ADVANCED PLACEMENT EUROPEAN HISTORY

Text: John P. McKay, Bennett D. Hill and John Buckler

A History of Western Society
New York: Houghton Mifflin Company, 10th Edition
Additional Texts: Donald Kagan, et al.
The Western Heritage
Prentice Hall 10th Edition
John Merriman
A History of Modern Europe
Norton
3rd Edition
R.R. Palmer, et al.
A History of the Modern World
McGraw Hill 10th Edition
Jackson Spielvogel
Western Civilization
Thomson
5th Edition
COURSE DESCRIPTION:
The purpose of the AP European History course is to develop a greater understanding of
the development of Western Civilization and its interaction with rest of the world. This
understanding is advanced through a combination of selective factual knowledge and
appropriate analytical skills. The course highlights the nature of changes in national and
international frameworks and their causes and consequences, as well as comparisons
among major societies of Western Europe. The course emphasizes relevant factual
knowledge deployed in conjunction with leading interpretive issues and types of
historical evidence.
TEACHER EXPECTATIONS:
This is an advanced placement course designed to prepare the student for the AP
European History exam. The course covers the equivalent of one full year of a college
level survey of European History, comparable to a first year course at a college or
university. The course is a rigorous course, with a strong reading component. It is
intended for students who have demonstrated a willingness to commit considerable time
to studying and completing assignments outside of class. Students will be required to do
extensive writing and reading. Since passing the AP exam may qualify the student to bypass a first-year college world history course, AP European History should not be
considered "college prep." Rather, this is a college class, with college level expectations
for behavior, participation and effort.

STUDENT EXPECTATIONS:
This is a student-centered course. I am a facilitator in your learning endeavor. You will be
expected to study approximately 1-2 hours each night at a minimum. You will write
several multiple page essays, some in class, while others will be written at home. You
will do a tremendous amount of reading over the semester. All reading will be
accompanied by writing assignments. Remember, we are covering approximately 600
years of history. If you work hard you will succeed with the end result being college
credit.
COURSE THEMES:
Theme 1: Interaction of Europe and the World
Theme 2: Poverty and Prosperity
Theme 3: Objective Knowledge and Subjective Visions
Theme 4: States and Other Institutions of Power
Theme 5: Individual and Society
COURSE DESIGN:
QUARTER 1
The Renaissance.
The New Monarchies (Rise and Fall of the Habsburgs, Tudor/Stuart England and
Bourbon France) and the Reformation
Rise of the World Economy and the Wars of Religion
Absolutism and the Reaction to Absolutism
England and France in the 18th Century plus the rise of Prussia
The Scientific Revolution and the Enlightenment
The French Revolution and Napoleon
QUARTER 2
Liberalism, Nationalism and the Industrial Revolution
Romanticism and Reaction and Marxism
Italian and German Unification
Imperialism and the race to World War I
The World between the Wars and World War II
The Postwar World
The New World Order
HABITS OF MIND: Historians develop a manner of critical thinking in investigating
the past. The examination of (primary and secondary) sources requires the skills of
analysis and assessment. The College Board suggests habits to encourage this
development in their Program Course Description.

Any rigorous history course should address: Constructing and evaluating

arguments: Using evidence to make plausible arguments Using documents and other
primary data: developing the skills necessary to analyze point of view, context, and bias,
and to understand and interpret information. Developing the ability to assess issues of
change and continuity over time. Enhancing the capacity to handle diversity of
interpretations through analysis of context, bias and frame of reference.
AP EUROPEAN HISTORY EXAM: MAY 6th 2016, Afternoon Session 12 pm
CLASSROOM ACTIVITIES
Class Discussion:
Each day the class will begin with a Power Point presentation on
the days topic. The Power Point presentation will include text, photos, maps, graphs and
charts. The teacher will lead the students in vigorous discussion during the presentation.
This presentation is designed for maximum student participation. It will be driven by
Instructor queries and Student queries. Because of the Chapter Outline activity the
students will be prepared for the days Class Discussion. Geography will be the first
topic of each unit. Short videos will augment the Power Point presentation.
Reading Review:
Each Unit the students will be assigned readings from the Primary
Reader and other sources. The students will have questions to answer from each reading.
These questions will be reviewed during the Unit Review.
Essay Practice:
DBQs, Long Essays and Short Answer questions will all be
practiced frequently. Students will also learn to grade the essays of other students. The
information for writing the essay will be presented in a Multimedia format.
Review Session:
In the days before the AP European History Test the class will be
divided into groups. Each group will be assigned a chronological period to review. The
groups will present their reviews by Powerpoint to the rest of the class.
STUDENT ASSESSMENT
Students will be evaluated on the basis of their ability to use factual information, reading
and interpretive skills in forming critical assessments in the areas of each of the historical
themes. A variety of evaluation formats will be used.
TESTS 35%
READING ASSIGNMENTS 10%
TEST PREP NOTEBOOK 10%
ESSAY PRACTICE 25%
FINAL EXAM 20%

Tests:
There will be 30-40 multiple choice questions (this will acclimatize you to the AP exam
format) per test.
Test Preparation Notebooks:
This is a Tool to help you prepare for the AP European History Test. The Notebook will
include Cornell Note assignments, Maps and Key Terms (from the Book). Chapter
Outlines must be typed. This is your tool so you can put as much into it as you feel will
help you. Chapter Outlines can be downloaded but you must Cite the Website!!!
Anything else is Plagiarism and you will get in trouble. I encourage you to download
your maps. But Cite the Website!!! Anything else is Plagiarism and you will get in
trouble. Key Terms can be found in the back of each Chapter and they must be typed.
Reading Assignments:
Each Unit the students will be assigned readings for the Primary Source Reader or
primary sources located in the text books. At the end of each reading the students will be
assigned questions to answer or questions drawn up by the teacher. There will be a
period of time allotted during class to discuss these questions. Short Answer questions
will be practiced here.
Essays:
There will be a period of time allotted to practice writing DBQ and Long essays. These
Essays will be graded for content and adherence to the Rubric. Most of these Essays will
be timed.

1st Quarter
Unit 1 The Renaissance and the Reformation
The End of Feudalism
The Reestablishment of East/West Trade
The Economic Rise of Medieval Italy
The Social and Political aspects of Renaissance Italy
The Womans Role in Art Patronage
Renaissance Painting, Sculpture and Architecture
Humanism
The spread of Renaissance Ideas
The Cause and Reactions to the Protestant Reformation
The spread of Reformation Ideas (Switzerland, France and England)
The Political aspects of the Protestant Reformation
Primary and Secondary Sources: Castiglione, The Courtier Machiavelli, The Prince

Selected writings of Erasmus and Petrarch (Students choice)

Luther 95 Theses Selected writings of John Calvin (Students choice)
Art Appreatiation:

Renaissance Style Michelangelo da Vinci Rafael et al.

North Renaissance Style van Eyck Massy Burgle et al.
Mannerism Style el Greco Caravaggio Titian et al.

Student Activity: Compare Medieval Art with Renaissance Art

Materials: Art PowerPoints
Objective: The student should be able to identify the advancement
(i.e. perspective, free standing...) of Renaissance art over medieval
art.

Unit 2 The New Monarchies

The Rise and Fall of the Hapsburgs
The Tudor Dynasty
The end of the Valois Dynasty and beginning of the Bourbon Dynasty
The technology and economics of the Exploration of the New World
The Golden Age and decline of Spain
Mercantilism
The effect of Spanish Silver on the World Economy
The Spanish Netherlands
The 30 Years War
Louis XIV
Peace of Westphalia
Russian Expansion
The Rise of Prussia
Hapsburg Twilight
Eastern Europe
The Hannover Dynasty
The Seven Years War
The World Economy in the 17th Century (Slavery)
Primary and Secondary Sources: Selected writings about the Ottoman/Hapsburg Wars
(Students choice), Duke of Saint Simon, Selected writings on Elizabeth II (Students
Choice) et al.
Culture: Baroque Art Style: Bernini Asam Caravaggio Velasquez Reubens et al.
Dutch Art Style: Vermeer, Cuyp Steen, et al
Architecture: The Palace of Versailles Phillip IIs Escorial
Baroque Music: Vivaldi
Student Activity: Baroque Music
Materials: Baroque Music Disk

Pen & Paper

Objective: Student is to reflect on the nuances and characteristics of Baroque

music.

Unit 3 Absolutism and the Reaction to Absolutism

Absolutism
The Early Stuart Monarchs and the English Civil
The Stuart Restoration and the Glorious Revolution
The Puritan Movement and the Reaction to it
The Rise of Parliament
War of Spanish Succession (The First World War) and the Treaty of Utrecht
The American Revolution
French Society
Causes of the French Revolution
The Early Events of the French Revolution
The Committee of Public Safety and the Reign of Terror
The Consequences of the French Revolution
The Womans Role in the French Revolution
The Rise of Napoleon
Napoleons Domestic and Foreign Policy
The Campaigns of Napoleon
Exile, the 100 Days and the end of Napoleonic Rule
Primary and Secondary Sources: Selected writings on the English Civil War (Students
Choice), Essay on Guy Fawkes and the Gunpowder Plot, Marguerite Pinaigre, Arthur
Young, et al
Culture:
Rococo Style: Watteau, Fragonard, Boucher, et al
Student Activity: Seven Years War
Materials: Textbooks and Internet
Objective: As a group the students are to come to some conclusions on how the Seven
Years war affected nonEuropean people. Each group will present their conclusions to the
class in a Power Point presentation.

Unit 4 The Scientific Revolution and the Enlightenment

A new way of thinking Scientifically
The People and Discoveries of the Scientific Revolution

The Social, Political and Economic impact of the Scientific Revolution

The Enlightenment and the Age of Reason
Hobbes, Locke and Rousseau
The New Philosophies and Deism
New Economic Theories
The Enlightened Despot?
Primary and Secondary Sources: Various Charts on Farm Production, Epidemics, Infant
Mortality and Life Expectancy of the 17th Century, Voltaire, Pope, Rousseau, et al.
Culture: Neoclassical Art
Student Activity: Neoclassical Art and the State
Materials: Neoclassical Art PowerPoint
Class notes and Textbooks
Objective: The student should come up with ideas on how Neoclassical Art could
have been used to promote the State (i.e. David and Napoleon, Washington D.C.
architecture). The students should be prepared to discuss their ideas with the
rest of the class.

2nd Quarter
Unit 5 The Early 19th Century
Congress of Vienna
Post Vienna Revolutions in Europe (Spain, France, Italy, Poland, Russia, etc.)
Romanticism
The Industrial Revolution
Age of Invention
Capitalism
Liberalism
Nationalism movements and revolutions within the Austrian Empire
The Early Labor Movement
The Effects of the Industrial Movement
Pollution
The Napoleonic Restoration
Anti-Semitism in Germany and Russia
Primary and Secondary Sources: Maps, Charts and Photos of Major European Cities of
19th Century Europe, Tocqueville, Internet selections of the writings of Adam Smith, et al
Culture:
Romantic Art: Friedrich, Fueli, Danby, Turner, Martin, Blake, et al.
Romanic Music: Brahms, Chopin, Bizet, Tchaikovsky, Strauss, Wagner, et al.
Student Activity: The Enlightenment Movement versus the Romantic Movement
Materials: Class notes and Textbooks

Objective: The student should come up with ideas on how the Enlightenment and
Romantic movements affected society and the individual differently. The student
should be prepared to discuss their ideas with the rest of the class.

Unit 6 The Unification Movements and Victorian England

Marxism
The English Suffragette Movement
The Italian Unification
Realpolitik
The Franco Prussian War and Unification of Germany
Socialism
Freud and Darwin
The Third Republic
Feminism
Political Movements in Russia
Primary and Secondary Sources: Marx, Freud, Deroin, Mill,
Culture: Modernism
Student Activity: Marx, Freud and Darwin
Materials: Textbooks
Objective: The student should be able to identify how the ideas of Marx, Freud and
Darwin changed the thinking in Europe during the late 1800s. The student should be
prepared to share their ideas with the rest of the class.

Unit 11 Unification, Imperialism and World War I

The Arms Race of the late 19th Century
The Alliances
The Race for Overseas Possessions
Russo- Japanese War
The Russian Revolutions
Balkan Nationalism and the Balkan Wars
The Economics of the late 19th Century
Assassination, Mobilization and War
The new military technology of World War I
The Treaty of Versailles (and how it led to World War II)
Primary and Secondary Sources: King Juan, Fabri, Chamberlain, Martini, Photos from
World War I, Barbusse, Remarque,
Culture: Poems by Brooke, Peguy and Lissauer
Student Activity: The Trench Warfare Experience
Materials: Internet
Objective: The students are to go on line and read testimonies of World War I soldiers.

The student is to prepare some conclusions on the fighting during World War I. The
student is to be prepared to share their conclusions with the rest of the class.

Unit 12 The World between Wars and World War II

The Great Depression
Existentialism
The New Media
The Fascist Movement of Italy
The Stalinist Movement of the Soviet Union
The Nazi Movement of Germany
The Worlds Reaction to the Totalitarian Regimes of Europe
The U.S.A. and Europe
The Theaters of War
The Holocaust
The Atomic Age Begins
Primary and Secondary Sources: Hitler, Lenin, Photos and Posters from Nazi Germany,
Shirer, et al
Culture: Paintings of Pablo Picasso Salvadore Dali
Student Activity: Picasso and Dali
Materials: Picasso/Dali PowerPoint
Objective: The student is to form their own interpretation of the works of Picasso and
Dali. The student is to be prepared to share their interpretations with the rest of the class.

Unit 13 The Post War World

The Origins of the Cold War
The Marshall Plan
The Arab/Israeli Conflict and Europe
The Korean/Vietnam/Afghanistan Wars (The Proxy Wars)
The EU
The Socialization of the European Economy
Eastern Europe under the Soviets
Dtente
The 4th an 5th Republics of France
Decolonization
Separatist Movements
The Environmental Movement
Khrushchev, Brezhnev and Gorbachev (Glasnost)
The European Union
The fall of the Iron Curtain
Primary and Secondary Sources: Berlin Conference, Maps and Charts of Post War
Europe, Churchill, CIA Documents during the Berlin Crisis, Khrushchev, Kennedy,

Student Literature and Posters of the French Crisis of 1968 Literature and Posters from
the Prague Spring, Economic Charts of the European Union,
Culture: Modern Art: Dali,

Unit 14 The New World Order

The Internet
The Demographic Changes in Europe
The Globalization of the World Economy