This course provides an advanced study of European history from 1450 to the present. It introduces students to the cultural, economic, political, and social developments that have shaped the modern world. The course emphasizes analytical writing skills, class discussion, and critical analysis of primary and secondary sources. Students will analyze historical evidence and interpretations, assess the validity of arguments, and practice writing essays and document-based questions. The course examines major themes in European intellectual, political, social, and economic history, including the Renaissance, Reformation, religious wars, rise of nation-states, and revolutions.

1. 1
AP European History
Course Description
This course is an advanced study of European history since 1450 that introduces students to cultural, economic, political,
and social developments that played a fundamental role in shaping the world in which we live. Studying this history will
provide students with the context for understanding the development of contemporary institutions, the role of continuity
and change in present-day politics, and the evolution of current forms of artistic expression and intellectual discourse.
Students should possess strong reading and writing skills and be willing to devote substantial time to study and to the
completion of class assignments. Emphasis is placed, always, on analytical writing, class discussion, use of primary and
secondary sources, and critical reading of scholarly historical material. This course is not just about memorizing mountains
of factual information; it is as much about process, insight, and understanding.
Students will be required to apply the effort necessary to act as historians and develop the skills needed to analyze, identify,
and recognize the necessity f objectivity and substantiation. The methodology of an historian involves skills that are highly
transferable – the ability to formulate generalizations, interpret and use data, and to analyze and weigh evidence from
conflicting sources of information are applicable to many other academic disciplines.
Course Objectives
Students will
~ Gain an understanding of some of the principal themes in European history
~ Improve ability to analyze historical evidence and interpretations
~ Analyze and interpret primary sources, including maps, statistical tables, pictorial evidence, and documentary material
~ Assess the validity of historical propositions and build an effective argument in writing
~ Practice writing skills through frequent writing assignments such as thematic essays and document-based-question essays
~ Participate in classroom discussions
Course Themes
The following themes indicate some of the important areas that we will study in this class. Students will be asked to
interrelate categories or to trace developments over time in preparation for the AP test in May. This course will address
periodization in European history, and students will be required to relate that, as appropriate, to the themes.
~ Intellectual and Cultural History
~ Political and Diplomatic History
~ Social and Economic History
Course Text
The principle textbook and readers for the course are listed. Each unit will also contain a range of other textbooks, readers,
monographs, and maps.
Text
Kagan, Donald, Steven Ozment, and Frank M. Turner. The Western Heritage; Since 1300. 8th
ed. Upper Saddle River,
N.J.: Prentice Hall, 2004.
Readers
Discovering the Western Past; Volume II: Since 1500. 5th
ed. Weisner, Merry E., Julius R. Ruff, and William Bruce
Wheeler, ed. Boston: Houghton Mifflin Company, 2004.
Documents of Western Civilization; Volume II: Since 1500. Candice Gregory, ed. Belmont, California: Thomson Higher
Education, 2006.
Ideals and Ideologies: A Reader. 5th
ed. Terence Ball and Richard Dagger, eds. New York: Pearson Education, Inc., 2004.
Atlas
Historical Atlas of the World. Rand McNally. 2001.
Supplemental Readings
Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York: W. W. Norton & Company, 1999.
Marx, Karl and Frederich Engels. The Communist Manifesto.

2. 2
Course Organization
Syllabus
Students will be given a syllabus and a packet of assignments for each unit. These packets will include daily and weekly
reading and writing assignments, AP European History themes, and assessment format for that unit.
Students are completely responsible for knowing what and when work is due.
Thinking Historically
History demands the respect of all, but seeks out the company of the critical thinker, the person who begins with,
why? And ends with why? History is like math it involves patterns, unknowns, equations, greater than, lesser than,
erasures, and re-dos. And it is that gray that I hope to have you see. History deserves thinkers with intellectual traits of
humility, courage, integrity, perseverance, and fair-mindedness.
Writing History
To study history is to do history. And the only way we can do history is to examine the available records from the past
and then write about them. So, doing history means writing history, and that is what you will be doing. Historical
writing is a beast of its own, similar to writing in other disciplines in that it should be clear, grammatically correct,
logically organized, and supported by evidence. Historical writing is different from writing in other disciplines in that
active verbs are always used, jargon is never used, and arguments are inductive and are filled with factual evidence.
The writing assignments will be varied in their objectives, length, and style, from thematic essays to document-based-
questions. Students are encouraged to “find their own voice,” and develop their own individual style, whatever that
might be. There will be many handouts throughout the year with guidelines, suggestions, and expectations.
Papers
Students will be assigned 6 600-word essays throughout the year. The topics will include current historical debates,
analysis of leaders and their leadership, or compare and contrast of events or time periods. Outside research is required
as well as use of scholarly sources from the library or Internet.
Reading History
Reading for comprehension takes time and practice, both of which you will have in this class. There is a wide variety
of sources used in this class from textbook to primary documents to political cartoons and graphs. Emphasis will be
placed on building upon learned reading skills.
Test Taking
Each unit will involve an objective and/or essay test. Emphasis will be placed on learning the skills necessary to
succeed in test taking in both formats. Timed tests will be given in the second semester in preparation for the AP test.
Grade Percentages For Each Quarter:
Quiz/Test (3 quizzes, 3-4 tests) - 30 %
Written Work (15-20 assignments) - 50 %
Papers, Presentations, Group Work - 15%
Class Participation - 5%
Class Participation
Passive learning is for someone else, somewhere else. Life is best when you are involved in the process. Students are
expected to participate in class verbally through discussions, debates, possible role-playing, and just daily questions and
answers about reading assignments and history.
Academic Honesty
Academic honesty is expected at all times from all students for all work.

3. 3
First Quarter – 21 Days
Unit 1 – 7 Days
The Middle Ages and the Renaissance, 1300-1600
Textbook - Kagan - Chapters 9 and 10
Primary Sources
a. Petrarch: Letter Criticizing the Avignon Papacy
b. Boniface VIII: Unam Sanctam (1302)
c. Petrarch: Rules for the Ruler
d. Machiavelli: from The Discourses
e. Desiderius Erasmus, In Praise of Folly (1509)
f. Sir Thomas Moore, Utopia (1516)
g. Pico Della Mirandola: Oration On the Dignity of Man (15th
C. CE)
h. Marriage: A Serious Business
i. On Wifely Duties
Secondary sources
J. Medieval Life & The Hundred Years’ War, by Albert A. Nofi and James F. Dunnigan (1997).
K. Excerpt- “A Description Of The Bubonic Plaque,” From Barbara Tuchman’s work, A Distant Mirror.
L. Discovering the Global Past; A Look At the Evidence. Weisner, Wheeler, et. al. Chapter 9; “Facing the Black
Death (1300-1400)
Day 1 - Crises of the Later Middle Ages and the Catholic Church, 14th
and 15th
Centuries
Readings: Chapter 9, Docs. a and b
Written: Identify underlying and precipitating causes of the Hundred Years’ War.
Explain origins of the Avignon Papacy.
Examine the major doctrinal reforms proposed by Wycliffe and Jan Hus.
Assess reasons for losses of loyalty to and respect for the Church by the end of the 15th
c.
Lecture: Effect of intellectual revival on thought and culture of 14th
century
Day 2 - A Lesson in Social History: Characteristics of Medieval Society, 1300-1600
Readings: Doc. J
Written: Organize information about the characteristics of medieval society according to:
Religion/ Health/ Housing/ Agriculture/Fertility/ Life Expectancy/ Survivability/Commoners.
Categorize information into social structures and patterns/ values and attitudes.
Lecture: Environmental factors and their contributions to economic conditions
Day 3 - Facing the Black Death (1300-1400)
Readings: Docs. K and L, Class handouts, Reading Primary Documents and AP European History DBQ Guide for
instructions on working with primary documents
In Class: Skills - Introduction to DBQ/ DBQ Chart
How did the people interpret the causes of the plague, what were its effects, and how did people respond to this calamity?
Procedure:
1. Read and analyze 7 primary documents
2. Organize documents into categories
3. Determine POV of documents
Day 4 - The Renaissance in Italy
Readings: Chapter 10, Docs. c, d, and e
Written: Assess ways that the Renaissance was a break with the Middle Ages, and ways that it was a continuance of
medieval civilization.
Relate how actions of Pope Julius II and ideas of Niccolo Machiavelli signify a new era in Italian civilization.
Determine what technical improvements (1300-1400) made possible the full flowering of Italian painting.

4. 4
Lecture: Humanist values and Renaissance thinkers/ Contrast Renaissance civic humanism and Christian humanism/What
is so important about linear perspective?
Day 5 - Art and Artistic Style – The Renaissance Period
To gain an understanding of the characteristics of the Renaissance and Northern Renaissance periods by
Research of painting or sculpture from the Renaissance period and the Northern Renaissance period
Organize information using Characteristics Chart
Summarize your analysis in one paragraph.
In-Class:
Renaissance Art, Sculpture, and Architecture PowerPoint Lecture
Compare contrast Italian Renaissance with Northern Renaissance
Day 6 - Social Expectations, Discovery Excitations, and Renaissance Summations
Readings: Chapter 10, Docs. f, g, h, and i
Written: From Oration On the Dignity of Man, where is humanity’s place on the “chain of being?”
Why is this piece considered a “manifesto” of the Italian Renaissance?
From Docs. f and g, what comparisons can be made between the lives and responsibilities of men and women based on
these Renaissance documents?
What elements are considered important for a wife in contracting and in maintaining a marriage?
What is the role of marriage in Renaissance society? What does marriage have to do with larger concerns? (Consider the
ruling of the state, the extended family, politics, and economics.)
Lecture: Practical and ideological motivations of Europeans as they leave Mediterranean and venture
out into the oceans
Compare profits of European discovery and conquest with its costs
Day 7 - Test - Objective (50 multiple choice) and essay (1 question, 35 minutes)/ Terms Due
Unit 2 – 8 Days
The Age of Reformation and Religious Wars, 1500-1648
Textbook - Kagan - Chapters 11 and 12
Primary Sources
a. Erasmus: A Diatribe Against the Pope
b. Luther’s Ninety-Five Thesis
c. The Edict of Worms
d. Martin Luther’s Definition of Faith
e. The Religious Peace of Augsburg, 1555
f. John Calvin: On Civil Government and Resistence
g. German Peasants Protest Rising Feudal Exactions (1562) p. 362, Kagan
h. The Schleitheim Confession (1527)
i. The Act of Supremacy (1534)
j. The Council of Trent (1545-1563)
k. The Execution of Archbishop Cranmer, 21 March 1556 Related by a Bystander
l. A Protestant Woman Argues for Tolerance
m. The First Blast of the Trumpet Against the Monstrous Regiment of Women, 1558, John Knox
n. “Rapture of the Soul,” Teresa of Avila
o. The Massacre of St. Bartholomew’s Day, Aug. 24, 1572
p. The Edict of Nantes (1598)
q. The Political Testament, Cardinal Richelieu (1638)
r. Elizabeth’s Act of Uniformity (1559)
s. Simplicissimus, Hans von Grimmelshausen (1669)
Secondary Sources:
Le Poulet Gauche – Guide to the history, culture and life of 16th
century France - http://www.lepg.org/index.html

5. 5
Kommunale Datenverarbeitungsgesellschaft mbH – Martin Luther’s Life - http://www.luther.de/en/kontext/
Michigan State University – The Reformation Guide http://www.educ.msu.edu/homepages/laurence/reformation/index.htm
Modern History SourceBook – John Calvin: On
Predestination
http://www.fordham.edu/halsall/mod/calvin-predest.html
Church History For the Masses -
Day 1 - Society and Religion AND Martin Luther and German Reform
Readings: Chapter 11, 352-361, Docs. a, b, c, d, and e
Written: Organize notes on REFORMATION PERSIA handout. Be prepared to use notes and Organization Sheet in
class.
Consider: What aspects of Luther’s personality and experience contributed to his reforming zeal?
What were the social, economic, and political conditions in Germany that contributed to the enormous success of
Lutheranism?
In Class: Essay Writing Skills – Organizing and categorizing information
Day 2 - Reformation Elsewhere AND Political Consolidation
Readings: Chapter 11 pages 361-368, Docs. f, g, and h
Written: Notes and Thesis Statement:
Compare and contrast the attitudes of Martin Luther and John Calvin toward political authority and social order.
PERSIA – Luther, Calvin, Zwingli, Anabaptists
Consider: Identify the main religious beliefs of Ulrich Zwingli. How were they similar to Luther’s beliefs? Differences?
What were the basic beliefs of the Anabaptists? Why were they labeled the “radicals” of the Reformation?
List the major beliefs of John Calvin. How were they similar to Luther’s beliefs? Differences?
Lecture and Discussion: Comparing and contrasting attitudes of Luther and Calvin towards political authority and social
order.
Day 4 - English Reform AND Catholic Reform and Counter-Reformation
Readings: Chapter 11, pages 368-373, Docs. i, j, and k,
Written: Notes and Thesis Statement:
Compare and contrast the motives and actions of Martin Luther in the German States and King Henry VIII in England in
bringing religious changes during the Reformation.
Summarize how the responses of the church hierarchy differ from the responses of lay people.
Explain the primary goals of the Council of Trent.
List some of the new religious orders created during this period and briefly identify the religious mission of each.
Lecture: The Spread of Protestantism; the Henrician and Edwardian Reformations/ Catholic Reform
Day 5 - Social Significance of Reformation
Readings: Chapter 11, pages 374-384, Docs. l, m, and n
Written: Assess the extent to which the Protestant Reformation promoted new expectations about social roles in the 16th
c.
Who was Teresa of Avila, and why was her work, Rapture of the Soul, so important?
How did women react to the Reformation and the Counter-Reformation?
What were the political, economic, and social legacies of the “Two Reformations?”
Lecture: Impact of Reformation doctrines on the family, education, and popular religious practices/ Changing role of
women in some Protestant churches in the 16c?
Day 6 - The Thirty Years’ War and the Decline of Spain
Readings: Chapter 12, pages 404-413, and Doc. s
Written: How did the Thirty Years’ War begin as a religious war in Germany and end as an international struggle?
In the aftermath of the Peace of Westphalia, who were the greatest winners and losers?
Lecture: The Years of Trembling, 1598-1660

6. 6
Why does the expression, “age of Doubt, Age of Uncertainty,” describe the intellectual climate of 17th
century Europe?
Day 7 - Art Revisited: The Baroque Style
In Class: PowerPoint Presentation: How does the Baroque style in painting, sculpture and architecture reflect the
dominant interests, ideals, or passions of the period?
Review Reformation through Westphalia
Day 8 Unit 2 Test, Objective (50 multiple choice) and 1 Essay (35 minutes)
Terms Due
Unit 3 – 6 Days
Nation-States And Their Paths To Power In The 16th
and 17th
Centuries
Textbook - Kagan – Chapters 13 and 15
Primary Sources
a. Mercantilism: Financing Absolutism, Jean Baptiste Colbert (1669)
b. Miguel Cervantes: Chapter 1 from Don Quixote (1605)
c. John Bunyan: from Pilgrim’s Progress (1678, 1684; published 1728)
d. Cardinal Richelieu: Controlling the Nobility
e. The Sun King Shines, Saint-Simon (1675-1755)
f. Louis XIV: Memoires for the Instruction of the Dauphin (1638-1715)
g. Memorandum on Trade, Jean-Baptiste Colbert (1664)
h. Thomas Hobbes: Chapter XIII from Leviathan (1651)
i. “Beginning of Political Society,” excerpt from Second Treatise of Government, John Locke (1689)
j. The English Bill of Rights (1689)
Secondary Sources
K. Stock Market Crash History.”The Tulip Bulb Mania,” www.stock-market-crash.net/tulip-mania.htm
L. Riasanovsky, Nicholas V. A History of Russia. 2nd
Ed. New York: Oxford University Press, 1969. pp. 235-267.
M. Muscovite Russia. www.mnsu.edu/museam/history/Russia/muscovite.html
Other Source
Weisner, Merry E. and Julius R. Ruff and William Bruce Wheeler. Discovering the Western Past; A Look At The Evidence,
Volume II: Since 1500. 5th
ed. Boston: Houghton Mifflin Company, 2004
Day 1 - Path to Constitutionalism: England in the 17th Century
Readings: Chapter 13, pages 416-430, and Docs. c, h, I, and j
Written: Change over time: Explain why England embraced a limited constitutional monarchy over time.
Create a chart that compares and contrasts the political philosophies of Thomas Hobbes and John Locke.
Identify the major political/ constitutional principles highlighted in the English Bill of Rights. Why was it considered a
milestone in British history?
Lecture: The English Exception: From James I ((1603-1625) to the Glorious Revolution (1688)
Day 2 - Path to Absolutism: France in the 17th
Century
Readings: Chapter 13, pages 430-444, and Docs. d, e, f, and g
Written: Describe the aims of an absolute monarch.
Explain the connection between royal absolutism and mercantilism.
Explain why Louis XIV is recognized as the quintessential absolute monarch.
Explain the causes and effects of the shape of France’s absolute monarch by Louis XIV.
Lecture: The Rise of Absolutism in France
Day 3 - The Netherlands and the Tulip Bulb Mania
Readings: Chapter 15, pages 481-490, Docs. a, b, and K
Lecture: The Dutch Golden Age
Day 4 - Central and Eastern Europe and Their Paths to Power

7. 7
Readings: Chapter 15, pages 490-501
Written: Characterize, in a general way, differences between the Eastern European states (Sweden, Poland, Austria, and
Prussia) and the Western states (England and France).
Explain how the development of a central authority in Prussia differs from other European states during this time.
Lecture: Absolutism in Eastern Europe to 1740/Poland: Absence of strong central authority/Prussia and the
Hohenzollerns
Day 5 - Mother Russia Enters the European Political Arena
Readings: Chapter 15, pages 51, and Docs. L and M
Written: Organize information and evidence – Peter the Great Graphic Organizer
Lecture: Russia Under the Leadership of Peter the Great/ The Hapsburg Empire/ the Ottoman Empire
Day 6 - First Quarter Objective Test – Chapters 9, 10, 11, 12, 13, and 15
Day 7 - “A Statistical View of European Rural Life 1600-1800”
Reading: Chapter Four, pp. 95-115
In Class Activities: Using Methodological Skills: Compiling and Analyzing Statistical Data About the Rural Farming Poor
in Europe- Procedures - APPARTS
Second Quarter – 19 Days
Unit 4 – 10 Days
From Scientific Revolution to Colonial Rebellion: Intellectual, Social, and Economic Developments in the
16th
, 17th
, and 18th
Centuries
Textbook -Kagan – Chapters 14, 16, and 17
Primary Sources:
Document Packet #1, #2, #3 – Ms. Pojer http://www.historyteacher.net/APEuroCourse/
a. Jonathan Swift: A Description of a City Shower
b. The Creation of the Steam Loom
c. Protesting the Machines
d. “Slaves in the City,” O Diario do Rio de Janeiro, December 17, 1821; reprinted in Children of God’s Fire, pp. iii-13.
e. “Demands from a Slave Rebellion,” Law No. 3353 of May 13, 1888. Declares Slavery in Brazil Abolished.
Day 1 - Mathematicians, Astronomers, and Philosophers and the Impact of the Scientific Revolution on
Man and Society
Readings: Chapter 14, pages 448-462, and Document Packet #1
Written: How long was the scientific revolution? Historians have set approximate dates of 1500 to 1800. Changes from
medieval to modern ways of understanding nature did not occur overnight. Why did some sciences progress faster than
others? Astronomy? Math Mechanics? Why were some countries more receptive to scientific progress than others?
Why was mathematics so important to scientific progress in the 17th
century?
How did mathematics displace other methods of reasoning and proof?
Lecture: Who am I? What is my purpose in life? How can science and natural laws be applied to society? Who is Newton?
What is meant by the mechanistic interpretation of the universe?
Day 2 - The Scientific Method and Its Impact
Readings: Chapter 14, pages 462-476, and Document Packet #2
Written: Explain the development of the Scientific Method and the impact of scientific thinking on traditional sources of
authority.
Examine the evidence: why were women, for the most part, excluded from participation in the Scientific Revolution?
Examine the circumstances of those women who were included; what can you deduce about social, cultural, and economic
expectations of the time?
Lecture: Elements of social order: women, witches, and the struggle for authority

8. 8
Day 3 - Life in the Old Regime in the 18th
Century – Aristocratic Traditions and Privileges
Readings: Chapter 16, pages 512-526, and Chart, Social History of the Early Industrial Period
Written: Organize and Categorize information and evidence for chart, including; societal characteristics-work and
leisure-family life and role of women-childhood-health and medicine-crime and law enforcement
In Class Timed Essay Writing: 1-essay/35 minutes to plan and write
Lecture: Society and its members – The meaning of traditional relationships and privileges in a group/ The peasants and
their traditions
Day 4 - The Agricultural Revolution and the Industrial Revolution– economic and social consequences
Readings: Chapter 16, pages 526-539
In Class: Map of Europe Quiz
Lecture: The Agricultural Revolution, Population Explosion, and the Cottage Industry or “What happens when the sun
shines, and the grass grows?”
Day 5 - The New Urban Society of the 18th
Century
Work Due: Readings: Chapter 16, pages 539-549, and Docs. a, b, and c, Bruegel the Elder’s paintings
Written: Describe urban life and conditions from Swift’s piece.
Elaborate on the costs and benefits of the machine and new divisions of labor. Consider the product and the technology,
but also the work location, the labor force, consumption, and class relations.
Describe early industrial life from the copies of the Peter Bruegel the Elder’s paintings.
Lecture: A Lesson in Demographic Changes in Europe in the 17th
and 18th
Centuries: Location, Labor, Classes, and the
Jewish Population
Day 6 - The Atlantic World Economic Community
Readings: Chapter 17, pages 550-554
Written: Formal Essay - Describe and analyze how overseas expansion by European states affected global trade and
international relations from 1600 to 1715.
Lecture: Historiography in action: The concept of an ”Atlantic World Economic Community versus the mercantilism
model”
Day 7 - Colonialism and Black African Slavery
Art and Artistic Style Power Point Presentation- Analysis of specific art style; Romanesque, Northern Renaissance,
Baroque, or Rococo,
Readings: Chapter 17, pages 554-567, and Docs. d and e
Written: POV Composition: 18th
C Spanish intendent and trade system
Compare and contrast slavery in North and South America.
In Class: The Columbian Exchange: Disease, Animals, and Agriculture Discussion and Debate: Students discuss impact
of encounters and exchange in small groups guided by prepared prompts
Day 8 - The Transatlantic Economy, Trade Wars, and Colonial Rebellion In Class Exercise
See Alternative Method
Day 9 - Mid-Eighteenth-Century Wars
Readings: Chapter 17, pages 567-579
Written: Compare and contrast War of Spanish Succession and the Seven Year’s War.
Assess the ways in which the colonial wars reflected instability of the state during that era.
Lecture: Warfare and the Balance of power among European nations: Territorial Expansion and Political Power replace
Religious Power/ Legacy of the commercial and industrial revolutions/On to Napoleon and nation-states!
Day 10 – Test -Objective (60 questions) and Essay (35 minutes); Chapters 13, 14, 15, 16, and 17
Unit 5 – 13 Days

9. 9
From the Age of Enlightenment to the Challenges of Nationalism: Enlightenment, French Revolution,
Napoleon, and the New Conservative Order, 1700-1832
Textbook - Kagan – Chapters 18, 19, 20, and 21
Primary Sources
a. The Encyclopedie, (1751) Denis Diderot and Jean le Rond d Alembert, excerpt
b. Of the Dignity or Meanness of Human Nature, (1748) David Hume
c. The Social Contract, (1762) Jean-Jacques Rousseau, excerpts Book I
d. Chapter I from Essay Concerning Human Understanding, (1690) John Locke
e. What Is Enlightenment? (1784) Immanuel Kant
f. Book 4 from The Spirit of the Laws, (1748) Charles Montesquieu
g. A Royal Reform Proposal, (1787) Louis XVI
h. Declaration of the Rights of Men and the Citizen, (1789)
i. What is the Third Estate? (1789) Abbe Sieyes
j. The Woman Cheret, The Event of Paris and Versailles, by One of the Ladies Who Had the Honor to Be in the
Deputation to the General Assembly, (1789)
k. Declaration of the Rights of Women and the Female Citizen, (1791) Olympe de Gouges
l. Petition from the Revolutionary Republican Women to the National Convention on the Leadership of the Armies and
the Law of Suspects, (1793)
m. A Vindication of the Rights of Women, (1792) Mary Wollstonecraft, excerpt
n. Women at the Cordeliers, (1793). From Women in Revolutionary Paris, 1789-1795, Darline Gay Levy, et al, ed.
1979.
o. Justification of Terror, (1794) Maximilien Robespierre, excerpt
p. The Moral Indignation, (1796) Edmund Burke, excerpt
q The Convention Establishes the Worship of the Supreme Being, (1794)
r. The Code Napoleon, (1804) excerpts
s. Gothic Churches, from The Genius of Christianity, (1802) Francois Rene Chateau Briand, excerpt
t. Prometheus, (1773) Johann Wolfgang von Goethe.
u. The Philosophy of History (1837) G.W. Friedrich Hegel, excerpts
v. Mazzini Defines Nationality, (1835) Giuseppe Mazzini, excerpt
w. The Carlsbad Decrees, (1819), excerpts
w2. On Liberty, (1859) John Stuart Mill, excerpt
Secondary Sources
X. “Historical Depictions of the 1755 Lisbon Earthquake,”(1998) Jan T. Kozak and Charles D. James.
nisee.Berkeley.edu/lisbon
Y. “Liberalism,” Ideals And Ideologies; A Reader. 5th
ed. Terence Ball and Richard Dagger, eds. New York: Pearson
Longman, 2004. pp. 69-71.
Z1. Anatomy of a Revolution, Crane Briton. www.historyteacher.net
Z2. “Baltic Soil Yields Evidence of a Bitter End to Napoleon’s Army,” The New York Times, Sept. 14, 2002
Z3. Grimm’s Fairy Tales, “The Strange Musician,” and “The Girl without Hands,” www.pitt.edu/
Z4. “Liberalism and Reaction, 1833-1931,” Spain; A History. Raymond Carr, ed. Oxford: Oxford University Pres, 2000.
pp. 205-209.
Z5. “Rule by Pronunciamiento,” countrystudies.us/spain/15.htm
Z6. “Carlism,” Britannica Concise. concise.Britannica.com/
Day 1 - The Age of Enlightenment: 18th
Century Thought
Readings: Chapter 18, pages 588-604, and Docs. e and X
Written: Explain major influences on the Philosophes.
Discuss impact of The Encyclopedia on success of Enlightenment.
Discuss the basic tenets of deism.
Analyze the contribution of Jewish writers to Enlightenment thinking about religion.
Lecture: The Enlightenment, or What is the big deal about reason, toleration, and natural law? / Liberalism, defined and
applied
Day 2 - The Enlightenment and Political Thought
Readings: Chapter 18, pages 604-620, and Docs. a, b, c, d, and Y

10. 10
Written: Examine ideas and views of Locke, Montesquieu, Hume, Rousseau, as to whether they were generally a step
forward for European society, or were they an attempt to advance their personal interests or interests of their classes
through less intrusive government.
In Class: Discussion and debate on topic
Lecture: The Philosophes
Day 3 - Intellectual History: Cause and Effects of the Enlightenment –
In Class Activity: In groups of 3, collaborate and compose thesis statements for the following questions. Include 5 pieces
of relevant specific historical evidence that supports your position. You have 15 minutes to organize. As a class: share and
discuss evidence and thesis statements
1. Trace the evolution of religious tolerance as a political practice and assess the factors behind its development from the
Reformation through Enlightenment.
2. Describe and analyze the influence of the Enlightenment on both elite and popular culture in the eighteenth century.
3. Trace the impact of the Scientific Revolution on religion and philosophy in the period 1550 to 1750.
Day 4 - The French Revolution
Readings: Chapter 19, pages 625-637, and Docs. g, h, i, and Z1
Written: Complete stages 1-3 on Crane Briton’s Anatomy of a Revolution Graphic Organizer (1756-1791)
From Doc. h, explain “natural rights.”
Lecture: The Opening Years of the French
Day 5 - Women in The French Revolution
Readings: Chapter 19, pages 637-648, and Docs. k, l, n, and m
Written: Complete stages 4-6 on Crane Briton’s Anatomy of a Revolution Graphic Organizer (1791-1793)
Analyze the ways in which advocates of women’s rights argued for their cause – what did they want?
Lecture: Historical Interpretations of the French Revolution; Marxist, Revisionist, Neo-ceremonialists, Political
culturalists, and micro-historical perspectives
Day 6 - The French Revolution
Readings: Chapter 19, pages 648-661, and Docs. o, p, and q
Written: Complete stages 7-10 on Crane Briton’s Anatomy of a Revolution Graphic Organizer (1793-1795)
“Conservatism has been a significant force in history, but it has always failed in its goals, to maintain the status quo.” How
does Burke’s piece illustrate this point?
Lecture: The French Revolution, 9/1791 to 1795; Foreign wars, counterrevolutionary actions, political parties, and
reactionary leaders
Day 7 - Test Objective (50 questions) and 1 Essay; The Enlightenment and the French Revolution
Day 8 - The Rise of Napoleon Bonaparte
Readings: Chapter 20, pages 666-685, and Docs. r and Z2
Written: Explain ways in which Napoleon’s policies repudiated the accomplishments of the French Revolution, and ways
that his policies strengthened the accomplishments.
From The Code Napoleon: What civic rights did the code accord women? What distinctions were made in divorce
proceedings for men and women? What does this law code tell us about 19th
c social relations between men and women?
Lecture: The Rise of Bonaparte, from coalitions to modern warfare to hierarchical and patriarchal law
Day 9 - The Triumph of Romanticism
Readings: Chapter 20, 685-703, and Docs. s, t, u, and Z3
Written: Discuss the major ideas of Romanticism and show how they were related to the social, artistic, and literary forces
of the age.
Explain why Goya’s painting of war in The Third of May, is a “landmark work of art.”
Summarize Goethe’ relationship between God and humans, including role God played in human accomplishments.
Lecture: The Romantic Era; Literature and History and Nationalism [Hegel and Herder]
Mid-Year Exam

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Third Quarter – 23 Days
Day 10 - The Conservative Order, 1815-1832
Readings: Chapter 21, pages 702-719, and Docs. v, w, w2, Z4, Z5, and Z6
Written: Discuss the goals of the Congress of Vienna; what did it try to accomplish in Europe?
Define nationalism. Goals? Difficulties? Threats?
What are the tenets of liberalism?
Explain how liberalism affected the developments of the early 19th
century.
Lecture: The Forces of Conservatism and Change: Theory and Practice/ The Spanish Revolution of 1820
Day 11 - Revolt Against Ottoman Rule in the Balkans and The Wars of Independence in Latin America
Readings: Chapter 21, pages 718-724
Lecture: Revolt Against Ottoman Rule in the Balkans/The Wars of Independence in Latin America
Day 12 - The Conservative Order Shaken in Europe; Russia, Poland, France, Belgium, and England
Readings: Chapter 21, pages 724-741
Written: Cause and Effect- Revolution of 1830 in France.
“The Congress of Vienna applied the principle of legitimacy but ignored the principle of nationalism.” In relation to the
Congress, explain (a) 3 of its purposes, (b) principle of legitimacy and application, (c) 2 instances in which the Congress
ignored the principle of nationalism.
Explain the political issues that were addressed by the British Reform Bill of 1832
Lecture: Liberalism, Politics, and Economics: Implications and causations in Great Britain
Day 13 - Romanticism in Pictures, Words, and Sounds
In Class: Art and artists PowerPoint Presentation; Readings, and Music
Unit 6 – 9 Days
Economy, Society, Politics, and the Industrial Revolution, 1830-1914
Textbook - Kagan – Chapters 22, 23, and 24
Primary Documents
a. The Iron Law of Wages, David Ricardo
b. Essay on Population, Thomas Malthus
c. Industrial Manchester, 1844, Frederich Engels
d. Penal Laws for Irish under British rule
e. Documents of German Unification, 1848-1871
f. Jan Slomka: The Life of a Polish Peasant, c. 1900
g. Women Without Power Change the System, (1886) Josephine Butler
h. Sex in Society, (1880) from Nana, Emile Zola
i. John Stuart Mill: from “The Subjection of Women” (1869)
j. The Gotha and Erfurt Programs 1875 and 1891. history.hanover.edu/
k. Theodor Herzl: On the Jewish State, 1896, excerpts
Secondary Documents
L. Discovering The Western Past; A Look At The Evidence, Volume II: Since 1500, Chapter 6;
“Labor Old and New: The Impact of the Industrial Revolution”
M. The Communist Manifesto, Karl Marx and Frederich Engels
N. Michael Harrington, from Socialism: Past and Future
O. “The Irish Famine,” BBC
P. “Utilitarianism,” from Encyclopedia Britannica
Q. James Chastain; Cavour, Count Camillo Benso di (1810-1861), Victor Emmanuel II
R. “Italian Unification – Document Packet”
S. Discovering The Western Past, Chapter 8; “Vienna and Paris, 1850-1930: The Development of the Modern City”
T. The London School of Economics and Political Science, The Fabian Society, and The School Founders, The Webbs:
Beatrice (1858-1943) and Sidney (1859-1947). London School of Economics and Political Science 2000.

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U. “Economic Development, 1815-71,” E. J. Passant. A Short History of Germany, 1815-1945. Cambridge: Syndics of the
Cambridge University Press, 1962. pp. 62-82.
Day 1 - Social History: Responses to Industrialism
Readings: Chapter 22, pages 742-764, and Doc. L
Written: From Weisner: How did industrial labor differ from pre-industrial work? How did such labor evolve? What
effects did the new labor have on the first generation of men, women, and children in Europe’s mils and mines?
In Class: The Problem, the Sources and Methods, The Evidence, Questions to Consider, and Epilogue
Day 2 - Responses to Industrialism: Ideology, Problems and Solutions
Readings: Chapter 22, pages 756-764, and Docs. a, b, c, d, N, and O
Written: Determine “costs and benefits” of industrialization in the 19th
century – social, economic, and political
Summarize “solutions” presented in documents – where does the responsibility lie - the group or the individual? Why?
Consider the impact of the Great Famine of 1845-1849 (Great Hunger) on Irish society and culture.
Take note of the different interpretations of this event.
Lecture: Responses to Industrialism: Ideology, Problems and Solutions
Day 3 - Revolutions of 1848
Readings: Chapter 22, pages 764-777, and Doc. P
Written: Create chart – impact of nationalism on the Habsburgs, Magyars, Czechs, and Slavs
Compare and contrast the revolutions of 1830 and 1848 in France.
Compare and contrast visions of future of liberals, socialists, and utilitarianists. Consider forces and people involved.
Lecture: The Year of the Revolutions, 1848 and Liberalism
Day 4 - Industrial Revolution Jeopardy Game
Work Due: Doc. M –Paper: Communist Manifesto Review and Essay
In Class: Industrial Revolution Jeopardy Game
Day 5 - New States Emerge: A Variety of Reforms, 1830-1914
Readings: Chapter 23, pages 780-791, and Docs Q, R and U
Written: Analysis: How did the decaying Ottoman Empire in the late 1800s lay the groundwork for the problems of
Serbia, Bosnia, Croatia, Montenegro, and Albanian in the 1990s?
Evaluate the unification of Italy and Germany. How were the roles of Cavour and Bismarck in the unification of their
countries similar? Different? How were their roles different? How important was war, and the use of it, to unification?
Lecture: The Unification of Germany: Myths and Realities in the Light of 20th
Century German History
Day 6 - Impact of Crimean War on Russia/ German Unification
Readings: Chapter 23, pages 791-811, and Docs. e and f
Written: Assess impact of Alexander II and his reforms on domestic problems.
Evaluate the impact of the Compromise of 1867 on the “problems” within the two monarchies.
Contrast the policies of the British Liberal party and the Conservative party.
Day 7 - Social History of the Mature Industrial Period, 1830-1914
Readings: Chapter 24, pages 814-835, and Docs. g, h, I, k, and S
Written: From Weisner: Follow directions
In Class: In-Class Timed Essay Writing – Discuss the various improvements in European urban life in the cities of Paris,
France and Vienna, Austria, that occurred during the second half of the 19th
century, including the relationships of these
improvements to the Industrial Revolution.
Lecture: The Second Industrial Revolution and Changing Daily Life in Europe – Women and the Working Class
Day 8 - The Socialist Movements of 19th
Century Europe
Readings: Chapter 24, pages 835-847, and Docs. j and T
Written: Create chart detailing proposals of Trade Unions – First Internationalists – Fabians – Marxists – German Erfurt
Program
Lecture: The Socialist Movements of 19th
Century Europe

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Day 9 - Russia under Alexander II and Alexander III
In Class: Russian Peasants, a DBQ, and APPARTS
Timed writing and post-writing evaluation
Unit 7 – 4 Days
The Birth of Modern European Thought, 1830-1933
Textbook - Kagan – Chapter 25
Primary Sources
a. The Descent of Man, 1871, Charles Darwin
b. Natural Selection, T. H. Huxley
c. Rerum Novarum (1891), Pope Le XIII
d. The Oath Against Modernism (Sacrorum antistitum), (1910), Pius X
e. The Interpretation of Dreams (1900), Sigmund Freud
f. The Jewish Question, (1896) Theodore Herzl
g. The Jewish State, (1896) excerpts
h. Militant Suffragist, (1913) Emmeline Pankhurst
i. A Surrealist Manifesto: The Declaration of January 27, 1925
j. Friedrich Nietzsche – Document Packet
Secondary Sources
K. “5. Neuroses and The Structures of the Mind,” Stephen P. Thornton. Internet Encyclopedia of
Philosophy. www.utm.edu/research/
L. “Friedrich Nietzsche: Truth as Nihilism,” Gerald F. Kreyche, ed. 13 Thinkers Plus: A Sampler of Great Philosophers.
Lanham, MD: University Press of America, 1984.
M. Theodor (Binyamin Ze’ev) Herzl. Jewish Virtual Library, www.jewishvirtuallibrary.org/
N. The Women’s Social & Political Union, Helena Wojtczak, www.victorianweb.org/
Day 1 - The Birth of Modern European Thought – Context of Cultural Change
Readings: Chapter 25, pages 852-864, and Docs. a, b, c, and d
Written: Explain influences of social and philosophical ideas of the Enlightenment on Darwin’s theory of evolution.
Evaluate the impact of science in the second half of the 19th
century on society and technology.
Assess the responses of the Church to the attacks on Christianity in the late 19th
century.
Lecture: Modernity and Its Discontents: European Scientific Investigations of Contemporary Life
Day 2 - The Birth of Modern European History - Toward a New Understanding of the Irrational; Freud
and Nietzsche
Readings: Chapter 25, pages 864-874, and Docs. e, f, g, j, K, L, and M
Written: Explain Freud’s theory of human motivation and behavior. Why were dreams important to Freudian
psychoanalysis?
Explain what Nietzsche meant by nihilism.
Compose responses to questions in Nietzsche Packet of Documents.
Lecture: Modernity and Its Discontents: European Scientific Investigations of Psychology and the Psychoses of
Contemporary Life
Day 3 - Women and Modern Thought – Feminism and Antifeminism
Readings: Chapter 25, pages 875-881, and Docs. h, I, and N
Written: Explain the prevailing views regarding women’s roles and status in the 19th
century. How were they beginning
to change?
Evaluate how the various art movements of the late 19th
century reflected the social and political tensions between the
individual and society.
Explain how these art movements were an expression of the new political and scientific ideas of the times.
Explain how the different aspects of realism can be seen in the works of Zola, Dickens, and Thomas Hardy.
Lecture: The Emergence of Modernism in the Arts (PowerPoint Presentation)/ Women and Modern Thought

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Day 4 – Jeopardy Review
In Class: Units 1-7 Jeopardy Review Game Day
Work Due: Paper – Analysis of The Communist Manifesto
Unit 8 – 7 Days
Imperialism, World War I, and Political Experiments of the 1920s, 1870-1939
Textbook - Kagan – Chapters 26, 27, and 28
Primary Documents
a. “Kaiser Wilhelm II: A Place in the Sun, 1901,” www.fordham.edu/
b. “Reception of the First English Ambassador to China, 1792,” www.fordham.edu/
c. The Austrian Ultimatum to Serbia and the Serbian Reply, (1914). web.jjay.cuny.edu/
d. 6 July 1914, The ‘Blank Check’, (1914). www.lib.byu.edu/
e. Stalin’s First Five-Year Plan (1933)
f. Letter from Lenin
g. “ Ukraine marks anniversary of 1932-33 Great
Famine,” The Portland Press Herald
h. Benito Mussolini: What is Fascism, (1932)
i. The Nuremberg Laws on Citizenship and Race, mtsu.edu
j. The 25 Points 1920: An Early Nazi Program,
Secondary Sources
K. “Europe on the Eve: How Deep the Trouble?” Joachim Remak, The Origins of World War I, 1871-1914. Hinsdale, IL:
The Dryden Press, 1967. pp. 60-71
L. “European Harmony,” John Keegan. The First World War. New York: Vintage Books, 1998. pp. 10-18.
M. Analysis Sheet for the French and Russian Revolutions, thecaveonline.com
N. The Politics of the Spanish Civil War, users.diron.co.uk
O. Study Guide For Europe From 191-1939, thecaveonline.com
Other Sources
Ferdinand De Lesseps - http://www.canalmuseum.com/stories/history_of_panama_003.htm
Opium War - http://dim.com/~randl/opie.htm
Suez Canal - http://www.sis.gov.eg/En/Default.htm
The Boxer Rebellion - http://www.smplanet.com/imperialism/fists.html
Sino-Japanese War –
http://www.ox.compsoc.net/~gemini/simons/historyweb/sino-war.html
1911 Chinese Rebellion and Dr. Sun Yat-sen
http://www.wsu.edu:8000/~dee/MODCHINA/MODCHINA.HTM
Kuomintang - http://www.bartleby.com/65/ku/Kuominta.html
Day 1 - Expansion of European Power and the New Imperialism, 1870-1890
Readings: Chapter 26, pages 884-892 and pages 926-931, and Docs. a and b
Written: Complex historical phenomena usually require more than single-factor explanations. What were some significant
distinctions between European powers involved in late 19th
century imperialism?
In Class: Map of Africa Quiz
Lecture: Historical debate on 19th
century European imperialism in Africa: Economic, cultural, and strategic factors
AND emotionalism wrapped around impact
Day 2 - Causes of World War I
Readings: Chapter 26, pages 892-922, and Docs. c, d, K, L, and M
Written: Compare passages of historians Remak and Keegan. Note basis of interpretation and consider influences they
may have experienced.
Explain who was most responsible for the crisis of July 1914. Explain the extent of the suspect’s responsibility, rationale,
and likely defense against postwar critics.
Identify the reasons why Lenin was successful in establishing Bolshevik rule in Russia.
Lecture: The Causes of World War I: The Unending Controversy/ The Impact of the War to End All Wars

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Day 3 - Political and Economic Factors after the Paris Settlement/ The Soviet Experiment
Readings: Chapter 27, pages 932-941, Chapter 28, pages 983-990, and Docs. e, f, and g
Written: Explain how the Bolshevik revolution posed a challenge to the rest of Europe.
Explain how the structural problems created during the “revolution from above” would plague the USSR for its entire
history.
Describe the NEP. Why and how did Stalin break with the NEP in 1929?
Lecture: Soviet Russia under Stalin: Betrayal of the Communist Dream and Deeper Misery of the Russian People
Day 4 - Political Experiments: The Fascist Experiment in Italy and Spain
Readings: Chapter 27, pages 941-953 and Chapter 28, pages 966-972 and 982-983, and Docs. h, N, and O
Written: What are the chief characteristics of totalitarianism? To what extent was Fascist Italy a totalitarian state?
The decade of the 1920s has been characterized as both an “age of anxiety” and a “period of hope.” Why?
How did European states respond to the Great Depression?
Explain the economic reforms brought about in France
by the Popular Front government of Leon Blum.
Lecture: The Birth of Fascism: Mussolini and the Italian Model/ Franco and the Spanish Civil War/Struggles in Europe
Day 5 - Political Experiments: Ideology and Opportunism; The Dualistic nature of Adolf Hitler’s Policies
Quiz over readings
Readings: Chapter 27, pages 954-961, and Chapter 28, pages 972-983, and Docs. I and j
Written: Identify the economic problems and policies of the 1920s that contributed to the failure of a democratic regime in
Germany.
Explain the purpose of The Strength through Joy Programme in Germany in 1933.
How were the Nazis’ racist ideas formed from earlier philosophies and prejudices? Why was there such enthusiasm for
“scientific” racism and anti-Semitism among the conservative German right? Why would Nazi attack on Marxist, Jews,
and Weimar democracy appeal to the general public?
In response to the economic crisis (1930-32), the German government pursued a policy of deflation, hoping that demand
would revive as prices fell. The crisis worsened. Why did this classical remedy fail? How did Nazi policies differ in their
economic effects?
Lecture: Ideology and Opportunism; The Dualistic nature of Adolf Hitler’s Policies
Day 6 - Impact of the growth of mass culture on European society in the 1920s and 1930s: Germany and
Italy
In Class: Visuals and Class Discussion
Power Point Presentation - Italian Fascism (www.library.wisc.edu/)
Film clips - “The Rise and Fall of the Third Reich, “
Document Packet – Nazi Documents and Orders
Compare and contrast the efforts to ensure European collective security that were made by the victorious powers between
1815 and 1830 (after the Napoleonic Wars) with those made by the victorious powers between 1918 and 1933 (after the First
World War).
Day 7 - Test – Objective 70 questions and 1 timed Essay
Fourth Quarter – 23 Days
Unit 9 – 6 Days
Economy, Politics, and World War II, 1920-1945
Textbook - Kagan – Chapter 29
Primary Documents
a. Treaty of Versailles, Jun 28, 1919. excerpts. www.fordham.edu/
b. Woodrow Wilson: Speech on the Fourteen Points Jan 8, 1918 .www.fordham.edu/
c. The Molotov-Ribbentrop Pact, 1939. www.fordham.edu/
d. The Munich Pact, September 29, 1938. www.yale.edu/

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e. The Nanking Massacre, 1937. www.fordham.edu
f. Gypsies in the Holocaust. www.fordham.edu
g. “The Seduction of Science To Perfect an Imperfect Race,” The New York Times,
h. The Atlantic Charter, August 14, 1941. U.S. Dept. of State
Secondary Sources
I. “The Taylor Thesis,” from The Origins of the Second World War. A. J. P. Taylor. history.acusd.edu/
J. “The State of the Wehrmacht,” Alan Clarke Barbarossa: The Russian-German Conflict, 1941-1945. New York:
Morrow, 1965. pp. 3-27.
K. “Heroes Villains,” Churchill & Dresden. www.learningcurve.gov.uk/
L. Katyn Forest Massacre: Polish deaths at Soviet hands. www.Katyn.org.au/index.html
M. “Holocaust Timeline: The Wannsee Conference,” The History Place. www.historyplace.com/
N. “House of Wannsee Conference: Warsaw Ghetto Uprising, Jewish Self-Assertion, Mass Executions, The Death Camps.”
www.ghwk.de/
O. World War II Conferences
Day 1- On the Road to war with Adolf Hitler and Josef Stalin
Readings: Chapter 29, pages 998-1004, and Docs. a, b, c, d, and I
Written: During the 1930s, the Western democracies, Britain in particular, pursued a policy of appeasement toward the
fascist states. What motives, sometimes conflicting, were at work in that policy?
Explain the basis of the Molotov-Ribbentrop Pact of 1939.
Lecture: The End of the Collective Security System/
On the road to war with Adolf Hitler and Josef Stalin
Day 2 - World War II
Readings: Chapter 29, pages 1004-1018, and Docs. J, K, and L
Written: Research on causes and significance of the Katyn Forest Massacre.
The Eastern Front of the Second World War in Europe has been described as “a war of ideologies overlaid loosely on a war
of racial hatred.” Why is this so? Which ethnic groups and nations were most actively involved?
What did Hitler hope to achieve with Operation Barbarossa? What did the Allied powers hope to achieve with this Eastern
Front war?
Day 3 - Racism and the Holocaust
Readings: Chapter 29, pages 1018-1022, and Docs. e, f, g, M, and N
Objective Quiz over readings
Lecture: Nazi regime pursuit of policies of racial warfare and genocide
Day 4 - The Domestic Front in Great Britain, Germany, France, and the Soviet Union
Readings: Chapter 29, pages 1023-1029
Written: Compare and contrast home fronts of Great Britain, the Soviet Union, Germany, and France.
Lecture: Impact of war on the civilian populations
Day 5 - Preparing for peace, and more war
Readings: Chapter 29, pages 1029-1035 and Docs. h and O
Written: Complete questions on WWII Conferences
Study the reasons for and against the dropping of the atomic bomb on Japan.
Analyze the statements of Churchill and Stalin for evidence of origin and rhetoric of the coming cold war.
Describe the basic difficulties in the way of planning a peace settlement.
Lecture: The Origins of the Cold War: Allied actions and reactions during wartime and in wartime conferences
Day 6 - In Class: Timed Writing Exercise – Document-Based Question and Free-Response Essay

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Unit 10 – 5 Days
The Cold War Era and the Emergence of the New Europe: 1945 to Present
Textbook - Kagan – Chapters 30 and 31
Primary Documents
a. “Franklin Roosevelt on French Rule in Indochina, Press Conference, February 23, 1945,” from Major Problems in
American Foreign Policy, Volume II: Since 1945, 4th
edition, edited by Thomas G. Patterson and Dennis Merrill
(Lexington, MA: D.C. Heath and Company, 1995), p. 190.
b. “Speech delivered by former British Prime Minister Winston Churchill, March 5, 1946. excerpts. www.choices.edu/
c. Joseph Stalin: Reply to Churchill, 1946. www.fordham.edu/
d. Transcript of Truman Doctrine (1947). www.ourdocuments.gov/
e. The Marshall Plan, 1947. www.fordham.edu/
f. UN Resolution 260, 1948 – On Genocide. www.fordham.edu/
g. COMINFORM COMMUNIQUÉ: Resolution of the Information Bureau Concerning the Communist Party of
Yugoslavia, June 28, 1948. www.fordham.edu/
h. North Atlantic Treaty; April 4, 1949. excerpts. www.yale.edu.
i. The Warsaw Pact, 1955. www.fordham.edu/
j. Sixteen Political, Economic, and Ideological Points, Budapest, October 22, 1956. www.fordham.edu/
k. Hungary 1956. www.fordham.edu
l. Friendship and Co-operation Between the Soviet Union and Other Socialist States, October 30, 1956.
www.fordham.edu.
m. ‘Khrushchev’s Indictment of Stalin, Feb. 24-5, 1956. web.jjay.cuny.edu/
n. The Eisenhower Doctrine on the Middle East, A Message to Congress, January y 5, 1957. www.fordham.edu/
o. TASS: Statement on the Eisenhower Doctrine, January 14, 1957. www.fordham.edu/
p. Principles of The Spanish National Movement, According to the Act of May 17, 1958. www.fordham.edu/
q. Charles de Gaulle, President of France: Europe and Its Role In World Affairs, July 23, 1964. www.fordham.edu/
r. The Brezhnev Doctrine, 1968. www.fordham.edu/
s. President Charles de Gaulle: Le Grande “Non”: Britain’s Proposed Entry Into The Common Market, May 16, 1967.
www.fordham.edu/
t. Maastricht Treaty.(1992). europea.eu.int/en/record/mt/heads.html
Secondary Sources
U. “International Monetary Fund,” www.imf.org/
V. “Nuclear Weapons Test Map,” www.pbs.org/
W. “Charles de Gaulle Biography,” home.adelphi.edu/
X. “Failed Radicals in Europe and Japan: Anti-war Protests and Unrest in France in 1968,” fsmitha.com/he/ch27.htm
Day 1 - From Origins of the Cold War to the Cold War Itself; the Bi-Polar World, 1944 to 1968
Readings: Chapter 30, pages 1036-1052, and Docs. a, b, c, d, e, h, i m, and U
Written: Demonstrate your understanding of the Cold War as a result of misunderstandings, animosities, and
differences between the two superpowers, the U.S. and the Soviet Union, using the documents given.
Evaluate the impact of post-WWII economic policies, which does include wartime decisions, on the rebuilding and
restructuring of Western and Central European nations.
Lecture: From Origins of the Cold War to the Cold War Itself: the Bi-Polar World, 1944 to 1968
In Class Documents: Docs. f, n, and o
Day 2 - The Many Europes: Western, Central, and Eastern, 1945-1968
Readings: Docs. g, j, k, l, p, q, V, W, and X
Written: Compare and contrast the political, social, and economic histories of Eastern Europe and Western Europe.
Lecture: The Soviet Union and Eastern Europe: The Rise of Nationalist Communist Nations – Yugoslavia, Romania, and
Hungary
Day 3 - Decolonization and the New Global Community
Readings: Chapter 30, pages 1052-1079 and Doc. r, s, and t
Lecture: Decolonization and the New Global Community/ The Soviet Union and Its Leadership, 1968-1998
Day 4 - The 20th
Century Movement of People

18. 18
Readings: Chapter 31, pages 1085-1101
Written: In what ways was the 20th
century more of a time of turmoil than the 19th
century? How did the extreme
conditions of the last century affect intellectual life?
Explain the goals and motivations of the Green Movement and identify their successes in instituting change in Europe.
Lecture: Postwar Social Transformations, 1945-1968; Science and technology, changing class structure, new roles for
women, and Youth and the counterculture
Day 5 - New Challenges in the 20th
and 21st
Centuries
Readings: Chapter 31, pages 1101-1112
Written: Trace the rise of radical Islamism. How did the Iranian Revolution, the invasion of Afghanistan, and the Persian
Gulf War contribute to this movement?
How serious and widespread is xenophobia in Europe today? What nations have strict immigration policies?
Lecture: Modern Europe: From environmental problems and disasters to population decline and growth of immigration
AP European History Review of Content and Skills – 5 Days
The History:
Systems of Authority throughout European History – the church, the king, the nation, the nation-state, the economy
Social Changes and Ramifications for the family, women, and children
- Changing roles and expectations
Industrialization: Causes and Impacts
- Demographic, social, economic, political
Intellectual and Cultural History
- Art Styles, “Isms” in literature, and mass culture
The Skills:
Analysis of primary documents
-POV, APPARTS
Historiographies
- Interpretation, evaluation, context
Essay Writing
- Categorization, organization, relevancy, and THESIS STATEMENTS
Multiple Choice Questions
-Confidence, close-reading, analysis, thought
Timed Practice Tests
- 1994 Released Exam, multiple-choice section
- 1999 Released Exam, multiple-choice section
- 2004 Released Exam, multiple-choice section
- DBQs and Free-Response Questions
AP European History Exam, May 11, 2007
Post-Test Classes – 8 Days
600-Word Essay
Class Debate: Immigration Policies in the 21st
Century
Student Generated AP European Course Outline
Evaluation of Course
Current Events
Final Exam

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