________________________________
Parent Name email address/phone number