Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
A. Course Description
Many view history merely as a set of dates and facts to be memorized, but the study of history is much more than that. History
is an organic and ever-changing discipline, periodically discovering new evidence and revising old commonly held beliefs by
critical examination of an evolving set of varied points of view. It is not enough to learn history itself; one must learn through
reading, writing and discussion that history contains in its practice the essence of the human experience. This course is
designed to direct students in that endeavor by way of engagement with the history of Europe in the early modern and
modern periods.
The ultimate goal of the course is preparation for the AP® Exam in May; students will be provided with content highly
specific in nature, practical knowledge of European history, continuous practice in critical thinking activities, and effective
writing techniques and regular writing practice that will better prepare them for both the AP® Exam and also future education
at the university level. This will be a rigorous course, but it will also be enjoyable. Hard work and dedication will be essential
to success.
B. Course Objectives
In addition to content mastery, students will:
 Write effective historical essays with a strong thesis, supporting information, and develop a collegiate-level writing style.
 Analyze historical documents for meaning, context, and relationship to historical topics and issues.
 Develop techniques (essential questions, Socratic questioning, Library of Congress Primary Source Analysis Tool:
Observe, Reflect, Question) to discuss and critically analyze historical topics using textual and visual evidence.
 Develop personal interpretations of different eras of history by reading and interpreting various historians’ work.
 Work effectively in groups to produce research based thesis statements supported by a critical employment of primary and
secondary sources analysis, make presentations, engage in academic debate, and solve problems.
 Keep a reading journal, taking notes while completing reading assignments.
 Prepare for and receive a grade of 3 or higher on the AP® European History Exam.
C. Course Themes
Intellectual and Cultural History
 Changes in religious thought and institutions
 Secularization of learning and culture
 Scientific and technological developments and their consequences
 Major trends in literature and the arts
 Intellectual and cultural developments and their relationship to social values and political events
 Developments in social, economic, and political thought, including ideologies characterized as “-isms,” such as socialism,
liberalism, nationalism
 Developments in literacy, education, and communication
 The diffusion of new intellectual concepts among different social groups
 Changes in elite and popular culture, such as the development of new attitudes toward religion, the family, work, and ritual
Impact of global expansion on European culture
Political and Diplomatic History
 The rise and functioning of the modern state in its various forms
 Relations between Europe and other parts of the world: colonialism, imperialism, decolonization, and global
interdependence
 The evolution of political elites and the development of political parties, ideologies, and other forms of mass politics
 The extension and limitation of rights and liberties (personal, civic, economic, and political); majority and minority
political persecutions
 The growth and changing forms of nationalism
 Forms of political protest, reform, and revolution
 Relationship between domestic and foreign policies
1
Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
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Efforts to restrain conflict: treaties, balance-of-power diplomacy, and international organizations
War and civil conflict: origins, developments, technology, and their consequences
Social and Economic History
 The character of and changes in agricultural production and organization
 The role of urbanization in transforming cultural values and social relationships
 The shift in social structures from hierarchical orders to modern social classes:
 the changing distribution of wealth and poverty
 The influence of sanitation and health care practices on society; food supply, diet, famine, disease, and their impact
 The development of commercial practices, patterns of mass production and consumption, and their economic and social
impact
 Changing definitions of and attitudes toward social groups, classes, races, and ethnicities within and outside Europe
 The origins, development, and consequences of industrialization
 Changes in the demographic structure and reproductive patterns of Europeans: causes and consequences
 Gender roles and their influence on work, social structure, family structure, and interest group formation
 The growth of competition and interdependence in national and world markets
 Private and state roles in economic activity
D. Course Texts:
Kagan, Donald, et al. The Western Heritage, since 1300, 11th edition. Upper Saddle River, NJ: Pearson, 2014.
Mitchell, Joseph R. Taking Sides: Clashing Views in World History: The Ancient World to the Pre-modern Era, Volume 1. Dubuque, IA:
McGraw-Hill Contemporary Learning Series, 2007.
Mitchell, Joseph R. Taking Sides: Clashing Views in World History: The Modern Era to the Present, Volume 2. Dubuque, IA: McGrawHill Contemporary Learning Series, 2006.
Perry, Jonathan Scott., Sara E. Chapman, and Derek Hastings. Primary Source Documents in Western Civilization. Upper Saddle
River, NJ: Pearson, 2009.
E. Suggested Teaching Strategies/Activities
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Class discussion based on readings
Multiple Choice Test Taking Skill Development and Practice
Free Response & DBQ Essay Writing Skill Development and Practice
Round table discussion predicated on student-generated open-ended questions
Lectures
Critical Analysis of Visual and Textual Primary & Secondary Sources
Guided and Independent Historical Research
Individual/Group Presentations
Creative Projects
Essays on Independent and Teacher Assigned Topics
Audio-Visual materials
Panel Discussion/Debates
Field Trips
Contemporary Fiction & Non-Fiction
AP Practice Tests
F. Methods of Evaluating and Testing
1. Written composition
2
Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
2. Oral commentary
3. Essays – comparative, analytical, creative, thematic and DBQ
4. Model assignments for the AP test
5. Research Papers
6. Test and quizzes for comprehension – objective questions, short response, and essays
7. Creative responses and projects
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Student work will be assessed using rubrics determined by Preston High School and the College Board.
Typed research assignments must be uploaded to www.turnitin.com
G. Course Content, Readings & Assessments
Quarter 1
Quarter Research Paper: Interpretive Biography or Social History
Unit I: Early Modern Europe – The Renaissance & Reformations and Counter-Reformations
Guiding Free Response Question: To what extent did women improve their status as a result of the Renaissance and the
Protestant Reformation?
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The Late Middle Ages: Social & Political Breakdown (1300-1453)
Renaissance Themes
Renaissance Society; Women, Estates, etc
Machiavelli & Renaissance Politics
Northern Humanism
The “New Monarchies”
European Map Quiz
Multiple Choice Chapter Quiz
7. The Medieval & Renaissance Church
8. Luther & the Protestant Reformation
9. The Counter Reformation & the Wars of Religion
Multiple Choice Chapter Quiz
Unit Test – 2 Essays (FRQs)
DBQ – The Protestant Reformation
Primary & Secondary Text Sources: The Renaissance & Reformations and Counter-Reformations
 Kagan, The Western Heritage, Chapters 9, 10, 11, 12
 Mitchell, Joseph R. Taking Sides, Volume 1: Did Women Benefit from the Renaissance?; Did Martin Luther’s Reforms
Improve the Lives of European Christians?
 Acts of Uniformity, 1559
 Advice to Lorenzo de Medici: On Wifely Duties, 1416
 Anonymous Government Agent “Arrest of Edmund Campion and his Associates”, 1581
 Anonymous, “The Execution of Archbishop Cranmer”, 1556
 Benvenuto Cellini: The Life of an Artist, 1558-1562
 Boccaccio: The Decameron
 Castiglione: The Book of the Courtier
 Catherine Zell, “Letter to Ludwig Rabus”, 1556-1558
 Erasmus: In Praise of Folly
 Lorenzo Valla Skewers the Supposed “Donation of Constantine”, c. 1440
 Luther: Address to the German Nobility
 Marriage in the Renaissance: A Serious Business, 1464-1465
 Niccolo Machiavelli: From the Discourses on Livy, 1513-1517
3
Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
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Petrarch: Rules for a Successful Ruler, c. 1350
The Act of Supremacy, 1534
The Council of Trent, 1545-1563
The Edict of Nantes, 1598
Various Visual Primary Sources
Students should apply the Library of Congress source analysis method to examine critically the documents; class
discussion/debate on topic featuring evidence from the documents: students must work in small groups to identify the “main
ideas” of their respective documents, recognize and articulate the topic themes that correspond to the documents they chose
and present a group report on their findings that will fuel a class discussion. Variations on this activity include requiring
students to provide outside information related to the documents they chose, demonstrating connections to the political,
social, economic and cultural context of the time period using visual and textual evidence to produce complex arguments.
Unit II: Early Modern Europe – Exploration & State Building
Guiding Free Response Question: Chose any TWO of the following rulers and compare and contrast their success in
addressing the challenges to their nation’s power in the period 1640-1740.
Louis XIV (1643-1715) in France
Fredrick William, the Great Elector (1640-1688) in Prussia
Peter I, the Great (1682-1725) in Russia
1. Exploration and Colonization
2. The Dutch Republic
Colonization & Exploration – Multiple Choice Quiz
Social History Research Project & Paper/Presentation
3.
4.
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6.
State Building in Western Europe
Absolutism; France, Russia, Austria
The English Civil War
State Building in Eastern Europe; Poland
Unit Test – 30 MC & 1 Essay (FRQ)
Social History Research Project & Paper/Presentation
Primary & Secondary Text Sources: Early Modern Europe – Exploration & State Building
 Kagan, The Western Heritage, Chapters 10 (pp. 305-313), 13, 16
 Mitchell, Joseph R. Taking Sides, Volume 1: Did Christopher Columbus’s Voyages Have a Positive Effect on World
History?; Did the West Define The Modern World?
 “The Code Noir”
 Anonymous, “The English Describe Pawatah’s People”
 Bartolome de Las Casas, Very Brief Report on the Destruction of the Indians
 Christopher Columbus, “The Letters of Columbus to Ferdinand and Isabel”
 Cieza de Leon, “The Chronicle of Peru”
 Hugo Grotius, selections from On the Law of War and Peace
 Jamestown Charter
 Jean Bodin, Six Books of the Commonwealth, “The True Attributes of Sovereignty.”
 John Locke: The Second Treatise on Government
 La Colonie, “The Battle of Schellenberg”
 Las Casas: The Tears of the Indians
 Letter from the Kings of Portugal to the King of Kongo
 Parliament: Petition of Right
 Parliament: The English Bill of Rights
 Peter the Great, “Correspondence with Alexis”
 Richard Frethorne, “Letter to Father and Mother”
4
Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
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The Peace of Westphalia
The Poor Laws
Thomas Hobbes, Leviathan
Various Visual Primary Sources
Students should apply the Library of Congress source analysis method to examine critically the documents; class
discussion/debate on topic featuring evidence from the documents: students must work in small groups to identify the “main
ideas” of their respective documents, recognize and articulate the topic themes that correspond to the documents they chose
and present a group report on their findings that will fuel a class discussion. Variations on this activity include requiring
students to provide outside information related to the documents they chose, demonstrating connections to the political,
social, economic and cultural context of the time period using visual and textual evidence to produce complex arguments.
Quarter 2
Quarter Research Paper: Interpretive Biography or Social History
Unit III: Early Modern Europe – The Scientific Revolution & Enlightenment
Guiding Free Response Questions: Analyze how the Scientific Revolution affected the relationship between the state and
science AND ideas about politics in the seventeenth century; In what ways and to what extent did Enlightenment thought
affect the practice of religion and the exercise of politics prior to the French Revolution (1789)?
1.
2.
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4.
Traditional Science; Aristotle & the Church
Astronomy, Anatomy & Physics
The Philosophy of Science
Women & Science
Multiple Choice Quiz
Essay - Resume of Scientist or Thinker
DBQ – Women in the Scientific Revolution
5. Background to the Enlightenment
6. The Philosophes
7. Social Reforms
Multiple Choice Quiz
Unit Test – 2 Essays (FRQ)
Primary & Secondary Text Sources: Early Modern Europe – The Scientific Revolution & Enlightenment
 Kagan, The Western Heritage, Chapters 14, 17
 Mitchell, Joseph R. Taking Sides, Volume 1: Was the Scientific Revolution Revolutionary?
 Abu Taleb Khan, A Muslim Indian’s Reactions to the West
 Adam Smith, The Wealth of Nations
 Baron de Montesquieu, Excerpt from The Spirit of the Laws
 Catherine the Great, “Instructions for a New Law Code”
 Cesare Beccaria, On Crimes and Punishments
 Charles Perrault, Little Red Riding-Hood
 Francis Bacon, from Novum Organum
 Galileo, Galileo Defends Himself
 Isaac Newton, from Optiks
 J.J. Rousseau, The Social Contract
 John Bunyan, Pilgrim’s Progress
 Mary Wollstencraft, A Vindication of the Rights of Women
 Montesquieu, The Spirit of the Laws
 Rene Descartes, The Discourse on Method and Metaphysical Meditations, “I Think, Therefore I Am”
 William Harvey , Address to the Royal College of Physicians
5
Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
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Various Visual Primary Sources
Students should apply the Library of Congress source analysis method to examine critically the documents; class
discussion/debate on topic featuring evidence from the documents: students must work in small groups to identify the “main
ideas” of their respective documents, recognize and articulate the topic themes that correspond to the documents they chose
and present a group report on their findings that will fuel a class discussion. Variations on this activity include requiring
students to provide outside information related to the documents they chose, demonstrating connections to the political,
social, economic and cultural context of the time period using visual and textual evidence to produce complex arguments.
Unit IV: Modern Europe – 18th Century Society and the French Revolution
Guiding Free Response Question: Which of the following labels most accurately characterizes the rule of Napoleon Bonaparte
(1799-1814) – enlightened despot, preserver of the revolution, modern dictator? Choose ONE of the labels and analyze how it
applies to Napoleon’s domestic and foreign policies.
1. Enlightened Despotism
2. Warfare in the 18th Century
3. 18th Century Society; the Three Estates
Multiple Choice Quiz
Chart of 18th Century Wars
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7.
Causes of the French Revolution
The Moderate Revolution
The Radical Revolution
Napoleonic France and Europe
Multiple Choice Quiz
Debate: Did Napoleon have a positive or negative affect on Europe?
Unit Test – 25 MC & 1 Essay (FRQ)
Primary & Secondary Text Sources: Modern Europe – 18th Century Society and the French Revolution
 Kagan, The Western Heritage, Chapters 15, 16, 18, 19
 Mitchell, Joseph R. Taking Sides, Volume 2: Was the French Revolution Worth The Human Costs?
 Abbes Sieyes, What is the Third Estate?
 Alexander Telfair, Instructions to an Overseer in a Cotton Plantation
 Benjamin Franklin and the British Parliament, “Proceedings Regarding the Stamp Act”
 Bryan Edwards, excerpt from “Observations of the … Maroon Negroes of the Island of Jamaica”
 Charles Parquin, “Napolean's Army”
 Edmund Burke, Reflections on the Revolution in France
 Emmanuel Joseph Sieyès, What is the Third Estate?
 Estates General, Cahiers of the Second and Third Estate
 Five African American Spirituals
 John Adams, Thoughts on Government
 Louis Antoine Fauvelet de Bourrienne, Memoirs of Napolean Bonaparte
 Maximilien Robespierre “Speech to National Convention: The Terror Justified”
 Napoleon, Napoleon’s Diary
 National Assembly, The Declaration of the Rights of Man and Citizen
 Olaudah Equiano, Excerpt from The Interesting Narrative of the Life of Olaudah Equiano
 Olympe de Gouges, “Declaration of the Rights of Woman”
 Philis Wheatly, “To the Right and Honourable William, Early of Dartmouth…”
 Robespierre, In Defense of Terror
 Sir Harry Smith, Autobiography
 The National Convention, “Law on Suspects (1793)” and “Law of 22 Prairial Year II (1794)”
 Thomas Paine, Rights of Man
6
Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
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Thomas Paine, “Common Sense”
Willem Bosman, from A New and Accurate Description of the Coast of Guinea Divided into the Gold, the Slave, and the
Ivory Coasts
William Wordsworth, Tintern Abbey
Various Visual Primary Sources
Students should apply the Library of Congress source analysis method to examine critically the documents; class
discussion/debate on topic featuring evidence from the documents: students must work in small groups to identify the “main
ideas” of their respective documents, recognize and articulate the topic themes that correspond to the documents they chose
and present a group report on their findings that will fuel a class discussion. Variations on this activity include requiring
students to provide outside information related to the documents they chose, demonstrating connections to the political,
social, economic and cultural context of the time period using visual and textual evidence to produce complex arguments.
Quarter 3
Quarter Research Paper: Historians or Historiography
Unit V: Modern Europe - The Industrial Revolution
Guiding Free Response Question: Analyze the social and diplomatic consequences on Europe of the expansion of global trade
in the period 1700-1763.
1. Causes of the Industrial Revolution
2. The Industrial Revolution in Great Britain and on the Continent
3. Ramifications of the Industrial Revolution
Multiple Choice Quiz
Unit Test – DBQ
Primary & Secondary Text Sources: Modern Europe - The Industrial Revolution
 Kagan, The Western Heritage, Chapters 21
 Mitchell, Joseph R. Taking Sides, Volume 2: Did the Industrial Revolution Lead to a Sexual Revolution?
 Andrew Ure, from The Philosophy of Manufactures
 Auguste Tissot, “Midwives”
 British Parliament, “Inquiry: Child Labor”
 Chartist Movement: The People's Petition of 1838
 Daniel Defoe, selection from The Complete English Tradesman
 David Ricardo, On Wages, “The Law of Iron Wages”
 Edwin Chadwick, Summary from the Poor Law Commissioners
 Engels; The Conditions of the Working Class
 Hannah More, “The Carpenter”
 James Lind, from A Treastise of the Scurvy
 Karl Marx and Friedrich Engels, from The Communist Manifesto
 Leeds Woolen Workers, “Petition”
 Michael Bakunin, “Principles and Organization of the International Brotherhood”
 Parliament, Factory Act of 1833
 Parliamentary Report on English Female Miners, 1842
 Richard Guest, The Creation of the Steam Loom
 The Encyclopedie “Bakers (Boulanger)”
 The Sadler Report: Child Labor in the United Kingdom, 1832
 Wortley Montagu, “Letter Regarding The Small Pox Vaccination”
 Various Visual Primary Sources
7
Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
Students should apply the Library of Congress source analysis method to examine critically the documents; class
discussion/debate on topic featuring evidence from the documents: students must work in small groups to identify the “main
ideas” of their respective documents, recognize and articulate the topic themes that correspond to the documents they chose
and present a group report on their findings that will fuel a class discussion. Variations on this activity include requiring
students to provide outside information related to the documents they chose, demonstrating connections to the political,
social, economic and cultural context of the time period using visual and textual evidence to produce complex arguments.
Unit VI: Modern Europe – Reaction, More Revolution & Romanticism
Guiding Free Response Question: Using the painting above (Liberty Leading the People by Eugene Delacroix) as a starting
point, analyze the connection between Romanticism on the one hand and Liberalism and nationalism on the other in the
period 1800-1850; Efforts toward the unification of both Italy and Germany failed during the revolutions of 1848. Analyze
how Cavour and Bismarck learned the “lessons of ‘48” and employed Realpolitik to accomplish the unifications of their
respective nations in the period 1850-1871.
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4.
The Congress of Vienna; The Concert of Europe
Conservatism, Liberalism, Nationalism, & Socialism
Revolutionary Europe, 1815-1848
Neo-Classicalism & Romanticism
Multiple Choice Quiz
Congress of Vienna Map
Political Spectrum Chart
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The Crimean War
Napoleon III’s France
Italian and German Unification
Reform in Great Britain
Realism in Art and Literature
Multiple Choice Quiz
Romanticism and Realism Comparison Essay
Unit Test – 2 Essays (FRQ’s)
Primary & Secondary Text Sources: Modern Europe – Reaction, More Revolution & Romanticism
 Kagan, The Western Heritage, Chapters 20, 22, 24
 Adelheid Popp, “Finding Work: Women Factory Workers”
 Alexis de Tocqueville, Democracy in America
 Booker T. Washington's, “Industrial Education for the Negro”
 Charles Darwin, Autobiography
 Edmund Burke, Reflections on the Revolution in France
 Frederick Winslow Taylor, “A Piece Rate System”
 Friedrich Nietzsche, Beyond Good and Evil
 George Bernard Shaw, Mrs. Warren's Profession
 George Eliot “Review: Margaret Fuller and Mary Wollstonecraft”
 J.S. Mill, On Liberty
 John Stuart Mill, excerpts from On Liberty
 John Stuart Mill, the Subjection of Women
 José María Morelos, Sentiments of the Nation
 Joseph Mazzini, Life and Writings of Joseph Mazzini
 Karl von Clausewitz, On War, Arming the Nation
 Marx & Engels, The Communist Manifesto
 Pope Leo XIII, Rerum Novarum (Of New Things)
 Seneca Falls Convention, “Declaration of Sentiments”
 Simon Bolivar, “Address to Second National Congress”
8
Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
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T.B Macaulay, Speech on Parliamentary Reform
Tennyson, The Charge of the Light Brigade
Thorstein Veblen, excerpt from The Theory of Leisure Class
W.E.B. DuBois, from “Souls of Black Folk”
William James, from Pragmatism
Various Visual Primary Sources
Students should apply the Library of Congress source analysis method to examine critically the documents; class
discussion/debate on topic featuring evidence from the documents: students must work in small groups to identify the “main
ideas” of their respective documents, recognize and articulate the topic themes that correspond to the documents they chose
and present a group report on their findings that will fuel a class discussion. Variations on this activity include requiring
students to provide outside information related to the documents they chose, demonstrating connections to the political,
social, economic and cultural context of the time period using visual and textual evidence to produce complex arguments.
Unit VII: Modern Europe – Progress, Imperialism, & Anxiety
Guiding Free Response Question: In what ways did feminists, workers, and Jews attempt to gain political rights and power in
the period 1850-1914? To what extent did these efforts meet with success?
1. Mass Society, 1850-1914
2. Victorian England; Case Study of Bourgeoisie Society
3. The Second Industrial Revolution
4. Evolutionary Socialism
Multiple Choice Quiz
First & Second Industrialization Chart Comparison
Timeline of Evolutionary Socialism
5.
6.
7.
8.
Darwinism, Freud, and the New Physics
The Age of Imperialism
Russia’s Growing Discontent
Growing Diplomatic Rivalries
Multiple Choice Quiz
Age of Imperialism Map
Alliances Packet
Unit Test: 33 Multiple Choice and 1 Essay (FRQ)
Primary & Secondary Text Sources: Modern Europe – Progress, Imperialism, & Anxiety
 Kagan, The Western Heritage, Chapter 25
 Mitchell, Joseph R. Taking Sides, Volume 2: Were Economic Factors Primarily Responsible for British Imperialism?
 Carl Peters, “A Manifesto for German Colonization”
 Cecil Rhodes, “Confession of Faith”
 Darwin, Origin of Species
 Edward D. Morel, The Black Man's Burden
 Freud, The Interpretation of Dreams
 Jules Ferry, from Le Tonkin et La Mere-Patrie
 Kipling, The White Man’s Burden
 Lin Zexu, Letter to Queen Victoria
 Mary Kingsley, Travels in West Africa
 Raden Ayu Kartini, Letters of a Javanese Princess
 Wilhelm II, Speech, 1901
 Various Visual Primary Sources
9
Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
Students should apply the Library of Congress source analysis method to examine critically the documents; class
discussion/debate on topic featuring evidence from the documents: students must work in small groups to identify the “main
ideas” of their respective documents, recognize and articulate the topic themes that correspond to the documents they chose
and present a group report on their findings that will fuel a class discussion. Variations on this activity include requiring
students to provide outside information related to the documents they chose, demonstrating connections to the political,
social, economic and cultural context of the time period using visual and textual evidence to produce complex arguments.
Unit VIII: Contemporary Europe – World War, Red Revolution, & the Interwar Years
Guiding Free Response Question: Analyze at least THREE reasons why the assassination of Archduke Franz Ferdinand, heir
to the Austro-Hungarian throne, sparked World War I (1914-1918).
1.
2.
3.
4.
5.
Causes of the War
The Home Fronts
Total War and Its Effects
The Russian Revolution
The Versailles Treaty
Multiple Choice Quiz
World War One Map
World War One Timeline
6.
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Great Britain & France Between the Wars
The Rise of Fascism
Totalitarianism in the USSR
The Road to World War
Multiple Choice Quiz
Post-Modern Art Analytical Essay
Interwar Years Chart
DBQ – Germany During the First World War
Unit Test – Two Essays (FRQ’s)
Primary & Secondary Text Sources: Contemporary Europe – World War, Red Revolution, & the Interwar Years
 Kagan, The Western Heritage, Chapters 26, 27
 Mitchell, Joseph R. Taking Sides, Volume 2: Were German Military and Diplomacy Responsible for World War I?; Was the
Treaty of Versailles Responsible for World War II?; Did the Bolshevik Revolution Improve the Lives of Societ Women?
 Adolf Hitler, “The Obersalzberg Speech”
 Benito Mussolini, “The Political and Social Doctrine of Fascism”
 Chicago Commission on Race Relations, “The Negro in Chicago” A Study of Race Relations and a Race Riot”
 Hitler, Mein Kampf
 International Congress of Women, “Manifesto”
 Isaac Rosenberg, “Dead Man's Dump”
 Joseph Stalin, Five Year Plan
 Lenin, April Theses
 Lenin, What is to Be Done
 Mussolini, Doctrine of Fascism
 Siegfried Sassoon, They
 Sir Henry McMahon, Letter to Ali ibn Husain
 Soviet Union “Law Code on Marriage” and “Law Code on Motherhood”
 Stalin, Kulaks and Dekulakization
 The Balfour Declaration
 Transcript of the Rape of Nanjing Sentencing
 Woodrow Wilson, The Fourteen Points
 Various Visual Primary Sources
10
Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
Students should apply the Library of Congress source analysis method to examine critically the documents; class
discussion/debate on topic featuring evidence from the documents: students must work in small groups to identify the “main
ideas” of their respective documents, recognize and articulate the topic themes that correspond to the documents they chose
and present a group report on their findings that will fuel a class discussion. Variations on this activity include requiring
students to provide outside information related to the documents they chose, demonstrating connections to the political,
social, economic and cultural context of the time period using visual and textual evidence to produce complex arguments.
Quarter 4
Quarter Research Paper: Student’s choice
Unit IX: Contemporary Europe – The Second World War
Guiding Free Response Question: Explain the concept of totalitarianism and analyze its practice in TWO of the following
nations.
Nazi Germany, 1933-1945
Fascist Italy, 1922-1943
Stalinist Soviet Union, 1928-1945
1.
2.
3.
4.
5.
6.
Early Stages of the War
Hitler’s Three Mistakes
The Home Fronts
The End of the War
The Holocaust
Yalta & Potsdam; Origins of the Cold War
Multiple Choice Quiz
DBQ – The Vichy Regime
Unit Test – 2 Schematic Essays (FRQ’s)
Primary & Secondary Text Sources: Contemporary Europe – The Second World War
 Kagan, The Western Heritage, Chapters 28
 Mitchell, Joseph R. Taking Sides, Volume 2: Was German “Eliminationist Antisemitism” Responsible for the Holocaust?;
Should Japanese Emperor Hirohito Have Been Held Responsible for Japan’s World War II Actions?
 Weitzman, Lenore J., “Women in the Holocaust”, in United Nations, The Holocaust and United Nations Outreach Programme,
Discussion Papers Journal, Volume 2.
 Franklin D. Roosevelt and Winston Churchill, “The Atlantic Charter”
 Franklin D. Roosevelt, “Call for Sacrifice”
 German Government, Nuremburg Laws
 Heinrich Himmler, “Speech to SS Officers”
 The Charter of the United Nations
 The Effects of Atomic Bombs on Hiroshima and Nagasaki
 Winston Churchill, “Their Finest Hour”
 Various Visual Primary Sources
Students should apply the Library of Congress source analysis method to examine critically the documents; class
discussion/debate on topic featuring evidence from the documents: students must work in small groups to identify the “main
ideas” of their respective documents, recognize and articulate the topic themes that correspond to the documents they chose
and present a group report on their findings that will fuel a class discussion. Variations on this activity include requiring
students to provide outside information related to the documents they chose, demonstrating connections to the political,
social, economic and cultural context of the time period using visual and textual evidence to produce complex arguments.
Unit X: Contemporary Europe – The Cold War & Europe Today
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Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
Guiding Free Response Question: Compare and contrast the impact of the Cold War on the movement toward unity within
Western Europe and Eastern Europe, respectively, in the period 1945-1960; Analyze critiques made of European society after
World War II by any THREE of the following groups:
Feminists
Youth
Environmentalists
Existentialists
1.
2.
3.
4.
5.
An Iron Curtain: Misperceptions & Fear
The Truman Doctrine & Containment
Korea, Cuba, and Vietnam
Détente
Decolonization
Multiple Choice Quiz
Post-War Map
6. The End of the Cold War
7. The European Union
8. Contemporary Europe
Multiple Choice Quiz
Unit Test – Two Schematic Essays (FRQ’s)
DBQ – The European Union
Primary & Secondary Text Sources: Contemporary Europe – The Cold War & Europe Today
 Kagan, The Western Heritage, Chapters 29, 30
 Mitchell, Joseph R. Taking Sides, Volume 2: Was Stalin Responsible For the Cold War?; Were Ethnic Leaders Responsible
for the Disintegration of Yugoslavia?
 A Constitution for Europe
 Gamal Abdel Nasser, Speech on the Suez Canal
 George C. Marshall, “The Marshall Plan”
 George W. Bush, Addresses
 Glasnost & Perestroika Reading
 Harry S Truman, “The Truman Doctrine”
 John F. Kennedy, Address Before the General Assembly of the United Nations
 Jomo Kenyatta, from Facing Mt. Kenya: The Tribal Life of the Gokuyu
 Joseph Stalin, excerpts from the “Soviet Victory” Speech
 Khrushchev, Secret Speech, 1956
 Mikhail Gorbachev, Speech to the 27th Congress of the Communist Party of the Soviet Union
 Nikita S. Krushchev, “Address to the Twentieth Congress”
 Robert Schuman, “The Schuman Declaration”
 Treaty on European Union
 United Nations, “Declaration on the Granting of Independence to Colonial Countries and Peoples”
 United Nations, “Universal Declaration of Human Rights”
 Winston Churchill, from “The Iron Curtain Speech”
 Various Visual Primary Sources
Students should apply the Library of Congress source analysis method to examine critically the documents; class
discussion/debate on topic featuring evidence from the documents: students must work in small groups to identify the “main
ideas” of their respective documents, recognize and articulate the topic themes that correspond to the documents they chose
and present a group report on their findings that will fuel a class discussion. Variations on this activity include requiring
students to provide outside information related to the documents they chose, demonstrating connections to the political,
social, economic and cultural context of the time period using visual and textual evidence to produce complex arguments.
12
Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
H. Quarter Research Papers
First and Second Quarter Research Papers
Choice of Social and Cultural History or Interpretive Biography From 1450-1648 (First Quarter) or from 1648-1789 (Second
Quarter) – note: your Second Quarter paper cannot be of the same type as your First Quarter.
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Five pages with normal type and margins, plus two copies of annotated bibliography.
Minimum of five sources and evidence of their use within the paper. Primary sources considered a big plus.
Footnotes.
Score weighted as three exam grades in your quarter test average.
Upload to www.turnitin.com.
Social and Cultural History
Find out a lot about an experience in everyday life of Early Modern Europe. Choose from among various classes,
genders and ages under various conditions in different countries. The idea is to understand the experience from the point of
view of those who were living it, AND ALSO to put the experience in a broader context—to interpret it as a reflection of the
values and limitations of the times, and the trends of change it may represent. That’s a lot of thinking and learning! Then
choose an assertion you know is true and want to prove to your reader: that’s your thesis! [C2]
In general, the longer you think about your project, and the more you talk about it, the better your question will be,
the better your understanding will be, the better your thesis will be, and therefore the better your paper will be.
Select your choice of topics from the list I provide, or speak to me about devising a project of your own.
Interpretive Biography, or “The Life and Times of...”
Find out a lot about a person who interests you who was relevant to European history between 1450-1648 or between
1648-1789. Your essay will INTERPRET the person’s life: discussing it in the context of his/her times, evaluating his/her
importance, judging his/her contributions, successes, failures by his/her own standards or by modern ones. In short, there
needs to be much of YOUR INSIGHT in your work. You will explain the MEANING of your subject’s life, interpret his or
her actions, or otherwise explain something significant about him or her to your reader. That means, naturally, that you will
need a thesis about what that meaning is. Of course, you will NOT use first person in your writing, nevertheless.
Use the life of the person you study to enrich your understanding of the period in which he/she lived and worked. Be
sure to consider the appropriate social, political, economic, religious or military events/issues he or she lived through.
Follow the style sheet and include TWO COPIES of an ANNOTATED bibliography. Use citations copiously, for
crediting sources and also for discussion. I prefer footnotes.
Third Quarter Paper
Historians and Historiography
 Five pages not including 2 copies of annotated bibliography.
 Five VALID sources minimum, and evidence of their use in your paper.
 Primary sources considered a big plus.
 Footnotes
 Score weighted as three exam grades in your quarter test average.
 Upload to www.turnitin.com.
Your goal is to write an essay discussing different historians’ treatments of one topic in European history from the period
1450-1991—OR—the body of work of ONE historian. Make your choice from the list I provide or talk with me about your
own ideas.
For Historiography
Historiography is the history of history. How have people thought about and written about an historical person or
event over the course of time?
After reading and pondering the works you choose, you will write a paper discussing your topic in light of the
similarities and differences in the works you read. OR you will write a paper discussing the historical debate surrounding the
event or issue you choose.
13
Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
You may try to discover a trend in historical interpretation, or to trace how the different interpretations of your topic
changed over time. If you are really good you can relate the historiographical changes to the other cultural ideas of the period
in which they were written. Sometimes historians will argue over interpretation of events or personalities. Discuss their
different positions. How do the combatants use the same evidence, or different evidence to make their points?
Here are some ideas, not an exhaustive list, to consider as you read and prepare to write: What is each author’s thesis?
Author’s political, social, religious or economic biases; Context in which each work was written; Do the authors consciously
argue with each other or refer to each other? Are the authors doing the same kind of history? How does each work contribute
to an understanding of the topic? Do any of your authors contradict each other? If they do what sense can you make of the
disagreement? Authors motives? Are any of their interpretations generally accepted? Have any interpretations been accepted in
the past but are now discredited? What evidence does each author use? What questions remain unasked or unanswered?
For Historians
You will read several of his or her works and you will also read assessments by other historians of his or her works.
Your paper will discuss his or her contributions to scholarship, personal point of view, changes in how his or her work is
perceived by historians, ways in which the work reflects the time in which it was written, or ways in which the work reflects
the ideological biases of the author.
Fourth Quarter Paper
The Last Thing You Will Write For Euro
Choice 1.
Write the Quarter Paper you always wanted to write, making it as long as you want. Annotated bibliography, of course.
Choice 2.
Write a thoughtful essay responding to one of the following questions. Use any sources you wish. Make it as long as it needs to
be to be good. You are NOT required to do any research, but if you cite sources or quote please include two copies of
annotated bibliography.
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Possible choices for your essay (or select another with my approval):
Argue the case that European history is really the history of conquest.
Argue the case that European history is really the history of technology.
Discuss how the role of the church has changed between 1450-1990.
Compare the relative benefits and harms of nation-states and empires.
Compare religion and patriotism as factors in European history.
“Famous nut-balls in history”
How much impact can one individual have on history? Which individuals have had the greatest impact on European
history?
Role(s) of “Ism”s in history.
“In disorder there is a kind of freedom.” Discuss with examples from European history.
“Wilhelm II was the person most responsible for all the disasters of the 20th Century.” Discuss.
How To Run A Successful European Country
Choice 3.
Discuss and interpret any patterns you may have noticed in any area of European history. You may consider trends in culture,
politics, economics, religion or relationships between these factors and gender, race and social class. You are encouraged to
make interesting connections cross-factor, cross-country or cross-time.
Choice 4.
Discuss and interpret the trends or themes in political, cultural and intellectual development you perceive in any one European
country from among England, Germany, Russia, or France.
Whichever you choose, upload to www.turnitin.com.
14
Dr Nikolaus Unger
Preston High School
AP® European History: 2014-2015 Syllabus
Visual Closure Project
Devise and be able to defend a visual project worth 100 points relevant to European history from 1450-2001. It is
supposed to be a learning tool, for you and for others.
You may make a map or series of maps, create a piece of art, make a graph, table, pie chart, creative “safety net”
project, concept map, flow chart, family tree, cartoon or series of cartoons, or something else with my approval.
You may choose to use other kinds of media such as videos, music videos, powerpoint (NOT encouraged) original art
work (encouraged) or miscellaneous evidence of genius. If your idea falls into these categories, TALK TO ME FIRST!
You must provide a bibliography showing the sources of your information.
What Kinds Of Information Can You Make Visual Projects From?
Here are some ideas to turn into charts, graphs, time lines or tables
1. Military statistics: Casualties of different wars, costs of wars, deaths from combat versus deaths from disease, numbers of
soldiers in different armies during a war, production of various weapons over time, death statistics for different tyrants,
proportion of male population in uniform, fatality rates
2. Demography: Population growth, rise or decline of birth rates, infant mortality rates, death rates, deaths from disease,
marriage rates, age at first marriage, average number of children born to a marriage, changes in proportion of the population in
given occupations, changes in proportion of population in different religions, union membership, suffrage, literacy rates,
number of books published, amount of education, proportion of income spent on food or shelter.
3. Economics: Rise and fall of interest rates, rise and fall of price of gold, price of wheat, average annual income of different
classes, gross national product, rise and fall of spending deficits, comparative value of different national currencies at one time
and at different times, comparative production of natural resources, coal, steel or electricity, comparative production of food,
number of books published, imports and exports, changes in tariff rates, changes in national debt
4. Politics and culture: maps of changing borders (be careful not to choose ones that are too easy) maps of migrations, literacy,
locations of presses, timelines of zeitgeists and ideologies, family trees of important ruling families (make sure it is not too
easy)
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