Download Europe at War - SheehyAPEuro

AP European History
North Andover High School
Syllabus Mr. Sheehy
Course Description:
This honors level course includes the study of the major events and ideas of European History from 1450-present. The
course begins with the examination of the High Renaissance and covers such topics as the Reformation, Scientific Revolution,
French Revolution, Imperialism, World Wars I and II, the Cold War, and the European world today. There will be an
emphasis on the development of writing and reading comprehension skills and students will be given extensive and
challenging primary and secondary resource reading assignments both over the summer and throughout the school year.
This in depth course requires students to take the Advanced Placement European History Exam, as administered by the
College Board, in order to receive AP credit for this course. Prerequisites: Students must have at least an A- in Freshman
Honors history, receive a recommendation from their Social Studies teacher (no exceptions), attend a mandatory meeting in
the spring of their Freshman year, and complete the required summer reading assignment.
Course Materials:
Textbook:
Kishlansky, Mark, Patrick Geary, Patricia O’Brien. Civilization in the West: Since 1300, seventh edition. Pearson
Longman: New York, 2008.
Source Readers:
Kishlansky, Mark, Ed. Sources of the West: Readings in Western Civilization, Volume II: From 1600 to the Present ,
seventh edition. Pearson Longman: New York, 2008.
Sherman, Dennis. Western Civilization: Sources, Images, and Interpretations: From the Renaissance to the Present ,
seventh edition. McGraw Hill: Boston, 2008.
Supplemental Materials:
Works consulted to accompany lessons, produce additional reading assignments, as well as
assisting with the review for the AP examination.
VISUAL SOURCES
Stockard, Marilyn. Art History, third edition. Pearson-Prentice Hall: Upper Saddle River, NJ, 2008.
PRIMARY SOURCES
Brooks, Jeffrey and Georgiy Chernyavskiy. Lenin and the Making of the Soviet State: A Brief History with Documents.
Bedford/St. Martin’s: Boston, 2007.
Dubois, Laurent and John D. Garrigus. Slave Revolution in the Carribean, 1789-1804: A Brief History with Documents.
Bedford/St. Martin’s: Boston, 2006.
Jacob, Margaret C. The Enlightenment: A Brief History with Documents. Bedford/St. Martin’s: Boston, 2001.
Lualdi, Katherine J. Sources of the Making of the West: Peoples and Cultures, Volume II: Since 1500, third edition.
Bedford/St. Martin’s: Boston, 2009.
More, Thomas. Utopia. Penguin Books: New York, 1965.
Reily, Kevin. Worlds of History: A Comparative Reader, Volume II: Since 1400, second edition. Bedford/St. Martin’s: Boston,
2004.
Rogers, Perry M. Aspects of Western Civilization: Problems and Sources in History, Volumes I and II, sixth edition.
Pearson/Prentice Hall: Upper Saddle River, NJ, 2008.
Rousseau, Jean-Jacques. On the Social Contract. Dover Publications, Inc.: Mineola, NY, 2003.
SECONDARY SOURCES
Hunt, Lynn, Thomas R. Martin, Barbara H. Rosenwein, R. Po-chia Hsia, and Bonnie G. Smith. The Making of the West:
Peoples and Cultures: Since 1300, third edition. Bedford/St. Martin’s: Boston, 2009.
Huppert, George. After the Black Death: A Social History of Early Modern Europe. Indiana University Press: Bloomington,
ID, 1986.
Kagan, Donald, Steven Ozment, and Frank M. Turner. The Western Heritage: Since 1300, ninth edition. Pearson-Prentice
Hall: Upper Saddle River, NJ, 2007.
Shinners, John, ed. Medieval Popular Religion: 1000-1500. Broadview Press: Orchard Park, NY, 1997.
Spielvogel, Jackson J. Western Civilization, seventh edition. Thomson-Wadsworth: Belmont, CA, 2009.
Sullivan, Richard E., Dennis Sherman, and John B. Harrison. A Short History of Western Civilization: Volume One: To 1776 .
McGraw-Hill, Inc.: New York, 1994.
Course Syllabus:
Unit One
The Later Middle Ages, 1300-1500
CONTENT/SKILLS TAUGHT =>
1.
2.
3.
4.
5.
6.
7.
8.
How we examine history: Political/Diplomatic, Social/Economic, Cultural/Intellectual.
How to analyze primary, secondary, and visual sources.
The struggle for Central Europe.
Black Death.
Life in medieval towns.
The crisis of the papacy and the Great Schism.
Heresy, revolt, and religious persecution.
The rise of vernacular literature and the importance of the individual.
MAJOR ASSIGNMENTS/ASSESSMENTS =>

Readings
i. Civilization in the West: Since 1300, Chapter 10
Unit Two
The Italian Renaissance
CONTENT/SKILLS TAUGHT =>
1.
2.
Renaissance society. (Social/Economic)
Renaissance art:
a. Architecture
3.
4.
5.
6.
b. Sculpture
c. Painting
d. Philosophy
Renaissance ideals:
a. Humanism
b. Renaissance science
Politics of the Italian city-states
The end of Italian hegemony.
The Northern Renaissance:
a. The Print Revolution
b. Christian Humanism and the Humanist movement
c. Erasmus
d. Thomas More’s Utopia
MAJOR ASSIGNMENTS/ASSESSMENTS =>

Readings
i. Civilization in the West: Since 1300, Chapter 11
ii. Civilization in the West: Since 1300, Chapter 13, pages 380-385
iii. Western Civilization: Sources, Images, and Interpretations
1. A Letter to Boccaccio, Petrarch
2. The Prince, Machiavelli
3. The Civilization of the Renaissance in Italy, Burckhardt
4. Machiavelli and the Renaissance, Chabod
5. The Myth of the Renaissance, Burke
6. Northern Sources of the Renaissance, Nauert

Visuals
i. Western Civilization: Sources, Images, and Interpretations
7. The School of Athens, Raphael
8. Giovanni Arnolfini and His Bride, Jan van Eyck
9. The Ambassadors, Hans Holbein

Assessment
i. Exam
1.
Multiple choice, matching, primary and visual source analysis.
Unit Three
Age of Exploration and New Monarchs
CONTENT/SKILLLS TAUGHT =>
1.
2.
3.
4.
5.
6.
7.
Gold, God and Glory.
Portuguese and the rise of the slave trade.
Spanish exploration and encounters.
The Columbian Exchange.
European native supporters.
The formation of states
a. Muscovy
b. Poland-Lithuania
c. England
d. France
e. Spain
Wars for Italian supremacy.
MAJOR ASSIGNMENTS/ASSESSMENTS =>

Readings
i. Civilization in the West: Since 1300, Chapter 12

Assessments
i. Age of Exploration chart
ii. Age of Exploration vocabulary quiz
1. Fill in the blank
2. Matching
iii. New Monarchs chart
iv. Commercial Revolution chart

Assessment
i. Critical thinking questions
1. Compare and contrast the European “Old Imperialism in Africa and Asia with the
European domination of the New World between 1450 and 1700.
2. Analyze the causes for the rise of the Spanish empire and features of Spain’s rule in
the New World.
3. Analyze the impact of the Columbian Exchange on European society. On native
societies.
4. Analyze the factors that enabled Europeans to dominate world trade between 1500 and
1700.
Unit Four
The Reformation and Catholic Reformation
CONTENT/SKILLS TAUGHT =>
1.
2.
3.
4.
5.
Sola Scriptura and the focus on the Bible.
Martin Luther and the spread of Lutheranism.
John Calvin and Calvinism.
The English Reformation and the Church of England.
The Catholic Reformation
a. A Catholic spiritual revival
b. Loyola and the Jesuits
c. Other Catholic reformers
d. The Counter-Reformation
MAJOR ASSIGNMENTS/ASSESSMENTS =>

Readings
i. Civilization of the West, pages 386-406
ii. Sources, Images and Interpretations
1. Indulgences, Tetzel
2. Justification by Faith, Luther
3. Constitution of the Society of Jesus
4. The Legacy of the Reformation, Ozment

Visuals
i. Sources, Images, and Interpretations
1. Luther and the Catholic Clergy Debate, Beham
2. Luther’s 1546 cover of the New Testament
3. Loyola and Catholic Reform, Rubens

Assignments
i. Causes of the Reformation chart.
ii. Martin Luther Graphic Organizer
1. Background
2. Beliefs
3. Diet of Worms
4. Supporters
5. Charles V
6. Peace of Augsburg
iii. DBQ: Describe and analyze the underlying causes which brought about the Protestant
Reformation of the sixteenth century.
iv. Catholic Reformation Graphic Organizer
1. New Piety
2. Brethren of Common Life
3. Cisneros
4. Capuchins
5. Carmelites
6. Jesuits
v. Compare and Contrast Protestant & Catholic Doctrine Chart

Assessment
i. Exam
1.
Multiple choice, matching, visual source analysis
Unit Five
Europe at War
CONTENT/SKILLS TAUGHT =>
1.
2.
3.
4.
5.
6.
Un roi, une foi, une loi – one king, one faith, one law.
French wars of religion
a. Spread of Calvinism
b. Three Henry’s
c. Edict of Nantes
Spanish wars of religion
a. Philip II and Mary Tudor
b. Philip vs. Elizabeth I
c. Revolt in the Netherlands
d. Spanish decline
Struggles in the East
a. Sigismund III and the Polish/Swedish struggle
b. Muscovy’s “times of trouble” and the fight for agricultural territory
c. Rise of Sweden and Gustav I Vasa
The Thirty Years’ War
Peace of Westphalia
MAJOR ASSINGMENTS/ASSESSMENTS =>

Readings
i. Civilization in the West, pages 410-437
ii. Sources, Images, and Interpretations
1. Leviathan, Hobbes
2. A Political Interpretation of the Thirty Years’ War, Holborn
3. A Religious Interpretation of the Thirty Years’ War, Friedrich

Visuals
i. Sources, Images and Interpretations
1. War and Violence, Brueghel and Vrancx
2. The Surrender of Breda, Valazquez
3. Map 4.2 and 4.3, Germany and the Thirty Years’ War

Assignments
i. Group research presentation: Europe at War
1. Group topics
a. France
2.
3.

b. Spain
c. Muscovy
d. Sweden
e. Thirty Years’ War
f. Peace of Westphalia
Content
a. Political/Diplomatic and Social/Economic causes of the conflict
b. Cultural/Intellectual responses to the conflict
c. Nation’s leader and his goal
d. Problems encountered
e. Why those problems existed
f. Solutions to the problems
g. How the conflict ended
h. Overall significance
i. Visual Aid
Presentation
a. Visual aid
b. Oral presentation
Assessment
i. Oral presentation
ii. Visual aid
Unit Six
Early Modern Europe and the Rise of Absolutism
CONTENT/SKILLS TAUGHT =>
1.
2.
3.
4.
5.
6.
7.
Rural life in early modern Europe
Town life
Economic changes
a. Price Revolution
b. Mercantilism
Social class structure
a. Nobles
b. Town elites
c. New Rich
d. New Poor
e. Peasants
Peasant revolts
Community and family life
a. Marriage
b. Family unit
c. Festivals
d. Superstitions/beliefs
Divine Right of Kings
a. France
i. Louis XIII
ii. Cardinal Richelieu
iii. Court of Versailles
b. England
i. English Civil War
ii. Constitutional Monarchy
iii. James I
iv. Charles I
v. Oliver Cromwell
vi. The Glorious Revolution
1. James II
2. William of Orange
c. Prussia
i. Frederick William- The Great Elector
ii. Military reform
Russia
i. Peter I- Peter the Great
ii. Military reform and conscription
Absolutism
a. In literature
b. In art and architecture
c. In philosophy and politics
d.
8.
MAJOR ASSIGNMENTS/ASSESSMENTS =>

Readings
i. Civilization in the West, pages 440-499
ii. Sources of the West: Readings in Western Civilization
1. The Edict of Nantes, Henry IV
2. The Political Testament, Cardinal Richelieu
3. Simplicissimuss, Hans Von Grimmelshausen
4. True Law of a Free Monarchy, James I
iii. Sources, Images, and Interpretations
1. Absolutism: Myth and Reality, Durand
2. The English Revolution, Trevelyan
3.

Visuals
i. Civilization in the West, page 471
1. View of Versailles, Pierre Patel the Elder
2. Le Roi Soleil, Hyacinthe Rigaud

Assignments
i. Life in Early Modern Europe skit
1. Group topics
a. Nobility
b. Town Elite
c. New Rich
d. New Poor
e. Peasants
2. Storyline will incorporate:
a. Where they lived (rural/urban)
b. How they lived (social/economic advantages and disadvantages)
c. Traditions and customs (festivals, occupations)
d. Family life (gender roles, duties)
e. Beliefs, superstitions, values
ii. Participation in discussions on Absolutism in Europe
iii. Participation in discussions of Henry IV, Richelieu, and James I’s readings

Assessments
i. Vocabulary Quiz
1. Fill in the blank, matching
ii. Skit performance
iii. Exam
1. Multiple choice
END OF TERM 1
Unit Seven
Science and Commerce in Early Modern Europe
CONTENT/SKILLS TAUGHT =>
1.
2.
New Science
Scientists
a. Aristotle
b. Copernicus
3.
4.
5.
6.
7.
8.
9.
c. Brahe and Kepler
d. Galileo
e. Paracelsus and the Hermetic tradition
f. Boyle
g. Vesalius
h. Harvey
i. Newton
Philosophers support New Science
Commerce in early modern Europe
Triangle Trade
New forms of banking
Foreign commodities
Mercantilism and its organization
a. Dutch East India Company
b. English East India Company
c. Protective tariffs
Wars of Commerce and a Balance of Power
a. Dutch and English Wars (Nutmeg Wars)
b. Dutch and French Wars
c. Nine Years’ War
d. War of Spanish Succession
e. Treaty of Utrecht
f. Seven Years’ War
MAJOR ASSIGNMENTS/ASSESSMENTS =>

Readings
i. Civilization in the West, pages 500-529
ii. Sources of the West
1. Letter to the Grand Duchess Christina, Galileo Galilei
2. Discourse on Method, Rene Descartes
3. England’s Treasure by Foreign Trade, Thomas Mun
4. The Wealth of Nations, Adam Smith
iii. Sources, Images, and Interpretations
1. The Papal Inquisition of 1633: Galileo Condemned
2. Mathematical Principles of Natural Philosophy, Newton
3. Early Modern Europe: Scientific Motives for the Scientific Revolution , Sir George Clark
4. No Scientific Revolution for Women, Bonnie S. Anderson

Visuals
i. Kepler’s front page of one of his works, Kepler
ii. The Anatomy Lesson of Fr. Tulp, Rembrandt

Assignments
i. “Scientists, their field, their discovery, and its impact” Organization Chart
ii. Handout: Analyzing documents regarding the Scientific Revolution
iii. DBQ: Outline ideas, peer edit, and begin writing process
Assessments

i.DBQ: Analyze how political, religious, and social factors affected the work of scientists in the sixteenth and
seventeenth centuries.
ii. Exam: Multiple choice
Unit Eight
Power, Culture, and Society in 18th Century Europe
CONTENTS/SKILLS TAUGHT =>
1. The rise of militarism
2. The rise of Russia
a.
Reforms of Peter the Great
b.
Life in rural Russia
c.
Enlightened Empress: Catherine the Great
3. The rise and expansion of Prussia
4. The greatness of Great Britain
a.
The British Constitution
b.
America revolts
c.
British Raj in India
5. The Enlightenment and its impact
6. Eighteenth century society
a.
The nobility
b.
The bourgeoisie
c.
The masses
MAJOR ASSIGNMENTS/ASSESSMENTS =>

Readings
i.
ii.
iii.
iv.
Civilization in the West, pages 532-580
On the Social Contract, Jean-Jacques Rousseau (selected passages)
Age of Enlightenment, Peter Gay (selected pages)
The Enlightenment: A Brief History with Documents, Margaret C. Jacob
1. Scientific and Religious Origins
2. Enlightened Feminism
3. Reworking Seventeenth Century Formal Philosophy
v. Sources of the West
1. Candide, Voltaire
2. Spirit of the Laws, Montesquieu
3. Notes on the French Slave Trade, Jospeh De Medeuil
4. The Declaration of Independence, Thomas Jefferson
vi. Sources, Images, and Interpretations
1. The Age of Reason: Deism, Thomas Paine
2. A Vindication of the Rights of Women, Mary Wollenstonecraft

Assignments
i. “Philosophy, Politics, and Propaganda”
1. Brainstorm
a. What is propaganda and the positive and negative uses of it?
b. What are symbols and how are they used as propaganda?
c. What are some social, economic, and political problems that cause
revolutions to occur?
d. How does propaganda spread revolutionary ideas?
e. What is a utopia? Can one be achieved?
2. Create pamphlet advertising your revolutionary ideas
a. Have a slogan to persuade people to join your cause.
b. Include moving symbols to unite your followers.
c. Share you revolutionary ideas and what changes you hope to make.
d. Show how you will improve society’s social, economic, and political problems.
3. Present pamphlets to the class for their perusal.
4. Discuss the experience as a class.

Assessments
i. Pamphlet
ii. Exam: Multiple choice and source analysis
Unit Nine
The French Revolution and the Napoleonic Era
CONTENT/SKILLS TAUGHT =>
1.
2.
The origins of the French Revolution
a. Old Regime: Political and Fiscal crisis
b. Convening of the Estates General
c. The Tennis Court Oath
1789: Outbreak of Revolutionary Action
a. Storming of the Bastille
3.
4.
5.
6.
7.
8.
b. The Great Fear
c. Declaration of the Rights of Man
Trouble with democracy: Jacobins vs. Girondins
The Reign of Terror
The Thermidorian Reaction and the failure of the Directory
The Reign of Napoleon
The decline and fall of Napoleon
Waterloo: Napoleon’s final defeat
MAJOR ASSIGNMENTS/ASSESSMENTS

Readings
i. Civilization in the West, pages 590-615
ii. Sources of the West
1. What is the Third Estate, Abbe de Sieyes
2. The Declaration of the Rights of Man, Olympe de Gouges
3. The Declaration of the Rights of Women, Olympe de Gouges
4. Reflections on the Revolution in France, Edmund Burke
iii. Sources, Images, and Interpretations
1. Travels in France: Signs of Revolution, Arthur Young
2. The Cahiers: Discontents of the Third Estate
3. Revolutionary Legislation: Abolition of the Feudal System

Visuals
i. Sources, Images, and Interpretations
1. Allegory of he Revolution, Jeaurat de Bertray
2. Henri de la Rochjacquelein, Pierre-Narcisse Guerin

Assignments
i. Social/Economic, Political/Diplomatic, Cultural/Intellectual Cause of the French Revolution Chart
ii. Reenactment of the French Revolution
1. Students will reenact one portion of the French Revolution and then will watch how
their scene combined with the other scenes reenacts the French Revolution.
2. Group scenes:
a. Estates General (Voting procedure)
b. Tennis Court Oath/National Assembly
c. Storming of the Bastille
d. The Great Fear
e. Declaration of the Rights of Man and the Rise of the Jacobins and Girondins
f. Trial and execution of Louis XVI and Marie Antoinette
g. The Reign of Terror
h. The Thermidorian Reaction
i. The rise of Napoleon
3. The class watches the French Revolution “unfold”
4. Discussion of the Reenactment

Assessments
i. Participation/Content grade for role in reenactment
ii. Exam: multiple choice, open-response question
Unit Ten
Industrial Europe
CONTENT/SKILLS TAUGHT =>
1.
2.
Agricultural Revolution
a. Putting-Out System
b. Enclosure Movement
c. Agricultural Innovations
Industrial Revolution
a. Industrialization
b. Economic infrastructure
c. Minerals and metals: Mining
3.
4.
5.
6.
d. Steam Engine
Rise of the Factory System
a. Domestic Industries
b. Richard Arkwright and the Cotton Industry
c. Luddites
The Railway Age
The call for reform
Why England?
a. Issues in France
b. Issues in Germany
MAJOR ASSIGNMENTS/ ASSESSMENTS =>

Readings
i. Civilization in the West, pages 618-650
ii. The Jungle, Upton Sinclair (select passages)
iii. Sources of the West
1. The Iron Law of Population Growth, Thomas Malthus
2. Self-Help, Samuel Smiles
3. Inquiry into the Condition of the Poor, Sir Edwin Chadwick
4. The Condition of the Working Class in England, Friedrich Engels
iv. Sources, Images, and Interpretations
1. Testimony for the Factory Act of 1833
2. Women and the Working Class, Flora Tristan
3. Early Industrial Society: Progress or Decline? Peter Stearns

Visuals
i. Collection of PowerPoint images
1. London
2. Manchester
3. Factory life
4. Home life
5. Leisure time
6. Standard of living
7. Rich vs. Poor

Assignments
i. Comparison Chart: Upper, Middle, and Working Class Society
ii. Reformers and their Reforms Chart
iii. Assembly Line
1. What was it like for workers?
2. Each student gets a piece of paper towel.
3. They do their task and pass it to the next person who does another task.
4. As time goes on they are pushed to work faster and faster.
5. This is followed by a discussion of what it was like and how quality is affected.
Assessments
i. DBQ: Identify the issues raised by the Growth of Manchester and analyze the various reactions

to those issues over the course of the nineteenth century.
ii. Exam: Multiple choice, primary and secondary source analysis
Unit Eleven
European Transformations of the 19th Century
CONTENT/SKILLS TAUGHT =>
1.
2.
3.
4.
Chapter 22: Political Upheavals and Social Transformations, 1815-1850
Chapter 23: State Building and Social Change in Europe, 1850-1871
Chapter 24: The Crisis of European Culture, 1871-1914
Chapter 25: Europe and the World, 1870-1914

Readings
i. Civilization in the West, pages 652- 768
ii. Any outside material students find to enhance their project

Visuals
i. Any visuals students find that will enhance their project

Assignments
i. Group Project: Teach the class a unit
1. Students are responsible for presenting information in their designated chapter
2. They will research the following information:
a. Political/Diplomatic, Social/Economic, Cultural/Intellectual factors in the
chapter.
b. What the theme of the chapter is.
c. What roles key people, places, and events played in the chapter?
d. What occurred in the chapter and when?
e. How does this chapter “fit” into history?
i. What historical factors led to your time period?
ii. What did your time period lead to?
3. Students will generate a lesson plan:
a. Stating their objective.
b. Major topics covered.
c. How will students be able to understand the major topics covered/ How is
the material being presented?
d. How will students be assessed to see if they understand the material?
e. What materials will be needed?
4. Students will teach the class their unit using readings, visuals, graphic organizers,
PowerPoint’s, etc.
5. Students will assess their classmates’ understanding of the material.

Assessments
i. Participation/Content grade for Teaching the Class project.
ii. Assessments given to students by their peers regarding the various chapters.
iii. Review Exam: multiple choice
Unit Twelve
Imperialism Sparks World War I
CONTENT/SKILLS TAUGHT =>
1.
Review of how the Industrial Revolution led to Imperialism
a. The need for markets and raw materials
2. The White Man’s Burden
3. Social Darwinism
4. Social, political, and economic reasons for imperialism
a. Nationalism
b. Better military
c. Markets and resources
d. Missionaries
5. Effects of Imperialism on indigenous tribes
6. MANIA sparks WWI
a. Militarism
b. Alliances
c. Nationalism
d. Imperialism
e. Assassination
7. Schlieffen Plan
a. Avoid a two-front war
b. Invasion of Belgium (and impact regarding Treaty of Versailles)
8. Technology and the trenches
9. Eastern Front
10. Western Front
11. The Homefront: Social conditions
12. Russian Revolution
13.
14.
15.
16.
Zimmerman Telegram
Armistice
Fourteen Points
Treaty of Versailles
MAJOR ASSIGNMENTS/ASSESSMENTS =>

Readings
i.
ii.
iii.
iv.
v.
Civilization in the West, pages 772-803
Civilization in the West, page 800 The Treaty of Versailles
White Man’s Burden, Kipling
Following the Equator, Mark Twain (select passages)
Sources of the West
1. The Descent of Man, Charles Darwin
2. Imperialism, J.A. Hobson
3. Confession of Faith, Cecil Rhodes
4. The Fourteen Points, Woodrow Wilson
5. What is to be Done? V.I. Lenin
vi. Letter to Belgium
vii. Zimmerman Telegram
viii. Dulce et Decorum Est
ix. All Quiet on the Western Front, Erich Maria Remarque (select passages)

Visuals
i. A Passage to India (select scenes)
ii. All Quiet on the Western Front (select scenes)
iii. The Lost Battalion (select scenes)

Assignments
i. Cause of WWI Chart: Mania
ii. Comparative Analysis: Kipling and Twain
iii. Comparative Analysis: AQWF and Dulce et Decorum Est
iv. Newscast
1. Group Topics:
a. Austria annexes Bosnia
b. Assassination of Ferdinand
c. Invasion of Belgium
d. Changing of Alliances
e. At the Eastern Front
f. At the Western Front
g. The Russian Revolution
h. America enters the war
i. Armistice
j. The Treaty of Versailles is signed
2. Groups will cover the major points and facts, people and events of their topic.
3. Groups will mention any political, social, and economic issues that coincide with their
topic.
4. Groups will mention any cultural/intellectual response to their topic.

Assessments
i. Participation/Content grade for Newscast
ii. Exam: multiple choice, open-response question
Unit Thirteen
The Rise of Dictators in Postwar Europe