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AP EUROPEAN HISTORY SYLLABUS
OVERVIEW: AP European History is a college level course in European politics, social
history, economics, philosophy, and arts from 1450 to the present. Students will receive a brief
overview of each topic before they engage the reading of a chapter. Students are encouraged to
be involved in discussions and activities as well as preparation for the AP exam. Reading and
writing requirements focus on first hand accounts of history, including documents, maps,
statistical tables, works of art, political cartoons and fiction, and will require analytical thinking.
SKILLS: Students are taught note-taking, outlining, reading of primary sources, point of view,
analysis of charts, graphs, art, political cartoons, maps, and they learn skills appropriate for
document based and free response essay writing, including pre-writing strategies and
development of the thesis.
ASSESSMENTS:
Each unit will end with a test: multiple choice questions to test content knowledge; thematic
essays similar to those on the AP European History test, and analysis of art, political cartoons,
and illustrations. Essay grading will be guided by guidelines from the College Board AP
guidelines.
DBQ: Students are trained in the analytical skills necessary to succeed on the Document Based
Question. Preparation will include training in how to read primary sources, how to organize
them in groups, analyzing point of view, and how to create an appropriate thesis. Students will
have at least four formal DBQ essays, and all of the practice DBQs will utilize official DBQs
from former tests and will be graded using the official DBQ rubric.
Performance assessments: In addition to the tests, there will be a research paper/project
assignment per semester. Students will engage in role play, debates, simulations, and research
projects in order to explore the content in depth and to exercise higher level thinking skills.
Participation in class discussions is valued and important. Each research assessment requires
inclusion of primary sources.
Final Exam: Students will prepare for the AP Exam by taking a former AP European History
Exam.
RESOURCES
TEXTBOOKS: Primary text: The Western Heritage since 1300 by Donald Kagan, Steven
Ozment, and Frank M. Turner, tenth Edition, Upper Saddle River, New Jersey: Pearson/Prentice
Hall, 2009 NB: Short primary source readings are included in each chapter of the textbook.
Additional resource books, frequently used for primary source excerpts:
Advanced Placement European History: Volumes I and II, Augustine Caliguire, Jeanne M. Kish,
Patricia A. Komosinski, Roberta J. Leach, and Lawrence M. Ober, USA: The Center for
Learning, 2006.
The Annotated Mona Lisa: A crash Course in Art History from Prehistoric to Post-Modern, by
Carol Strickland and John Boswell, Kansas City, Kansas: Andrews and McMeel, 1992.
The Cheese and the Worms: the cosmos of a Sixteenth-Century Miller by Carlo Ginzburg,
Baltimore: Johns Hopkins University Press, 1976.
The Choices Program: Curriculum Resources for Grades 9-12: Watson Institute for International
Studies: Brown University (Russian Revolution; Weimar Republic; Conflict in Iraq: Searching
for Solutions)
Discovering the Western Past: A Look at the Evidence, by Merry Wiesner, Julius R. Ruff, and
William Bruce Wheeler, New York: Houghton Mifflin, 2004.
The Great Cat Massacre and Other Episodes in French Cultural History, by Robert Darnton,
New York: Vintage, 1984.
The Other Side of Western civilization: Readings in Everyday Life, volume II, by Peter N.
Stearns, Fort Worth: Harcourt Brace, 2000
Sources of the West, Vol. I and II, by Mark. A. Kishlansky, editor, New York: Longman, 2001
Sources of the Western Tradition, Fifth edition, by Marvin Perry, Joseph R. Peden, and Theodore
H. Von Laue, New York, Houghton Mifflin, 2003.
The Prince, by Niccolo Machiavelli, New York: Barnes and Noble, 1999.
Western Civilization: Sources, Images, and Interpretations, Renaissance to the Present. Dennis
Sherman, 4th ed. New York: McGraw-Hill, 2004.
1977-2007 Essay Questions, Rubrics, and Student Samples from AP Central and colleagues, and
those collected at the AP training received this summer.
WEBSITES
www.choices.edu
www.historyteacher.net
Lesson ideas and resources
www.fordham.edu/halsall
www.yale.edu/lawweb/avalon/avalon.htm
Primary Sources
http://trackstar.4teachers.org
Create and save annotated lists of
sites for kids to access
http://rubistar.4teachers.org
Create and save rubrics based on
templates or original
www.historyalive.com
Resources and tips
www.bbc.co.us/history
BBC History—interactive
experiences
www.nationalarchives.gov
National Archives—primary sources
www.memory.loc.gov
Library of Congress—online
exhibits, sources
www3.iath.virginia.edu/osheim/plaguein.ht
ml
Plague in public health in
renaissance Europe
www.pbs.org
Frontline video segments and articles
with teacher guides (IR, Napoleon)
www.historychannel.com
Timelines and period games
www.learner.org
Order Annenberg videos and
resources
FILMS/VIDEOS
Various films will be utilized throughout the course to visually bring the history to life. A
small but not all inclusive possibilities include:
Tree of the Wooden Clogs
Rob Roy
The Return of Martin Guerre
The Western Tradition Series (Annenberg
CPB Collection: 52 Parts)
A & E: The Plague
A & E: Galileo
The Seventh Seal
Sister Wendy
Russia: Land of the Tsars
Nicholas and Alexandra
Dr. Zhivago
The French Revolution (History Channel)
The Madness of King George
Luther
Elizabeth (HBO miniseries)
The Longest Day
The Red Violin
Empire of the Sun
Girl with the Pearl Earring
Goodbye Lenin
The Great Train Robbery
Amadeaus
Barry Linden
Pride and Prejudice
Path to Glory
All Quiet on the Western Front S
The Day the Universe Changed (James
Burke)
CONTENT, READINGS, AND ACTIVITIES: all chapters are accompanied by graphic
organizers and Power Point presentations created by the teacher. Homework readings use the
following abbreviations: HW for History of Western
SEMESTER ONE:
LATE MIDDLE AGES (2 days Setup to transition)
1. Black Death
2. Hundred Years’ War
3. Ecclesiastical Breakdown and Renewal
4. Medieval Russia
RENAISSANCE & DISCOVERY (two weeks) What changed, and why?
1. Machiavelli’s Prince excerpt
2. A & E Plague documentary,
3. Analysis of Renaissance art: internet sources; books
4. Activity: “Contract of a Plague Doctor”: exercise in analysis of point of view and change
over time
Possible DBQs:
'78: Education of Women from the Renaissance to the Enlightenment
'93: Renaissance Education
'95: Plague from the fifteenth to the eighteenth centuries
2000 Festivals
AGE OF REFORMATION/CATHOLIC COUNTER REFORMATION (two weeks) Cause
and effect
1.
2.
3.
4.
5.
6.
Analysis of art of Northern Renaissance; Causes of Reformation
Luther: Ninety-Five Theses; show excerpt from film Luther
Discussion of differences between Catholics and Protestants
Discussion of differences among Luther, Calvin, Zwingli and Anabaptists; Weber thesis
Counter-Reformation and Loyola; English Reformation
Activity: Simulation of Panel discussion at “Worms”: role play of points of view and
results of the Protestant Reformation
Possible DBQs:
’04 Analyze attitudes toward and responses to “the poor” in Europe between approximately 1450
and 1700.
’05 Analyze the concerns and goals of participants in the Pilgrimage of Grace and those who
opposed the move.
AGE OF RELIGIOUS WARS (one week) Impact of religion and leaders on evolution of
countries
1. France: Henry IV, Excerpt from the Edict of Nantes; WH pp. 414-25
2. Spain: Philip (film on Machiavellian rulers); WH pp. 426-32
3. England: Elizabeth I-historiography*; WH pp. 433-46
4. Compare and contrast: Monarch chart*; HWS pp. 505; 511-16; 522-23
5. Thirty Years War
Possible DBQs:
'95: Analyze the influence of the theory of mercantilism on the domestic and foreign policies of
France, 1600-1715.
’97: Focusing on the period before 1600, describe and analyze the cultural and economic
interactions between Europe and the Western Hemisphere as a result of the Spanish and
Portuguese exploration and settlement.
'96: Identify and analyze the challenges to the security, unity, and prosperity of the Dutch
Republic, 1650-1713. Take into account both Dutch and foreign opinions.
17th c. ENGLAND & FRANCE (one week) CHAPTER 13 England and France in 17th C.:
Impact of religion and leaders on evolution of countries
1.
2.
3.
4.
5.
6.
Tudors to Stuarts (film on Machiavellian Rulers)
Rise of Parliament*; Civil War; HW primary sources on Louis XIV*; HW pp. 448-58
Glorious Revolution De-Glorified*; HW 459-62
Analysis of art in Baroque/Dutch School; Intro Louis XIV; HW pp. 463-68
Louis XIV; HW pp. 468-78
Mercantilism; Discussion of primary sources on Louis; HWS pp. 555-59; 562-3
Possible DBQs
'87: Literacy in the Old Regime
SCIENTIFIC REVOLUTION (one week) CHAPTER 14: Cause and effect, especially in
terms of worldview
PROJECT: Analysis of contributions and impact of key people during the Scientific Revolution,
including scientists, literary figures, and philosophers
1)
2)
3)
4)
5)
6)
7)
8)
Baroque/Dutch art & music; Overview for Projects; HW pp. 480-88
Projects
Projects; HW pp. 489-92
Projects; HW pp. 493-98
Projects; HW pp. 499-509
Film: The Day the Universe Changed (James Burke)
Projects/ DBQ returned
Finish projects
Possible DBQs
'82: Continuities and changes in methods of child rearing among English upper classes from
sixteenth to the eighteenth centuries
‘88 Restrictions on the sale of gin in 18th century England
’97 Women in the Scientific Revolution
RISE & DECLINE OF POWERS (one week): Patterns of success and failure
1) Return DBQs; US New Millennium*; HW Peter the Great article (excerpt from Peter the
Great by Massey) & chart*; HW pp. 512-18
2) Spain, Netherlands, Britain, France; HW pp. 519-29
3) Central and Eastern Europe; Russia; discussion of Peter the Great Article*; WH pp. 529-41;
HWS pp. 583-88
PRE-INDUSTRIAL SOCIAL HISTORY: SOCIETY UNDER THE OLD
(one week) Social History: Preindustrial period
REGIME
Framework for analysis of “everyday life”
1) Social History Introduction and Overview* WH pp. 544-53
2) Discuss primary source articles in groups*(“A Statistical View of European Rural Life” from
Wiesner anthology; “Comodity and Delight” from Home by Witold Rybczynski, etc.); WH
pp. 554-64
3) Continue discussion; WH pp. 565-76; HWS pp. 671-75
WAR & COLONIAL REBELLION (one week): Empire, War, and Colonial Rebellion;
Impact of Europe on the world
1) Trends in colonization; Spanish empire and rule, Bourbon reforms; WH pp. 578-89
2) Mid 18thC. Wars; American Revolution; WH pp. 590-98
3) Activity: Speech on the efficacy of mercantilism (from The Center for Learning)
ENLIGHTENMENT (one week) Intellectual history; Cause and effect of Enlightenment
thought
1)
2)
3)
4)
DBQs in groups (prep only)
Overview of Enlightenment; Explain project; work in library; WH pp. 608-18
Library (1/2 day for Thanksgiving); WH pp. 619-26
Candide film (20 minutes) and excerpt*; HW articles (each group prepares one)*s; WH pp.
627-38
5) Key Enlightenment figures and beliefs (read from Sophie’s World by Jostein Gaarder);
Discuss Primary source readings on various Enlightenment figures (Locke: “Second Treatise
on Government”; Rousseau: “Social Contract”, Voltaire: excerpt from Candide);
6) Enlightened Despots*; HWS pp. 686-87
FRENCH REVOLUTION (two weeks)
Significance; Historiography; Cause and effect
1)
2)
3)
4)
5)
6)
7)
Finish discussing articles; WH pp. 640-52
Impact of Enlightenment; Rococo art; HW historiography of FR*; WH pp. 653-63
Discussion of historiography; Causes of FRevolution; WH pp. 664-74
Causes of FRevolution; WH pp. 675-79
Outline of project due; Events and Results; Brinton’s theory
Review and time for lawyers to meet with participant; HWS pp. 703-4
Results of French Revolution: success or backlash?
Six days for French Revolution simulation of trial of Louis XVI, before December vacation: in
depth examination of causes and point of view of all of the stages of the French Revolution
Possible DBQs
'79: Terror in France
'91 Issue of slavery during the Enlightenment and the French Revolution.
NAPOLEON (one week) Romanticism
“La Gloire France” and idea of “Unified Europe” backfires
1) DBQ French Revolution Slavery; WH pp. 682-88
2) Napoleon: Rise and Fall; Battles of Napoleonic Wars*; WH pp. 689-701; HWS pp. 719; 72223
3) Congress of Vienna, Romanticism*; WH pp. 702-17
4) Art: Neoclassicism and Romanticism; Fairy Tales as Social History* (groups); HWS p. 770
5) Emergence of nationalism
RESTORATION/ECONOMIC ADVANCE (one week)
Liberals vs. Conservatives; Revolutions
Era of Isms and revolutions; Congress of Vienna-Revolutions of 1848
1)
2)
3)
4)
5)
Congress of Vienna: Age of Metternich v. liberalism, nationalism, romanticism
Evolution of capitalism; Smith, Ricardo, Malthus v. Marxism: Marx and Engels
Analysis of Romanticism (art, music, literature)
19thC. Revolutions* Overview; HW groups prep revolutions; WH pp. 720-37
Groups report on each revolution; WH pp. 738-51; HWS pp. 772-77
Possible DBQs
'81: Middle class and working class attitudes toward work and its effect on the worker in
nineteenth century Western Europe.
'85 Juvenile delinquency in 19th century Great Britain.
'02 Identify the issues raised by the growth of Manchester and analyze the various reactions to
those issues over the course of the nineteenth century.
SECOND SEMESTER
AGE OF NATION STATES (one week): Economic Advance & Social Unrest:
: New States emerge; Variety of reforms
1) Crimean War; pp. 801-808*Military history and poetry: “Charge of the Light Brigade”
2) Unification of Italy and Germany; Realpolitik-Bismarck, Cavour HW pp. 808-812;
3) Primary Sources; Revolutions in France; Napoleon III; HW pp. 812-817
4) Hapsburgs; Russia; Reform (Reform Bill 1832; 1867) in Great Britain; HW pp. 818-832
Chart on Bismarck; Primary Source packet; Gladstone/Disraeli
DBQs
’98 Revolutions of 1848
‘01 Revolution in Greece
SOCIAL HISTORY: Building of European Supremacy: Society & Politics to WWI (one
weeks) Social History; Responses to Industrial Revolution; Causes of Revolutions of 1848
1) Lecture from Western Tradition #43, Overview
2) Social History, Socialism, Explain project; pp. 761-774
3) Activity: Roundtable on Socialism: How each type of socialist would “solve the problem of
Oliver Twist”, pp. 775-780
4) Revolutions of 1848, pp. 781-793
*Social History chart; Socialism “tree”; “The Indelible Marx of Socialism”; Brinton/1848 chart;
Project assignment
DBQs
'77 German paramilitary groups
‘86 Great Britain and the Sudan crisis
‘89 Women’s Suffrage
‘92 Pan-Slavism
‘94 Irish Question
BIRTH OF CONTEMPORARY EUROPEAN THOUGHT (two weeks) Society and Politics to
World War I: Social History of the Mature Industrial Period
1) Second Industrial Revolution, Victorian Women; pp. 835-858
2) Russia, Socialism; pp. 859-873
3) Historiography: “How the Modern World Began” by Peter Gay; “The Idea of Progress
Reconsidered” by Christopher Lasch
4) Debates 5 days; pp. 898-907
*Mature Industrial Revolution chart; “Victorian Women”; “A World Fit for Women”; “The
Search for Virtues”; “Hurrah for Hypocrisy”; “Vienna and Paris, Development of a Modern City”
IMPERIALISM, ALLIANCES, AND WAR (two weeks) Birth of Modern European
Thought: Intellectual history of late 19thc.
1)
2)
3)
4)
5)
New Imperialism, causes of World War I pp. 877-879; DBQ
World War I; pp. 879-889
Discuss articles; pp. 889-897
Treaty of Versailles; results
Causes, stages and results of the Russian Revolution; read primary sources such as an excerpt
from One Day in the Life of Ivan Denisovich by Alexander Solzhenitsyn
Bismarck’s Alliances; *“Flu Epidemic”
POLITICAL EXPERIMENTS OF THE 1920s (one week): World War I problems and
possible solutions
1) Stalin, Mussolini; HW pp. 965-979
2) Art History: Dadaism vs. Social Realism, France, Great Britain; HW pp. 980-986
3) Soviet Union, Eastern Europe
4) Germany; HW pp. 986-994
Activity: “The Remaking of History”: students take the role of diplomat and construct ways each
European country could have prevented emerging problems ; 1920s Chart
Possible DBQs
'84: German Aircraft Industry 1908-1918.
EUROPE AND THE DEPRESSION OF THE 1930s (one week) Political Experiments of the
1930s: Post WWI problems and Proposed Solutions; Causes of World War II
1) Rise of Hitler; HW pp. 997-1002
2) Go over DBQs; France; HW pp. 1003-1106
3) Film Rise of Hitler; HW pp. 1006-1017
4) Triumph of the Will, Discussion of excerpt from Mein Kampf;
5) Italy, Soviet Union; HW pp. 1017-1025
6) Activity: Simulation on German political parties (See Choices program)
*Excerpt from Mein Kampf; Fascism/Communism Chart; “The Vital Lie”; Handouts on political
parties
Possible DBQs
'90 Spanish Civil War
WORLD WAR II AND THE COLD WAR (two weeks): World War II process, results
1) Show short segment from Cabaret, Analysis of Expressionism, Causes of World War II; HW
pp. 1033-1042
2) World War II events; HW pp. 1042-1050
3) World War II events and results; HW pp. 1050-1064
4) Holocaust ; Segue to Cold War events; HW pp. 1064-1068
*Holocaust articles
Possible DBQs
’03 How did the French, including Marshal Philippe Petain, view the Vichy regime that he led
from 1940 to 1944?
’05 Analyze various view regarding Western European unity from 1946 to 1989.
EUROPE IN THE ERA OF THE SUPERPOWERS and TWENTIETH CENTURY
STATES OF MIND (one week): Cold War events and results
1) Lessons from World War II; overview of Cold War; HW pp. 1071-1077
2) Activity: students explain a Cold War event and then analyze it from the perspective of the
Soviet Union; presentations; HW pp. 1077-1094
Activity: analysis of political cartoons
3) Cold War presentations; HW pp. 1094-1113
Activity: analysis of political cartoons
*Cold War events list
CHAPTER 31 Toward a New Europe and the Twenty-first Century:
Postmodernism
1) 1968/1989; 1991; HW pp. 1123-1153
2) EU; HW pp. 1153-1165
*EU article; current articles