Download AP European History syllabi 2009

Advanced Placement European History—Course Syllabus
Instructor: Mr. Christopher S. Morrison
Room 174
[email protected]
AP Exam Date: Friday, May 7, 2010
Course Objective:
This course will aim to heighten students’ ability to see relationships and
distinctions in European political, social, economic, and intellectual history.
The study of history goes far beyond the mastery of content. The study of
history is about developing critical skills that will serve students in college
and as lifelong learners. Objectively, this course will help students improve
on the following skills:
 Time management, organization, and study skills
 Critical reading of primary and secondary sources
 Constructing and evaluating historical interpretations
 Essay writing and oral communication
 Cause-and-effect relationships
 Comparative analysis
 Making historical analogies
 Inductive and deductive reasoning
Course Purpose:
The AP® European History course is a college-level survey course that
introduces students to the rich political, cultural, social, and intellectual
heritage of Europe. It is part of a cooperative endeavor by high schools,
colleges, and the College Board to provide highly motivated students the
challenge and opportunity to earn college credit during their high school
years. Performance on the AP European History Exam determines a
student’s eligibility to earn college credit. Course curriculum, materials, and
expectations are designed to prepare students for success with this
three-hour exam. The overall purpose of this course, however, extends
beyond the possibility of earning college credit by providing students the
opportunity to develop skills and knowledge that will form a foundation for
their continuing educational endeavors.
Course Description:
This course serves as an introduction to the history of Europe from
1450 to the present, 2001 and beyond. Beginning with the Renaissance and
ending with present-day Europe, we will examine how the past planted the
seeds of many of today’s values. This class teaches the evolution of
political, cultural, military, economic, philosophical and religious ideals.
Although there are certainly a lot of names, wars, and dates involved, this
class is primarily a class about IDEAS and themes. Because many of the
students in this class are planning to take the AP Exam in May, another goal
is to prepare them for this exam.
Course Format:
This course is offered for college success as well as for satisfying
intellectual curiosity about an influential and dramatic part of world history.
As such, class time and assignments will be divided between skills-building
exercises, whole-class discussion, lectures, analytical thinking, writing, and
recall. At the same time, readings and discussions are intended to promote
understanding and create insight into the processes of history and thinking
historically.
Success, therefore, will depend on your eagerness to learn, the
strength of your curiosity, and initiative and discipline. Academic success
will also require your attention, preparation, and effort in class, as well as
independent work outside of class. "You shall profit as you invest." The
subject area is vast and mastery of the essential elements in one year requires
special effort.
Texts and Resources:
Kagan, Donald, Steven Ozment, and Frank M. Turner. The Western
Heritage. 5th edition. Englewood Cliffs, N.J.:Prentice Hall, 1995.
Kagan, Donald, Steven Ozment, and Frank M. Turner. AP Edition: The
Western Heritage. 9th edition. Upper Saddle River, N.J.:Prentice Hall,
2007.
(CD Rom includes primary documents: graphs, maps, and images.)
Sherman, Dennis, ed. Western Civilization: Sources, Images, and
Interpretations, Renaissance to the Present. 4th ed. New York:
McGraw-Hill, 2004.
Freiler, Chris. AP Achiever: European History. Boston, MA: McGraw Hill,
2008.
Pearl, Dr. Kenneth. Cracking the AP European History Exam. 2008
Edition. New York: N.Y.: Random House, Inc., 2008.
I have a SmartBoard in my room that I use daily to teach the course.
PowerPoint presentations are used to present content and examine many
different varieties of images. I’m a lover of political cartoons. Throughout
the course, political cartoons, maps, art, and graphs are used to help the
students develop and enhance their skills in analyzing and classifying visual
images. Access to www.UnitedStreaming.com allows for access to many
time period video clips.
AP European Course Objectives:
I. Demonstrate knowledge and understanding of the Late Middle Ages.
II. Demonstrate knowledge and understanding of the Renaissance.
III. Demonstrate knowledge and understanding of the Protestant and Catholic
Reformations.
IV. Demonstrate knowledge and understanding of the Age of European Expansion
and Religious Wars.
V. Demonstrate knowledge and understanding of the Age of Absolutism in Western
Europe.
VI. Demonstrate knowledge and understanding of absolutism in Eastern Europe.
VII. Demonstrate knowledge and understanding of the intellectual currents of the
17th and 18th centuries including the Scientific Revolution and the Age of
Enlightenment.
VIII. Demonstrate knowledge and understanding of the expansion of Europe in
the 18th century.
IX. Demonstrate knowledge and understanding of the changing life of the people in
the 17th and 18th centuries.
X. Demonstrate knowledge and understanding of the revolution in Politics from
1775-1815.
XI. Demonstrate knowledge and understanding of the revolutions in energy and
industry.
XII. Demonstrate knowledge and understanding of the currrents of politics and
thought in the 19th century.
XIII.
Demonstrate knowledge and understanding of urban life in the 19th century.
XIV. Demonstrate knowledge and understanding of the effects of nationalism,
democratization, and Marxism in Western Europe.
XV.
Demonstrate knowledge and understanding of European Imperialism.
XVI. Demonstrate knowledge and understanding of World War I and its
aftermath.
XVII. Demonstrate knowledge and understanding of the Age of Anxiety.
XVIII. Demonstrate knowledge and understanding of totalitarian regimes and
World War II.
XIX. Demonstrates knowledge and understanding of the Cold War and recovery
from World War II.
XX.
Demonstrate knowledge and understanding of recent European history.
Thematic Units
The AP European History course covers a large time period, but the course focuses on
three themes in European History: (1) Intellectual and Cultural History of Europe; (2)
Political and Diplomatic History of Europe; and (3) Social and Economic History of
Europe. Essential questions for the previous themes are listed below. The essential
questions will focus our learning on specific objectives for unit.
Theme #1: Intellectual and Cultural History of Europe
1. Can students analyze the changes in religious thought and institutions?
2. Can students dissect the secularization of learning and culture?
3. Can students compare and contrast scientific and technological developments and their
consequences?
4. Can students classify the major trends in literature and the arts?
5. Can students evaluate intellectual and cultural developments and their relationship to
social values and political events?
6. Can students distinguish developments in social, economic, and political thought,
including ideologies characterized as "-isms," such as socialism, liberalism, and
nationalism?
7. Can students categorize developments in literacy, education, and communication?
8. Can students evaluate the diffusion of new intellectual concepts among different social
groups?
9. Can students classify changes in elite and popular culture, such as the development of
new attitudes toward religion, the family, work, and ritual?
10. Can students analyze and predict the impact of global expansion on European culture?
Theme #2: Political and Diplomatic History of Europe
1. Can student explain the rise and functioning of the modern state in its various forms?
2. Can students appraise the relations between Europe and other parts of the world:
colonialism, imperialism, decolonization, and global interdependence?
3. Can students compare and contrast the evolution of political elites and the development
of political parties, ideologies, and other forms of mass politics?
4. Can students dissect the extension and limitation of rights and liberties (personal, civic,
economic, and political) and the major and minor political persecutions?
5. Can students categorize the growth and changing forms of nationalism?
6. Can students evaluate forms of political protest, reform, and revolution?
7. Can students support the relationship between domestic and foreign policies?
8. Can students justify efforts to restrain conflict: treaties, balance-of-power diplomacy,
and international organizations?
9. Can students compare and contrast war and civil conflict: origins, developments,
technology, and their consequences?
Theme #3: Social and Economic History of Europe
1. Can students categorize the character of and changes in agricultural production and
organization?
2. Can students evaluate the role of urbanization in transforming cultural values and social
relationships?
3. Can students the shift in social structures from hierarchical orders to modern social
classes: the changing distribution of wealth and poverty?
4. Can students diagnose the influence of sanitation and health care practices on society;
food supply, diet, famine, disease, and their impact?
5. Can students evaluate the development of commercial practices, patterns of mass
production and consumption, and their economic and social impact?
6. Can students compare and contrast changing definitions of and attitudes toward social
groups, classes, races, and ethnicities within and outside Europe?
7. Can students distinguish the origins, development, and consequences of
industrialization?
8. Can students dissect the changes in the demographic structure and reproductive patterns
of Europeans: causes and consequences?
9. Can students classify gender roles and their influence of work, social structure, family
structure, and interest group formation?
10. Can students appraise the growth of competition and interdependence in national and
world markets?
11. Can students compare and contrast private and state roles in economic activity?
COURSE REQUIREMENTS:
1. Completion of Reading Assignments:
The reading load for this class is heavy, to say the very least. It is of utmost
importance to keep up with the assigned readings in order to keep pace. The
majority of test questions, particularly the multiple choice, will come primarily
from reading material. Lectures are designed to complement the reading
material, not to take its place. The course reading assignments can be categorized
into two parts: primary documents and secondary documents. Students are
required to read each chapter that is covered by the textbook. Throughout each
chapter, primary and secondary sources are used to compliment the textbook.
2. Participation in Class Discussion:
This follows directly with completion of reading assignments. Each student is
encouraged to actively participate in class discussion and articulate viewpoints
and thoughts on the material covered in the course. By keeping up with the
course readings, you should have plenty to talk about. The atmosphere of the
class, you will find, is much better when everyone is actively engaged on the task
at hand.
3. Completion of Assigned Essays and Document-Based Questions as
Scheduled:
The DBQ
The students who score the highest on the AP European History board exam are
not only those who master the multiple choice section, but also those who are
effective writers. Believe me when I tell you that you will have plenty of
practice. Students will complete a minimum of one DBQ per marking period.
Additional DBQs may be assigned based on time availability. The components
of a DBQ and techniques for writing the essay will be covered in class through
lecture and practice. Each essay will be worth 50 points and will also be
assigned a score on the AP board's 9-Point scale. Each essay should be
approximately 750 words in length. The Document-Based Question portion of
the AP European History exam is arguably the most difficult portion of the test
which involves analyzing and synthesizing multiple documents and other primary
sources into a coherent, interpretive essay
The Free-Response Essays
Each unit test consists of multiple choice questions and one free-response essay.
FRE are gathered from previous AP European History exams. Students are given
a choice of two essay questions and need to choose one to answer in a five
paragraph essay that demonstrates the student’s ability analyze and interpret the
unit content and provide a precise, clear thesis statement.
Historiography Essay(100 pts) (Due on the 1st day of the 3rd Marking Period)
Throughout the course you will learn that history is an interpretation and that
recorded history does not offer a universal truth. This assignment is designed to
help you understand how historians “DO” history. Historiography literally means
“history writing” and is the study of historical writing.
The requirements for each component for the project are as follows:
A. CHOOSE A TOPIC (5 points)
Research a resistance movement that occurred in Europe prior to 1848. Write a 2-paragraph
summary of a historical event, figure, organization, or movement that interests you.
B. SOURCES (5 points)
Find at least 3 sources that provide background information on the resistance movement and
the social, political, and economic conditions that facilitated it.
a) All web sources must be approved by teacher before you include it in your final paper.
b) All sources must be submitted on the due date of the essay
C. WORKS CITED (10 points)
Compile a Works Cited list of all the sources that you used in your research and/or quoted in
your paper. You must use APA format to cite your sources.
D. Historical Context (40 points)
Write an overview essay of the resistance movement you researched. You must address the
following:
- What social, political, and economic conditions caused the movement?
- What impact did it have on individuals and society?
a) Paper must be:
i. 250-500 words (1-2 pages)
ii. Typed, Doubled Spaced, 12-point “Times New Roman” Font. No exceptions!
E. Short Story or Play (40 points)
Write a Short Story or Play about the resistance movement you researched.
a) You must also include a description of the characters.
b) Page Requirements: Individual Work = 3 pages
4. Completion of Unit Tests as Scheduled:
Unit tests will be two part. The first test will be objective, comprised exclusively
of multiple choice questions (25-40 per test). The second test (the written
portion) will be comprised of a short list of essay questions.
Most tests consist of 25-40 multiple-choice questions and a 35-minute FRE
question, and are timed to approximate the time allowed on the AP Exam.
Occasionally, due to time constraints, the essay question may be given on a
different day than the multiple-choice part.
5. Comprehensive Semester Examination:
A Mid-term Examination will include all material covered throughout the
semester. A Final examination will occur at the end of the year. Both exams will
include a healthy mix of multiple choice questions and a choice of essays from
two different categories and will be worth 8% of your Final Grade.
6. Be Prepared For: Reading Encouragement Assignments. These can come in
the form of small quizzes at the beginning of each class. They may be multiple
choice or essay. I will explain more about these as we go along. The most
important thing is to come to class prepared.
7. Notebook Checks: Notes, handouts, and other assignments must be kept
throughout the year.
MAKE UP ASSIGNMENTS, LATE WORK, and EXTRA CREDIT
Late Work:
For every day that an assignment is late, TEN points will be deducted from the total
value of the assignment. That means, on a 50 point assignment, the best that you can
do is a 40 which figures out to 80% before I even start the grading process. If you are
one of those people who consistently fails to turn things in on time, (1) you should not
be in AP European; and (2) your grade will suffer enormously if it becomes habitual.
ExtraCredit: Extra Credit is not given on tests. Students must do something extra for it
such as read an article, or watch a film and write an historical critique of it. Several
chances to earn extra credit points will be available each quarter for students who do
not have missing assignments.
THERE WILL BE VARIOUS SOURCES USED FOR THIS COURSE SO IT IS
EXTREMELY IMPORTANT TO KEEP ALL MATERIALS ORGANIZED!!! A 3-ring
notebook is recommended.
The course is divided into four quarters. Each unit is concluded with a multiplechoice test/quiz and a thematic essay. I use items and essay prompts from released
AP Exams as well as original items and prompts. In each quarter students write one
DBQ and multiple FRE based on exam schedule.
Outline of AP European History
First Quarter
Week 1: Introduction to the course and review of A World Lit Only By Fire
Lesson 1
Lesson 2
Introduction and read course syllabus
Criticism of the Catholic Church
Small Group: Discussion on the role and criticism of the Catholic Church
Lesson 3
Homework: Analyze the role and criticism of the Catholic Church during the 16th
century using facts from the summer reading
A World Lit Only By Fire
In class: Essay on summer reading
Due Lesson 6
Lesson 4
Examine and analyze Manchester’s point of view on “medieval man.” What is
missing in the lives of medieval people? What is Manchester’s assessment of this?
Why does the Renaissance spring from medieval times, according to Manchester?
Is this a viable assessment of the times, in your opinion? Why or why not?
A World Lit Only By Fire
Lesson 5
In class: Essay on summer reading
A World Lit Only By Fire
Lesson 6
In class: Essay on summer reading
A World Lit Only By Fire
In class: Essay on summer reading
Week 2: Ch. 9 The Late Middle Ages: Social and Political Breakdown (1300-1453)
Lesson 1
The Black Death
Lecture: The Black Death
Lesson 2
Primary Source: Boccacio’s Decameron (Answer Qs 1-3)
Consequences of the Black Death
Primary Source: The Brotherhood of the Flaggellants (Answer 2Qs)
HW: What were the political, social, and economic effects of the Black Death on
Lesson 3
Europe?
The Hundred Years’ War
Secondary source: The Hundred Years’ War
Lesson 4
HW: Ch. 9 Review Questions due Lesson 6
The Hundred Years’ War
Lecture: The Hundred Years’ War
Lesson 5
Video: Joan of Arc
The Late Medieval Church
Lecture: The Hundred Years’ War
Lesson 6
Homework: Ecclesiastical Breakdown: The Medieval Church. Complete section
summary
The Late Medieval Church
Group Presentations: Ecclesiastical Breakdown: The Medieval Church
Week 3: Ch. 9 The Late Middle Ages/Ch. 10 Renaissance and Discovery
Lesson 7
Lesson 1
Ch. 9 Quiz
The Renaissance in Italy
Lecture: The Renaissance
Lesson 2
Primary Source: Lorenzo de Medici (Answer #1-4)
The Renaissance in Italy
Lecture: The Renaissance
Lesson 3
Primary Source: Venice and Medici (illustration) (Answer #1-3)
Humanism
Lecture: Secular Humanism
Lesson 4
Homework: Humanism (p. 360-367) Section summary
Life in the Renaissance
Video: Everyday Life in the Renaissance (20 min) (Answer #1-8)
Secondary Source: The Renaissance (Answer EQ: What was the impact of highly
populated cities during the Renaissance on the environment?)
Lesson 5
Renaissance Art
Lecture: The Renaissance: New Directions
Group: Images of Renaissance Life (Group analysis)
Lesson 6
Homework: Images of the Renaissance (Answer essay question)
Renaissance Art
Lecture: Renaissance in Art
Lesson 7
Internet activity: Renaissance Art Powerpoint Project
Italy’s Political Decline/Niccolo Machiavelli
Primary Source: Machiavelli: from The Discourses
Textbook reading: p. 373-377 Italy’s Political Decline (Answer Review Question
#4)
Week 4: Ch. 10 Renaissance and Discovery
Lesson 8
Revival of Monarchy in Northern Europe
Lecture: New Monarchies
Lesson 9
Homework: Revival of Monarchy in Northern Europe (p. 377-382) Section
summary
The Northern Renaissance
Lecture: The Northern Renaissance
Lesson 10
Discussion: What was the major difference between the Italian and Northern
Renaissance?
Voyages of Discovery and the New Empire in the West
Primary Source: “Christopher Columbus: The Letters of Columbus to Ferdinand
and Isabel”
Secondary Source: “Why They Explored” (#1-5)
Lesson 11
Lecture: The Age of Discovery
Review for Ch. 10 Test
Lecture: The Portuguese Go First
Review Game: Term Bingo
Lesson 12
Ch. 10 Test
Lesson 13
Multiple Choice and FRE
How to do a DBQ
Lecture: How to do a DBQ
Homework: DBQ “European attitudes towards the “poor” (1450-1700)
Week 5: Ch. 11 The Age of Reformation
Lesson 1
Causes of the Reformation
Primary Source: The Troubled Church (image) Analyze the image
Lecture: Causes of the Reformation
Lesson 2
Video: Protestant Reformation
Background to the Reformation
Lecture: Major Cities of the Reformation
Lesson 3
Homework: Crossword on Protestant Reformation
Criticisms of the Church
Primary Source: Tetzel and Indulgences (image) Analyze the image
Lecture: Protestant Reformation in Europe
Lesson 4
Discussion Question: Why might the ideas of the Renaissance helped lead to the
Reformation and the criticism of the Catholic Church?
Martin Luther: His Beginning
Lecture: Who was Martin Luther?
Lesson 5
Internet Activity: The Lutheran Revolt—Research events surrounding Luther’s
revolt and be prepared to discuss.
Martin Luther: His Impact
Video: Luther and Erasmus—Compare the views of Luther and Erasmus.
Primary source: The Ninety-Five Theses (#1-4) and Erasmus: A Diatribe Against the
Pope
Homework: Luther’s Revolt—Graphic organizer on Luther
Lesson 6
Martin Luther: Why did he Succeed?
Secondary Source: Why did the Reformation Succeed? (Discussion)
Lesson 7
Lecture: Why did the Reformation Succeed?
Zwingli, Calvin, and Luther
Lesson 8
Venn Diagram: Compare and contrast the views of Zwingli, Calvin, and Luther
(Textbook p. 412-418)
Zwingli, Calvin, and Luther
Essay: The Reformation Elsewhere—Using the venn diagram, write a comparison
and contrast essay on the three Reformation figures.
Week 6: Ch. 11 The Age of Reformation
Lesson 9
The English Reformation
Video: The Reformation
Lecture: The English Reformation
Lesson 10
Homework: Edward VI (p. 425) Section summary
Catholic Reform
Secondary source: Catholic Reform (Discussion)
Lecture: The Counter-Reformation
Lesson 11
Homework: The Counter-Reformation speech
Catholic Reform and the Counter-Reformation
Lecture: The Counter-Reformation
Lesson 12
Primary Source: The Council of Trent—Analyze the results of the council
Social Significance of the Reformation in Western Europe
Lecture: A Divided Christendom
Lesson 13
Lesson 14
Homework: Social Significance of the Reformation in Western Europe (p. 430-437)
Section summary
DBQ “Peasants’ revolt in German states (1524-1526)
Review for Ch. 11 Test
Secondary source: The Reformation (Create outline)
Lesson 15
Lecture: Art of the Reformation
Ch. 11 Test
MC and FRE
Week 7: Ch. 12 The Age of Religious Wars
Lesson 1
Edict of Nantes
Primary Source: The Edict of Nantes (Read and answer Essential Question on
document)
Lesson 2
A Renewed Religious Struggle
Lecture: A Renewed Religious Struggle/Philip II
Lesson 3
Secondary Source/Homework: The Edict of Nantes (#1-6)
The French Wars of Religion
Video: French Wars of Religion (5 min)
Lesson 4
Inspiration: French Wars of Religion (Create a timeline of the events)
England and Spain
Lesson 5
Movie: Elizabeth (Complete movie guide on movie)
England and Spain
Lesson 6
Movie: Elizabeth (Complete movie guide on movie)
Field Trip to Renaissance Fair
Lesson 7
No Class
England and Spain
Lesson 8
Movie: Elizabeth (Complete movie guide on movie)
The Thirty Years’ War
Internet activity: The Defenestration of Prague (Research the event and draw an
image to describe the event)
Secondary source: Preconditions of War (Read and summarize pre-war conditions
in Europe)
Week 8: Ch. 13 European States: Consolidation of the 17th and 18th Centuries/Ch. 15
Society and Economy Under the Old Regime in the Eighteenth Century
Lesson 9
The Thirty Years’ War
Internet Activity: The Phases of War (Complete chart covering the four phases of
war. Use textbook and Internet as source)
Review phases
Primary Source: The Peace of Westphalia
Lesson 1
Homework: Ch. 12 Take home quiz
Two Models of European Political Development
Lecture: Political Theories and the Age of Crisis
Lesson 2
Internet researchh: Parliamentary monarchy vs. Absolute monarchy (Complete the
venn diagram comparing and contrasting the two)
The Emergence of the Modern State
Lesson 3
Secondary Source: Emergence of the Modern State (Complete chart on the changes
occurring in European nations)
European Absolutism
Secondary Source: European Absolutism (Complete chart)
Lesson 4
Homework: Complete Parts B and C
European Absolutism
Secondary Source: Emergence of the Modern State and European Absolutism
(Complete both charts in first 20 minutes)
Lesson 5
Review charts and check for correctness
The Commercial Republic: The Dutch
Video: The Rise of Trading Cities
Secondary Source: The Netherlands: The Golden Age (Read and use content to
complete Inspiration)
Inspiration: The Dutch: A Commercial Republic
Homework: How could a country the size of the Netherlands compete economically
and militarily within Europe?
Week 9: Ch. 13 European States: Consolidation of the 17th and 18th Centuries/Ch. 15
Society and Economy Under the Old Regime in the Eighteenth Century
Lesson 6
England: Constitutional Crisis
Lecture: Stuart England
Lesson 7
Secondary Source: The English Civil War (Read and create timeline of the war)
England: Settlement in Stuart England
Lesson 8
Internet Activity: The English Civil War (Research to develop an outline of the
English Civil War. Identify leaders, groups, and events)
France: Years of Personal Rule Under Louis XIV
Secondary Source: Henry IV, Richelieu, and Mazarin (Complete graphic organizer
flow chart)
Lecture: Years under Louis XIV
Primary Source: Louis XIV: Mémoires for the Instruction of the Dauphin
Lesson 9
Homework: How does the Palace of Versailles exemplify the focus on the French
monarch?
France: Issues during the Reign of Louis XIV
Lecture: Years under Louis XIV
Lesson 10
Secondary Source: Issues during the Reign of Louis XIV (Complete the foldable on
the economic, religious, cultural, and wars)
Entry of Russia into the European Political Arena/Ottoman Empire
Lecture: The Ottoman Empire
Secondary Source: The Ottoman Empire (#1-4)
Primary Source: Peter the Great: Correspondence with His Son
Lesson 11
Homework: Peter the Great (Section summary)
Review for Ch. 13 and Ch. 15 Test
Lesson 12
Handout: Ch. 13 Crossword puzzle
Test on Ch. 13 and Ch. 15
MC and FRE
Homework/Internet activity: The Palace of Versailles (Complete handout)
Second Quarter
Week 1: Ch. 14 New Directions in Thought and Culture in the Sixteenth and Seventeenth
Centuries
Lesson 1
The Scientific Revolution: The Search for Meaning
Lecture: The Search for Meaning
Secondary Source: Changing Concept of the Universe (Discussion)
Lesson 2
Homework: To what extent did a real conflict between science and religion develop
during the Scientific Revolution?
Events Leading to the Scientific Revolution
Video: The Scientific Revolution (10 min) (Evaluate the impact of Aristotle on the
Scientific Revolution)
Lecture: The Scientific Revolution
Lesson 3
Howework: Discussion Question #1 on Copernicus, Brahe, Kepler, Galileo, and
Newton
Sir Francis Bacon
Lesson 4
Lecture: Francis Bacon
Rene Descartes
Primary Source: Discourse on Method (Answer the discussion questions #1-3)
Lecture: Deductive Logic
Lesson 5
Homework: Inductive vs. Deductive Reasoning p. 532-535 (Complete the graphic
organizer on comparing and contrasting)
Continuing Superstition
Lecture: Burning Witches
Secondary Source: 16th Century Beliefs about Witchcraft (Discussion)
Lesson 6
Homework: Witchcraft in the 16th Century (Use Internet to find an example of
witch persecution and summarize the story)
Hobbes and Locke
Discussion Question on Hobbes (Read and answer on notecard)
Secondary Source: Biography of Thomas Hobbes (Complete graphic organizer on
the details of Hobbes’ beliefs)
Primary source: Thomas Hobbes: Chapter XIII from Leviathan
Secondary Source: John Locke p. 540-541 (Complete graphic organizer on the
details of Locke’s beliefs)
Lesson 7
Homework: Discussion Question #4
Religion and Skepticism
Lecture: New Science and Religion
Lesson 8
Internet activity/Primary source: The Church Convicts Galileo (Examine the two
web documents and complete #1-8)
DBQ: Women and the Scientific Revolution
Week 2: Ch. 15 Society and Economy under the Old Regime during the 18th Century
Lesson 1
The Industrial Revolution
Lesson 2
Project: The Industrial Revolution (Assess the impact of specific inventions on
industry and its people)
The Old Regime
Lecture: The Old Regime
Secondary Source: 18th Century Class System (Create categories of the different
classes that existed)
Lesson 3
Homework: The Old Regime p. 578-585 (Section summaries on features of life, the
Aristocracy, and the Land and its Tillers)
Family Structures and the Family Economy
Lecture: Family Structure
Secondary Source: Family Life and Child-rearing (Complete graphic organizer on
details)
Lesson 4
Pre-Quiz: The Industrial Revolution
Game: Industrial Revolution
Lecture: Inventions of the Industrial Revolution
Game: The Industrial Revolution
Lesson 5
Revolution in Agriculture
Lecture: Agricultural Revolution
Lesson 6
Secondary Source: Changes in Agriculture p. 596-599 (Analyze the effects of new
crops, enclosure, and an increase in population)
England’s Advantage
Lecture: The Industrial Revolution
Lesson 7
Secondary Source: Great Britain’s Industrial Expansion (Complete cause and effect
graphic organizer)
People and Machines
Lecture: The Luddites
Primary source: The Luddites (image) and Protesting the Machines
Internet Activity: Famous Inventors of the Industrial Revolution (Research and
evaluate the impact of each the inventors)
Week 3: Ch. 15 Society and Economy under the Old Regime during the 18th Century
Lesson 8
Art and the Industrial Revolution
Internet activity: The Crystal Palace (Research and describe the aspects of the
Crystal Palace)
Image Analysis: The Industrial Revolution (Assess the impact of the two images on
Europe)
Lesson 9
Homework: How do these artists portray the Industrial Revolution with regards to
people and machines?
Inventors
Secondary Source: Inventors (Complete #1-8)
Lesson 10
Homework: Review questions #1-6
The Human Side
Lesson 11
Simulation: Negotiations (In small group, students will represent factory workers,
factory owners, and economists. Groups will prepare presentations for the best
factory and labor system)
Working Women and Children
Secondary Source: Working Women and Children (Discussion)
Lesson 12
Lecture: Impact on Working Women
Child Labor
Lecture: Role of Children
Secondary Source: The History of Child Labor
Lesson 13
Homework: How did the role of children change from pre-industrialization to postindustrialization?
Urbanization: Growth of Cities
Lecture: The Growth of Cities
Secondary Source: Era of Industrialization (Summary in notebook)
Lesson 14
Review Sheet for Ch. 15 Test
Ch. 15 Test
Lesson 15
MC and FRE
DBQ, “French Revolution and human rights”
Week 4: Ch. 16 The Transatlantic Economy, Trade Wars, and Colonial Rebellion
Lesson 1
The Global Economy
Lecture: The Transatlantic Economy
Secondary Source: Mercantilist Empires p. 618-619 (Section summary)
Lesson 2
Internet activity: Map of mercantilist empires (Complete map using colored pencils
to shade area of mercantilist expansion)
French-British Rivalry
Lecture: French-British Rivalry
Lesson 3
Essay: Developing a Global Economy
The Spanish Colonial System
Lecture: Colonial Reform Under Spanish Bourbons
Internet research: Venn Diagram on Cugoano, Equiano, and Jea (Complete venn
diagram on the lives of the three slaves)
Homework: How was the Spanish colonial empire organized in the Americas?
Lesson 4
The Atlantic Trade System
Secondary Source: The Atlantic Slave Trade (Discussion)
Lesson 5
Lecture: African Presence in the Americas/Triangular Trade
Slavery and Enslavement
Secondary Source: Slavery Defined (Compare and contrast slaves living in the
Americas versus slaves living in the Middle East and Africa)
Lecture: Enslavement
Lesson 6
Internet Activity: Equiano’s Journey (Read the story of Olaudah Equiano and assess
the impact of the slave trade on him)
Conditions for Slaves
Primary Source: Barracoons of Luanda and Benguela (Describe the conditions of
the barracoons)
Lecture: The Middle Passage
Lesson 7
Primary Source: Slave Dancer (Describe the conditions of the slave boats)
Arrival in the Americas/Ending of the Slave Trade
Primary Source: Impressions of the Valongo Slave Market (Describe the similarities
that existed between the barracoons and the slave market)
Lecture: The Abolition of Slavery
Week 5: Ch. 16 The Transatlantic Economy, Trade Wars, and Colonial Rebellion
Lesson 8
Mid-Eighteenth Century Wars
Lecture: Mid-Eighteenth Century Wars
Lesson 9
Quiz on Ch. 16
The American Revolution
Lesson 10
Simulation: Events in North America
The American Revolution
Inspiration: Causes of the American Revolution (Research the events leading up to
the American Revolution and complete the Inspiration)
Lecture: The American Revolution
Lesson 11
DBQ Practice 1
Students will examine several DBQs and will have 15 minutes for each one to create
groups and write thesis statement.
Week 6: DBQ Practice/Ch. 17 The Age of Enlightenment: Eighteenth-Century Thought
Lesson 12
DBQ Practice 2
Lesson 13
Students will examine several DBQs and will have 15 minutes for each one to create
groups and write thesis statement.
DBQ Practice 3
Lesson 1
Students will examine several DBQs and will have 15 minutes for each one to create
groups and write thesis statement.
The Enlightenment
Primary Source: Kant Defines the Enlightenment (Answer #2 and 3)
Lecture: The Philosophes
Lesson 2
Primary Source: Montesquieu and Rousseau (Find as many examples of the three
tenets in each of the documents.)
Voltaire
Video: The Enlightenment
Secondary Source: Voltaire’s Agenda of Intellectual Reform p. 658 (Section
summary)
Lecture: Voltaire
Lesson 3
Homework: Old Order vs. the New Order (Compare and contrast the two sections
of the reading)
Denis Diderot’s Encyclopedie
Lecture: The Encyclopedie
Small Groups: The Encyclopedie (Using your assigned section from the primary
source, evaluate why the information would have been important enough to be
included in The Encyclopedie)
Week 7: Ch. 17 The Age of Enlightenment: Eighteenth-Century Thought
Lesson 4
Enlightenment and Religion
Lecture: Enlightened Philosophes (Spinoza and Rousseau)
Secondary Source: Voltaire Attacks Religious Fanaticism p. 661 (What is
Voltaire’s main reason for attacking religion?)
Lesson 5
Homework: The Enlightenment and Religion (#1-5)
Beccaria and the Physiocrats
Review: The Enlightenment and Religion
Lecture: Beccaria and Reform of Criminal Law
Lesson 6
Lecture: Physiocrats
Adam Smith
Lesson 7
Primary Source: How Does a Nation Become Rich? (Examine and assess Smith’s
view of economy and how it should be used)
Montesquieu and Rousseau
Primary Source: Montesquieu’s Spirit of Laws (Develop a list of guidelines from
Montesquieu that can be found in the United States government)
Lecture: Rousseau
Lesson 8
Homework: Rousseau’s Emile (Answer #1 and 2)
Rococo and Neoclassical Styles in 18th Century Art
Lecture: Rococo Art
Lesson 9
Lecture: Neoclassicalism
Women and the Enlightenment
Lecture: Enlightenment and Women
Primary Source: Rousseau vs. Wollstonecraft p. 669-671 (Compare and contrast the
different views of women)
Lesson 10
Primary Source: Declaration of the Rights of Women and the Female Citizen
Enlightened Absolutism
Secondary Source: Enlightened Absolutism
Secondary Source: European Powers in the Enlightenment (Examine both sources
and evaluate the impact of the Enlightenment on European rulers and countries.
Week 8: Ch. 18 The French Revolution
Lesson 1
Guillotine Game
Lesson 2
Simulation on the French Revolution
Events of the French Revolution
Lesson 3
Internet activity: Events of the French Revolution (Use the Internet to create an
outline/timeline of the French Revolution)
Foundations of the Revolution
Lecture: Louis XIV and Louis XVI
Secondary Source: Background to the Revolution (Evaluate the preconditions of
revolution in France)
Lesson 4
Lecture: Foundations of Revolution
Storming of the Bastille/the Great Fear
Primary Source: The Bastille (Answer #1-3)
Video: Fall of the Bastille
Internet Activity: Storming of the Bastille (#1-7)
Lesson 5
Lecture: Overthrow of the Bastille and the Great Fear
Declaration of the Rights of Man and Citizen
Lecture: The Declaration of the Rights of Man and Citizen
Lesson 6
Internet activity: Timeline of the French Revolution
The End of Monarchy
Secondary Source: The End of Monarchy (Use the reading to create six categories
on the end of the monarchy)
Week 9: Ch. 18 The French Revolution
Lesson 7
European Reaction to the French Revolution
Lecture: European Reaction
Lesson 8
Primary Source: The Reign of Terror (Answer #1-6)
The Reign of Terror
Lecture: The Reign of Terror
Audio: “Marseillaise” (Discussion)
Lesson 9
Secondary Source: Executions and Marie Antoinette (#1-5)
The Thermidorian Reaction
Lecture: Thermidorian Reaction
Secondary Source: Chapter summary (Discussion)
Lesson 10
Homework: A motto of the French Revolution was “equality, liberty, and
fraternity.” How did the revolution both support and violate this motto? Did French
women benefit from the revolution? Did French peasants benefit?
Ch. 17 and 18 Test
MC and FRE
Week 10: Ch. 19 The Age of Napoleon and the Triumph of Romanticism
Lesson 1
Napoleon: the Legacy of a Legend
Secondary Source: Ch. 19 Introduction (Discussion)
Lecture: The Rise of Napoleon
Lesson 2
Internet activity: Napoleon: Success or Failure (Research the different campaigns
and programs of Napoleon to determine whether he was successful or a failure)
Napoleon: Success or Failure
Lesson 3
Internet activity: Napoleon: Success or Failure (Research the different campaigns
and programs of Napoleon to determine whether he was successful or a failure)
Napoleon: Success or Failure
Internet activity: Napoleon: Success or Failure (Research the different campaigns
and programs of Napoleon to determine whether he was successful or a failure)
Lesson 4
Homework: How would you assess the reign of Napoleon, evaluating his successes
and failures? Be specific
Rise of Napoleon: Early Military Victories
Primary Source: Napoleon, Proclamation to the French Troops (Discussion of
interpretative question)
Inspiration: The Little Corporal (1785-1799) (Complete the Inspiration
summarizing Napoleon’s early career)
Lesson 5
Constitution of the Year VIII and The Consulate in France (1799-1804)
Lecture: Constitution of the Year VIII
Lesson 6
Secondary Source: The Consulate in France p. 7323-735 (Answer #1-7)
Napoleon’s Empire
Review: Consulate in France
Primary Source: Imperial Catechism of 1806 (What is the purpose of the
catechism?)
Lecture: Napoleon’s Empire
Week 11: Ch. 19 The Age of Napoleon and the Triumph of Romanticism
Lesson 7
European Response to the Empire
Lecture: The Defeat of Napoleon
Lesson 8
Internet activity: The Downfall of Napoleon (Trace the demise of Napoleon)
Congress of Vienna and the European Settlement
Lecture: New Borders
Lesson 9
Internet activity: The Battle of Waterloo game (Complete the simulation on the
Battle of Waterloo)
The Romantic Movement
Lecture: The Romantic Movement
Lesson 10
Internet Activity: The Romantic Movement (#1-6)
Romanticism in Literature
Primary Source: Wordsworth I Wandered Lonely as a Cloud (Discussion)
Lesson 11
Inspiration: Romantic Writers
Romanticism in Music
Lecture: Romantic Views of Nationalism and History
Lesson 12
Audio: Mozart’s 40th Symphony and Beethoven’s 9th Symphoney
Romanticism in Art
Lecture: Romantic Religion and Art
Lesson 13
Primary Source: Delacroix’s Liberty Leading the People, Goya’s Bull Fight, and
Blake’s Ancient of Days
Ch. 19 Test
MC and FRE
Homework: Ancient of Days (Color your own version)
Third Quarter
Week 1: Review for Mid-term
Lesson 1
Lesson 2
Lesson 3
Review
Review
Review
Lesson 4
Jeopardy
Review
Lesson 5
Jeopardy
Mid-term
Lesson 6
Multiple Choice 80 Questions in 55 minutes
Mid-term
FRE in 35 minutes
Week 2: Ch. 20 The Conservative Order and the Challenges of Reform (1815-1832)
Lesson 1
Nationalism
Lesson 2
Secondary Source: Nationalism (Complete #1-18)
The Art of Diplomacy
Lecture: The Art of Diplomacy
Secondary Source: The Congress of Vienna (Summary)
Lesson 3
Internet Activity: Countries at the Congress of Vienna (Use the Internet and
textbook to research your countries involvement in the Congress of Vienna)
The Art of Diplomacy
Lesson 4
Presentations: The Congress of Vienna (Complete chart during the presentations)
Age of Competing Ideologies
Lecture: The Age of Restoration
Secondary Source: The Age of Competing Ideologies (Create a frayer diagram for
each ideology)
Lesson 5
Lecture: Competing Ideologies
Conservative Governments
Lecture: Postwar Repression in Britain and France
Lesson 6
Secondary Source: Prince Metternich (Complete match game)
The Age of Metternich
Secondary Source: The Age of Metternich (Assess the policies of Prince
Metternich)
Lecture: The Hapsburg Empire
Internet Activity: The Revolutions of 1848 (Research the year 1848 and complete
the handout on the different revolutions that occurred in the year.)
Week 3: Ch. 20 The Conservative Order and the Challenges of Reform (1815-1832)
Lesson 7
The Conservative International Order
Lecture : The Congress System
Lesson 8
Secondary Source: The Conservative Order Shaken in Europe (As a group, create a
presentation for the class to describe the events within your assigned country)
The Conservative Order Shaken
Planning Time (20 min)
Lesson 9
Group Presentations (20)
The Conservative Order Shaken
Group Presentations (20 min)
Lesson 10
Secondary Source: The Age of Metternich (#8-13)
The Revolutions of 1848
Secondary Source: The Revolutions of 1848 (Read and evaluate the impact of
revolution on Europe)
Review 1848
Lesson 11
The Crimean War/Reforms in the Ottoman Empire
Lecture: The Crimean War
Primary Source: The Charge of the Light Brigade and Battle of Balaklava (Examine
the conditions of war)
Lesson 12
Homework: The Ottoman Empire (Section summary)
Italian and German Unification
Primary Source: Map of Italy and Mazzini’s Young Italy (Evaluate Mazzini’s
attempt to gain support to rid Italy of its foreign occupiers)
Secondary Source: The Unification of Italy and Germany (Use timeline to complete
map exercises)
Lesson 13
Homework: The Dreyfus Affair (Research and summarize the Dreyfus Affair)
France’s Third Republic/Habsburg Empire
Lecture: The Hapsburg Empire
Secondary Source: France: Empire to Third Republic (#1-4)
Lesson 14
Lecture: Third Republic
Russia’s Reform/Great Britain: Towards Democracy
Secondary Source: Reforms in Russia and Great Britain: Towards Democracy
(Evaluate the reforms implemented within the two countries and predict the effects)
Review handout for Test
Week 4: Ch. 20/Ch. 21 Economic Advance and Social Unrest (1830-1850)
Lesson 15
Lesson 16
Review for Test
Chapter 20 Test
Lesson 1
MC and FRE
Social Effects of Industrialization
Lecture: Population Increase
Secondary Source: The Potato Famine and the Great Hunger (Answer #1-3)
Homework: The Labor Force p. 804 (Summarize the following sections of the
reading: divisions of workforce; proletarianization; prospering urban artisans;
downfall of the guild system; and confection and its effects on production.
Lesson 2
Responses to Industrialization: Chartism
Lecture: British Chartism
Primary Source: National Petition, 1838 (Answer #1-3)
Lesson 3
Lecture: Six Points of the Charter
Impact of Industrialization on family, children, and women
Lesson 4
Essay: Using p. 808-814 answer the following question in a 5 paragraph essay:
What was the ipact of the Industrial Revolution on the 19th century family and how
it affected the role of women for the positive and negative?
Crime and Order during the Industrial Revolution
Discussion Question: Why did European states create police forces in the 19th
century?
Lesson 5
Lecture: Crime and Order
Classical Economics
Secondary Source: The “Isms” (Analyze the economic views of Smith, Malthus,
Ricardo, and Bentham)
Lecture: Classical Economics
Homework: Patterns of Thought (Answer #1 and 2)
Week 5: Ch. 21 Economic Advance and Social Unrest (1830-1850)
Lesson 6
Early Socialism
Review: Patterns of Thought
Lesson 7
Foldable: p. 819-821 Early Socialism and Anarchism (Describe the two movements
along with the three leaders’ impact on the movements)
Utopian Socialism and Anarchism
Discussion Question: How did the abuses of the laissez-faire economy result in
socialist fervor in Europe?
Lecture: Utopian Socialism and Anarchism
Lesson 8
Secondary Source: Socialism and Communism (Summarize the characteristics of
socialism and communism)
Marxism
Lecture: Proletariat vs. Bourgeoisie
Lecture: Karl Marx
Lesson 9
Primary Source: Marxism (Analyze the components of Marxism and predict the
positive and negatives of the system)
Quiz on Ch. 21
Week 6: Ch. 23 The Building of European Supremacy: Society and Politics to WWI
Lesson 1
Population Trends and Migration
Video: A Changing Europe
Lesson 2
Secondary Source: Changes in Demography (#1-5)
The Second Industrial Revolution
Lecture: The Second Industrial Revolution
Lesson 3
Homework: How did the Second Industrial Revolution transform European society?
What new industries developed, and which do you think had the greatest impact in
the twentieth century?
The Middle Classes in Ascendancy
Lesson 4
Secondary Source: The Middle Classes in Ascendancy (Section summary)
Late-Nineteenth-Century Urban Life
Lecture: The Urban Environment
Primary Source: The Eiffel Tower (image)
Lesson 5
Homework: Why were European cities redesigned during the late nineteenth
century? Why were housing and health key issues for urban reform?
Varieties of Late-Nineteenth Century Women’s Experiences
Lecture: Social Positions of Women
Lesson 6
Secondary Source: Late-Nineteenth Century Women’s Experiences (Answer review
question #3)
Jewish Emancipation
Lesson 7
Homework: What were the major characteristics of Jewish emancipation in the
nineteenth century?
Labor, Socialism, and Politics to WWI
Lecture: Labor and Socialist Organizations
Lesson 8
DBQ, Role of organized sports (1860-1940)
Week 7: Ch. 24 The Birth of Modern European Thought
Lesson 1
The New Reading Public
Lecture: Advances in Primary Education
Lesson 2
Secondary Source: Reading Material for the Mass Audience (Section summary)
Science at Mid-century
Lecture: The Origins of Species
Lesson 3
Homework: Review Question #1
Christianity and the Church under Siege
Video: Conflict Between Church and State
Lesson 4
Lecture: The Church and the Modern World
Toward a Twentieth Century Frame of Mind
Lecture: Realism and Naturalism
Lesson 5
Secondary Source: The Coming of Modern Art (Examine the characteristics of the
modern art movement and complete the web diagram)
Toward a Twentieth Century Frame of Mind
Lecture: Nietzsche and Freud
Friedrich Nietzsche: from The Age of Ideology
Lesson 6
Video: Racism
Women and Modern Thought
Lecture: Women and Modern Thought
Lesson 7
Video: Feminism and its Opposition
Ch. 23 and Ch. 24 Test
MC and FRE
Week 8: Ch. 25 Imperialism, Alliances, and War
Lesson 1
Expansion of European Power
Lecture: Social Darwinism and Imperialism
Primary Sources: Imperialism (image) Complete image analysis.
Lesson 2
Secondary Source: Imperialism in Africa and Asia (Study timeline and complete
map activity)
German Empire and the Alliance System
Lecture: Emergence of the German Empire
Lesson 3
Primary Source: The Willy-Nicky Letters (Discuss the content of the letters)
Outbreak of War
Lecture: Weapons of War
Primary Source: The Arming of the Earth (#1-4)
Lecture: The Outbreak of War
Lesson 4
Primary Source: All Quiet on the Western Front (Using the reading as an example,
write a soldier letter home from the trenches of WWI)
Russian Revolution
Review: October Revolution of 1905
Primary Source: Lenin, The Bolshevik Revolution and Sukhanov, Changing the
Guard (Describe the atmosphere surrounding the revolution)
Lecture: Russian Revolution
Lesson 5
Video: Russian Revolution
End of World War I
Discussion: neutrality and isolationism
Lecture: Transporting the Army
Lesson 6
Internet activity: Trench Warfare game (Complete simulation)
The Settlement at Paris
Lecture: Wilson’s 14 Points
Primary Source: Woodrow Wilson: Speech on the Fourteen Points
Primary Source: The Treaty of Versailles (Evaluate the provisions of the treaty.
Analyze how the provisions will affect the countries of Europe)
Week 9: Ch. 26 Political Experiments of the 1920s
Lesson 1
The Rise of Authoritarian Governments
Lesson 2
Secondary Source: The Rise of Authoritarian Governments (Complete outline of
the Soviet Union)
Italy: The Rise of Fascism
Lesson 3
Secondary Source: The Rise of Authoritarian Governments (Complete outline of
the Italy)
Weimar Republic in Germany
Lesson 4
Secondary Source: The Rise of Authoritarian Governments (Complete outline of
the Germany)
Post-settlement Factors in Europe
Lecture: Post-settlement and Economic Factors
Lesson 5
Secondary Source: Postwar Attitudes (Examine the postwar reaction to the end of
WWI in European nations)
Joyless Victors
Lecture: Joyless Victors
Lesson 6
Internet activity: French Foreign Policy (In small group, research your assigned
event from French foreign policy and prepare a small presentation on the event.)
Trials of Eastern Europe
Presentations: Finish French Foreign Policy presentations
Lecture: Eastern Europe
Homework: What political and social conditions in Germany, Italy, and the Soviet
Union led to the rise of authoritarian governments in the 1920s and 1930s?
Fourth Quarter
Week 1: Ch. 27 Europe and the Great Depression of the 1930s
Lesson 1
Postwar Conditions in Europe
Lecture: Turmoil of the 1930s
Secondary Source: Postwar conditions (Summarize the conditions that existed in
the selected European nations)
Lesson 2
Toward the Great Depression/Modernism Art Movement
Lecture: Reparations and War Debts
Lesson 3
Lecture: Art Movements in Post-war Europe (Copy the Essential Question. Use the
PowerPoint to create a 5 paragraph essay on Modernism and its sub-movements)
Confronting the Great Depression
Secondary Source: Events of the Great Depression (Read source and complete
outline handout)
Lesson 4
Lecture: Fascism in Italy
Germany: Nazi Seizure of Power
Primary Source: Neville Chamberlain Defends the Policy of Appeasement
Lesson 5
Secondary Source: p. 1045-1056 (Complete review questions #3 and#4)
Stalin’s Soviet Union
Primary Source: Stalin’s First Five Year Plan
Lesson 6
Secondary Source: p. 1057-1063 (Complete review questions #5 and #6)
Review for Test
Lesson 7
Ch. 25, 26, 27 Review Sheet
Ch. 25, 26, 27 Test
MC and FRE
Week 2: Ch. 28 World War II
Lesson 1
Causes of WWII
Lesson 2
Secondary Source: Causes of WWII (Read the causes of WWII and create a five
paragraph speech from the perspective
Again the Road to War
Lecture: Once More, The Road to War
Lesson 3
Primary Source: Churchill’s Response to Munich
The Beginning of War
Lecture: The War Begins
Secondary Sources: The Battle of Britain and Operation Barbarossa (Compare and
contrast the two battles. Were there different tactics used by Germany and their
Lesson 4
opposition? Results?)
Phases of the Conflict
Internet Activity: Phases of the Conflict (Research the Internet to find discover
information about the different phases of World War II. Using the information,
complete the outline.)
Lesson 5
Map: World War II
Racism and the Holocaust
Lesson 6
Primary Sources: The Final Solution (10 primary documents) (Each group will
analyze their document and present a summary on the view of their document on the
Holocaust.)
The Homefront/Preparations for Peace
Secondary Source: Events of World War II (Complete fill in the blank review
game)
Lesson 7
Lecture: Preparations for Peace
Ch. 28 Quiz
MC only
Week 3: Ch. 29 The Cold War Era and the Emergence of a New Europe
Lesson 1
Emergence of the Cold War
Lecture: Origins of the Cold War
Primary Sources: The Truman Doctrine and The Marshall Plan (Read the two
document excerpts and answer review questions #5 and 6)
Lesson 2
Secondary Source: The Soviet Union and Eastern Europe (Assess the impact of the
Soviet-controlled Eastern Europe on the political atmosphere of Europe)
Hot Spots of the Cold War
Lecture: Hot Spots of the Cold War
Secondary Source: The Berlin Airlift (Evaluate the U.S. response to the Berlin
Blockade implemented by the Soviet Union and East Germany)
Lecture: The Creation of Israel
Lesson 3
Homework: The Korean Conflict
Khrushchev’s Cold War
Lecture: Khrushchev Takes Over
Primary Source: Khrushchev, The Secret Speech (Assess Khrushchev’s goal in his
speech)
Lesson 4
Inspiration: Khrushchev’s Cold War
Westernizing the World
Lecture: Westernizing the World
Lesson 5
Secondary Source: National Leaders of the 20th Century (Create a 2-3 minute
presentation explaining the impact of your world leader)
Westernizing the World
Lesson 6
Presentations: National Leaders of the 20th Century
Independence Movements in Asia and Africa
Lecture: Independence Movements
Secondary Sources: Main Causes of Independence Movements (Answer #1-4)
Week 4: Ch. 29 The Cold War Era and the Emergence of a New Europe
Lesson 7
Brezhnev Era
Lecture: Leonid Brezhnev
Secondary Source: Communism and Solidarity (Section Summary)
Lesson 8
Homework: How did Ronald Reagan change the path of the Cold War ending
détente?
Turmoil of French Decolonization
Lecture: France and Vietnam
Primary Source: Napalm Attack (image)
Lesson 9
Secondary Source: The Vietnam War (Complete #1-30)
Collapse of European Communism
Video: The Iron Curtain Rises
Lecture: The End of the Cold War
Secondary Source: 1989: The Year of Revolution p. 1178 (Evaluate the results of
the revolutions that occurred in Eastern Europe in 1989)
Lesson 10
Collapse of European Communism
Secondary Source: Collapse of the Soviet Union (#1-4)
Video: Collapse of the Soviet Union
Lecture: Yeltsin and Putin
Lesson 11
Secondary Source: The Collapse of Yugoslavia p. 1192 (Answer review question
#6)
Review for test
Lesson 12
Ch. 29 Review Sheet
Ch. 29 Test
MC and FRE
Week 5: Ch. 30 The West at the Dawn of the 21st Century
Lesson 1
20th Century Movement/DBQ, “European Union”
Lecture: 20th Century Movement of People
Lesson 2
DBQ Planning (15 minutes) “European Union”
DBQ, “European Union”
Lesson 3
Essay (45 min)
The Welfare State/New Patterns for Women
Lecture: Creation of the Welfare State
Primary Source: Margaret Thatcher (#1-4)
Lesson 4
Secondary Source: New Patterns for Women (Summary)
Capitalism, Socialism, and Communism
Lesson 5
Internet Activity: Capitalism, Socialism, and Communism (Compare and contrast
the three ideologies through the use of a venn diagram)
20th Century Technology
Lecture: The Computer Age
Secondary Source: Enthusiasists Try to Learn How (#1-4)
Homework: Inventions of the 20th Century
Lesson 6
European Unification
Lecture: European Unification
Lesson 7
Internet Activity: The European Union (Using the Internet, shade all countries
included in the union)
Transformation in Knowledge and Culture
Secondary Source: Existentialism, Americanization of Europe, and
Environmentalism (Read and create a section outline for the three sections)
Primary Source: JeanPaul Sartre: Existentialism
Week 6: Europe in the 21st century/Review for AP European History exam
Lesson 1
New Challenges in the 21st Century
Lecture: Population Decline
Lesson 2
Secondary Source: A Ticking Time Bomb (Assess the impact of population decline
on the future of the European economy and social system)
The Growth of Immigration
Lecture: A Surge of Migrants
Lesson 3
Secondary Source: In Search of Jobs (Interpret how the lack of jobs for illegal
immigrants in Europe will lead to increased economic problems for Europe)
Europe’s Role in the Global Era
Lecture: Europe and the World
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Secondary: To Struggle against Terrorism (Evaluate Europe’s participation in
combating terrorism efforts around the world and in Europe)
Review: Cracking the Multiple Choice
Review: Cracking the Free-Response Essay
Review : Cracking the DBQ
Practice Exam: Multiple Choice
Week7: Review for AP exam
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
DBQ Practice
DBQ Practice
FRE Practice
FRE Practice
Multiple Choice Practice
Multiple Choice Practice
Course Synthesis and Review for the AP European History Exam
 This schedule leaves nine unscheduled periods before the AP Exam for
review. Students complete an extensive review packet, mostly inside of class
with some class time to check their progress and answer questions. Class
time is spent reviewing concepts and brainstorming responses to freeresponse questions. I encourage students to identify concepts and material
they do not understand. My time is spent working with small groups of
students on those topics or other areas of concern.
 Post-AP Exam: Once the AP exam is over, students will complete a final
project. The project is creating their own DBQ. Student will learn how
documents are selected and used in writing document-based essays, focus
on a major historical theme and time period from European history, and
create a DBQ with the perfect essay.