Course Syllabus

AP European History Course Syllabus

Course Overview: 

The course object of AP European History is to increase student’s understanding and appreciation of European History and to see the interactions of European history in the modern age.  Students will also develop skills needed to succeed on the AP European history exam as well as in future Advanced Placement classes and college.  The course will be taught during the fall semester and will include only a single semester of direct classroom instruction in a 90 minute Block schedule.  During the second semester of the school year students will be expected to attend after school study/review sessions as the AP test approaches.

The course will be taught at the college level and will require a greater amount of reading and in depth focus than an Honors level curriculum requires.  Most days will consist of some blend of traditional lecture using the primary textbook and small group discussions.  Students are expected to have read the textbook one day in advance of class lectures so that they are able to participate appropriately in class discussions and small groups.  Higher order thinking skills will be a focus, especially analysis of primary sources and synthesis of material.  In addition to higher order thinking skills students will be participating in a variety of writing opportunities designed to improve their comparison and causation thinking skills.  Furthermore, as the semester progresses, students will be participating in an increasing level of “Student led” learning/teaching opportunities. 

Grading Scales

The standard school grading scale will be used (100-93 = A, 92-85 = B, 84-77 = C, 76-70 = D, 69-0 = F,) for all class related, quizzes, and tests work.   Essays will be graded using the 9 point scale released by the College Board website and will be converted into a 100 point scale for the purposes of averaging grades.  (9 =100, 8 = 96, 7 = 92, 6 = 88, 5 = 84, 4 = 80, 3 = 76, 2 = 72, 1 = 68)

 Tests and Essays:

Tests will consist of primarily multiple choice questions that will be taken from textbook materials as well as released AP examinations.  In addition to tests a primary focus will be on writing for the AP examination.  Students will construct many DBQ essays or Thematic essays either in full or in part, depending on the assignment.

 Course Themes:

AP European history will be based on, but not limited to, the following themes and their “overarching questions”

1.  Interaction of Europe and the World

- Why have Europeans sought contact and interaction with other parts of the world?

- What political, technological, and intellectual developments enabled European contact and interaction with other parts of the world?

- How have encounters between Europe and the world shaped European culture, politics, and society?

- What impact has contact with Europe had on non-European societies?

 2.  Poverty and Prosperity

- How has capitalism developed as an economic system?

- How has the organization of society changed as a result of or in response to the development and spread of capitalism?

- What were the causes and consequences of economic and social inequality?

- How did individuals, groups, and the state respond to economic and social inequality?

 3.  Objective Knowledge and Subjective Views

- What roles have traditional sources of authority (church and classical antiquity) played in the creation and transmission of knowledge?

- How and why did Europeans come to rely on the scientific method and reason in place of traditional authorities?

- How and why did Europeans come to value subjective interpretations of reality?

 4.  States and Other Institutions of Power

- What forms have European governments taken, and how have these changed over time?

- In what ways and why have European governments moved toward or reacted against representative and democratic principles and practices?

- How did civil institutions develop apart from governments, and what impact have they had upon European states?

- How and why did changes in warfare affect diplomacy, the European state system, and the balance of power?

- How did the concept of a balance of power emerge, develop, and eventually become institutionalized?

 5.  Individual and Society

- What forms have family, class, and social groups taken in European history, and how have they changed over time?

- How and why have tensions arisen between the individual and society over the course of European history?

- How and why has the status of specific groups within society changed over time?


Historical Thinking Skills

In addition to the above course themes, European History AP will focus on building upon the following Historical thinking skills.  These will be largely the focus of AP essay writing in preparation for the examination.

1. Chronological Reasoning
Historical Causation
Patterns of Continuity and Change over time

2. Comparison and Contextualization

3. Crafting Historical Arguments from Historical Evidence
Historical argumentation
Appropriate use of Relevant Historical evidence

4. Historical Interpretation and synthesis

Primary Textbook

McKay, Hill, Buckler, Crowston, Wiesner-Hawks, and Perry. A History of Western Society, AP EDITION:  Since 1300:  11th edition.  Boston, Bedford /St. Martins, 2011.

 Supplemental Textbooks and Novels

Alfred J. Andrea and James H Overfield.  The Human Record:  Sources of Global History, 5th edition.  Boston, Houghton Mifflin Company, 2005

Peter Stearns, Michael Adas, Stuart B. Schwartz, and Marc Jason Gilbert.  Western Civilizations:  The Global Experience.  Combined volume, 6th edition.  New Jersey, Pearson Education, Inc. 2011

Machiavelli, Niccolo.  The Prince, New York, Penguin Books, 1961

Sherman, Dennis.  Western Civilization Sources, Images, and Interpretations, Volume 1, 8th ed.  Boston, McGraw-Hill, 2010.

Course Format

Period I:  1450-1648

Unit I
- Chapter 11:  The Later Middle Ages (1300-1450)
- Chapter 12:  European Society in the Age of the Renaissance (1350-1550)            

Unit II
- Chapter 13:  Reformation and Religious Wars (1500-1600)
- Chapter 14:  European Exploration and Conquest: (1450-1650)

Period II:  1648-1815
Unit III
- Chapter 15:  Absolutism and Constitutionalism:  (1589-1725)
- Chapter 16:  Toward a New Worldview (1540-1789)
- Chapter 17:  The Expansion of Europe (1650-1800)

Unit IV
- Chapter 18:  Life in the Era of Expansion (1650-1800)
- Chapter 19:  The Revolution in Politics (1775-1815)
- Chapter 20:  The Revolution in Energy and Industry (1780-1850)

Period III:  1815-1914
Unit V
- Chapter 21:  Ideologies and Upheavals (1815-1850)
- Chapter 22:  Life in the Emerging Urban Society (1840-1914)

Unit VI
- Chapter 23:  The Age of Nationalism (1850-1914)
- Chapter 24:  The West and the World (1850-1914)

 Period IV:  1914-Present
Unit VII
- Chapter 25:  War and Revolution (1914-1919)
- Chapter 26:  The Age of Anxiety (1880-1940)
- Chapter 27:  Dictatorships and the Second World War (1919-1945)

- Chapter 28:  Cold War Conflict and Consensus (1945-1965)
- Chapter 29:  Challenging the Postwar Order (1960-1991)
- Chapter 30:  Life in the Age of Globalization (1990-present)

 Summer Reading Assignment

- For Summer Reading, student will read “The Prince” by Niccolo Machiavelli.  Students will have to purchase their own copy and read over the summer.  Small group activity will be part of Days 4+5 in the syllabus.


Course Outline The syllabus lists textbook Periods, Units, and Chapter headings that address the complete chronological scope of each period.

Period I:  1450-1648

          Unit I: Chapters 11 (1300-1450) + Chapter 12 (1350-1550)

Day 1:   - Middle Ages:  Using the supplemental book “World Civilizations: A Global Experience” students will review the Middle Ages as a foundation of European society.  Students will look to the companion website for A History of Western Society” for chapter 8+9 outlines and resources.

- Manoralism Cartoon Activity:  Students are to create a cartoon in which the relationships between a Lord and the peasants are clear.  The Beginning topic is the raising of debt obligations owed by the peasantry.  

Day 2.   - Chapter 11 Sections 1-3 (The Prelude to Disaster) + (The Black Death) +(The Hundred Years War.)  Learning Target:  I can identify and explain how the Black Plague and the Hundred Years War helped the transition from Feudalism to more Powerful central governments in Europe.

- “Living in the Past – Treating the Plague” pg. 328-329 in textbook.  Students are to answer the questions for Analysis. 

- Students are to read the Secondary Sources handouts:  “The Black Death: A Socioeconomic Perspective,” by Millard Meiss (Sherman, Dennis.  Western Civilization Sources, Images, and Interpretations, Volume 1, 8th ed.  Boston, McGraw-Hill, 2010.)  and “A Psychological Perspective of the Black Death,” by William Langer (Sherman, Dennis.  Western Civilization Sources, Images, and Interpretations, Volume 1, 8th ed.  Boston, McGraw-Hill,    2010.)  After reading, students should discuss in small groups the potential social and economic consequences of the Black Plague.  Who Might have benefited and Why?

Day 3:   - Chapter 11 Sections 4+ 5 (Challenges of the Church) + (Social Unrest in a Changing Society) Learning Target:  I can connect the effects of the “Great Schism” to the growing power of centralized government in Europe.

Day 4:   - Chapter 12 Sections 1+2 (Wealth and Power in Renaissance Italy) + (Intellectual Change) Learning Target:  I can explain how economic power in North Italy helped lead to wider artistic expression during the Renaissance.

- Machiavelli class discussion:  Using their summer reading, the Prince, by Niccolo Machiavelli, Students will engage in a class discussion on the similarities and differences in what they perceive as the values of a good leader and those outlined by Machiavelli. 

Day 5:   - Chapter 12 Sections 3-5 (Art and Artists) + (Social Hierarchies) + (Politics and the State in Western Europe) Learning Targets:  I can explain how Art during the renaissance is a reflection of society’s values.

- Power Point presentation on the Renaissance artists

- Students will take a virtual tour of the Sistine Chapel at

Day 6:   - Unit I Tests (Chapters 11-12)

       Unit II: Chapters 13 (1500-1600) + Chapter 14(1450-1650)

Day 7: - Chapter 13 Sections 1+2 (The Early Reformation) + (The Reformation and German Politics) Learning Targets:  I can identify the disagreements that Martin Luther had with the Catholic Church and how they show a pattern of weakening of the Church in Europe.

Day 8: - Chapter 13 Section 3+4 (The Spread of Protestant Ideas) + (The Catholic Reformation) Learning Targets:  I can create a Frayer model illustrating the major personalities whom helped spread the Protestant Reformation.

Day 9:  - Students will work in small groups to create a Frayer Model of the following four major individuals of the Reformation (Martin Luther, John Calvin, Henry VIII, and Ignatius of Loyola).  Students use “Comparative Theology of Reformation,” from pg. 169 of European AP appendix as support and internet research for a variety of secondary sources.  Following the research phase, students will discuss the effect the Reformation had on Europe religiously, politically, and economically.

- Chapter 13 Section 5 (Religious Violence) Learning Targets:  I can create a cause and effect chart of Religious violence (I.E. riots, wars, and witch hunts) in Europe.

Day 10:  - Introduce the DBQ (Document Based Question) – Use College Board Rubric as well as students samples to help students develop and understanding of the process.  “Using evidence from the provided documents, write an essay that answers the following prompt; to what degree do the religious criticisms in the late Middle Ages influence the attitudes toward religion during the early Renaissance?”  The essay will be graded according to the AP European History DBQ rubric.

- Students will complete the essay for homework using the timing limitations required.  The following day students will use the Peer Grading Review Sheets for DBQ’s to look over grade each other’s essay. (45 minutes)

 Day 11:  - Student Peer grading activity from DBQ instruction Day:  (45 minutes).  Chapter 14 Section 1 (European Exploration and Conquest 1450-1650).  Learning Targets:   I can describe the Afro-Eurasian trading network before the creation of the Colombian exchange.

- Age of Exploration Geography Activity.  Based on the map on page 436 of the textbook, the internet, and using the Colonial Empires Outline Map provided, students are to shade in the map identifying which European country controlled which areas in the Americas.  Students are then to use the Exploration of the Americas map on CANVAS to draw in the routes of exploration used by major European explorers.  The colors used for areas controlled in the Americas should correspond to the Explorers.  Students are to create a key for their map. 

- Primary Source textbook reading (Listing to the Past), “Columbus describes his First Voyage.”  Page 448 of textbook plus questions for Analysis.  Students are to be prepared to discuss answers in small groups with a special emphasis on discussing Point of View of the Author, historical context, and intended audience.

Day 12:    - Chapter 14 Section 2+3 (The European Voyages of Discovery) + (The impact of Conquest).  Learning Targets:  I can describe the Afro-Eurasian trading network before the creation of the Columbian exchange.  I can describe the effects of European conquests on the peoples and ecologies of the New World.

Day 13:    - Chapter 14 Section 4+5 (Europe and the World after Columbus) + (Changing Attitudes and Beliefs).  Learning Targets:  I can explain the relationship between the Colombian exchange and commercial empires, and forced migrations.  I can explain how the works of Montaigne and Shakespeare reflect new ideas about race based on the encounter with new peoples and places. 

- Textbook reading, pages 450-451.  (Living in the Past) “Foods of the Columbian Exchange plus questions for analysis.       

Day 14:    - Unit II Test:  (Chapters 13-14)
- 55 Multiple Choice Questions in 55 Minutes and 1 short answer essay question.  Use 2016 Released Short Answer Essay Question #2.

Period II (1648-1815)

Unit III:
 Chapters 15 (1589-1725), Chapter 16 (1540-1789), + Chapter 17 (1650-1800)

Day 15:    - Chapter 15 Section 1 (Seventeenth-Century Crisis and Rebuilding).  Learning Targets:  I can identify the common crises and achievements of Seventeenth Century European States.

Day 16:    - Chapter 15 Section 2 (Absolutism in France and Spain).  Learning Targets:  I can identify the factors that led to the rise of the French absolutist state under Louis XIV, and why did absolutist Spain experience decline in the same period.

- Power Point Presentation on the Palace of Versailles

Day 17:    - Chapter 15 Section 3+4 (Absolutism in Austria and Prussia) + (The Development of Russia and the Ottoman Empire).  Learning Target:  I can identify ways in which the rulers of Austria and Prussia transform their nations into powerful absolutist monarchies.  I can identify distinctive features of Russian and Ottoman Absolutism.

Day 18:    - Chapter 15 Sections 5+6 (Alternatives to Absolutism in England and the Dutch Republic) + (Baroque Art and Music).  Learning Target:  I can identify how and why did the constitutional state triumph in the Dutch Republic and England.  I can explain the baroque style in art and music, and where was it popular

- Power Point Presentation on Baroque Architecture and Art

Day 19:    - DBQ # 2 Using Evidence from the provided documents, students should write an essay that answers the following prompt; “to what extent are rulers and their subjects agree and differ about the proper role of the absolute monarch?”

- Chapter 16 Section 1 (The Scientific Revolution). 
Learning Target:  I can identify ways in which the new attitudes toward the natural world were revolutionary.  In combination with the textbook materials, students will use laptop computers or personal devices to research the major developments during the scientific revolution with a special emphasis on their role in today’s modern society.  Students will fill in the Scientific Revolution Graphic organizer located on the class Moodle. 

Day 20:    - Chapter 16 Section 2 (The Enlightenment).  Learning Targets:  I can explain how the new worldview affected the way people thought about society and human relations.  In combination with the textbook materials, students will for homework research thoroughly the major philosophers of the enlightenment and their core beliefs using the Stanford Encyclopedia of Philosophy for a variety of secondary sources.  Then students will fill in the Enlightenment Philosophers questionnaire and rankings located on the class Moodle.  Students should be prepared to defend the rankings that they assign to each of the philosophers.

Day 21:    - Enlightenment Activity and Discussion Day 2 – Students will be divided into small groups of 4 or 5 students.  Each small group will, using their homework research and the previous day’s notes,         rank the Enlightenment philosophers in order of importance with 8 being most influential and 1 being least influential).  After ranking the philosophers as a group, the small groups will fill in the chart on the front white board identifying what their rankings are.  Each group will then be able to question and debate the merits of the philosophers as compared to what their small group created.

Day 22:    - Chapter 16 Section 3 (Enlightened Absolutism).  Learning Target:  I can explain the impact of new ways of thinking have on political developments and monarchial absolutism.

- For homework, using the handout on Enlightened Despotism in Europe, students are to create a T-Bar comparison chart.  One side of the chart, students should identify ways in which Enlightened Despots favored the enlightenment ideals. On the other side of the chart they are to identify ways in which they favored true absolutist rule.  Lastly, students will write a quick essay in which they discuss whether or not Enlightened Despots were really all that Enlightened.

- Chapter 17 Section 1 (Working the Land). 
Learning Target:  I can identify important developments that led to the agricultural revolution, and how did these changes affect peasants.

Day 23:    - Chapter 17 Sections 2+3 (The Beginning of the Population Explosion) + (The Growth of Rural Industry).  Learning Target:  I can explain why the European Population rose dramatically in the eighteenth Century.  I can describe how and why did rural industry intensify in the eighteenth century

- For Homework, students are to write a short essay in which they discuss the relationship between the Agricultural changes happening in Europe and the population changes and the rise of industry.  Students should be prepared to discuss their ideas in small groups the next day.

Day 24:  - Textbook Primary Source Reading, “Listening to the Past – Contrasting Views on the Effects of Rural Industry,” pages 552-553.  Students are begin in small groups by reading the text selection.  In combination with their homework essay, they are to answer the questions for analysis as well as discuss the effect that Perspective/Point of View have on the primary source selections.  Source:  Daniel Defoe, A Plan of the English Commerce:  (London, 1728), pp 90-91 and Anonymous, “The Clothiers Delight” Paul Mantoux and Marjorie Vernon, eds. The Industrial Revolution in the Eighteenth Century (1928:  Taylor and Francis, 2006), pp 76-77.

- Chapter 17 Section 4 (The Debate over Urban Guilds).  Learning Target:  I can compare and contrast the economic systems of Guilds and commercialism.

Day 25:  - Chapter 17 Section 5 (The Atlantic World and Global Trade).  Learning Target: I can explain how colonial markets boosted Europe’s economic and social development, and what conflicts and adversity did world trade entail.

- Power Point Presentation on Trans-Atlantic Slave trade

- For Homework, students are to read the primary source document “Olaudah Equiano:  Economic Arguments for Ending Slavery” pg. 565 for the textbook and answer the Questions for Analysis.  Students are to place special emphasis on discussion of Perspective/Point of View in the document.  Source:  Olaudah Equiano “The Interesting Narrative of the life of Olaudah Equiano, ed. Robert J. Allison, 2nd ed.  (Boston: Bedford/St. Martin, 2007), p. 213

Day 26:  - Unit III Test (Chapters 15-17)
- 60 Multiple Choice Questions in 40 minutes combined with a full DBQ in 50 minutes.  This test is designed to mimic the time constraints of the AP European Examination.

 Unit IV:  Chapters 18 (1650-1800), Chapter 19 (1775-1815) + Chapter 20 (1780-1850)

Day 27:  - Chapter 18 Section 1 (Marriage and the Family).  Learning Targets:  I can describe what changes occurred in marriage and the family in the course of the eighteenth century.

- Students will return to small groups and revisit the earlier discussion on the effects of the agricultural revolution on society.  Students will add to that any analysis of connections between earlier discussions and the changing role of the family. 

Day 28:  - Chapter 18 Sections 2+3 (Children and Education) + (Popular Culture and Consumerism).  Learning Target: I can describe what life was like for children, and how attitudes toward children evolved in the eighteenth century.  I can explain the effect of increasing literacy and new patterns of consumption on people’s lives.

 Day 29: - Chapter 18 Sections 4+5 (Religious Authority and Beliefs) + (Medical Practice).  Learning Targets:  I can describe the patterns of popular religion, and how they interacted the worldview of the educated public and their Enlightenment ideals.  I can describe the evolution of the practice of Medicine in the eighteenth century.

Day 30:  - Absolutism essay.  Students are to discuss the benefits and drawbacks to the Absolutist form of government prior to the French Revolution.  Students will need to cite specific evidence from a variety of primary sources, including the views of the Monarchy, Nobility, Bourgeoisie, and the Peasantry.

- Chapter 19 Section 1 (Background to Revolution). 
Learning Targets:  I can describe the social, political, and economic factors that formed the background to the French Revolution.

- Use Library of Congress Primary Source Document Analysis worksheet to look at the Political Cartoon “Let us hope this game ends soon” on page 620 of the textbook.   Student analysis should include a discussion of Perspective/Point of view to determine its effect on the document.  Source:  “Let us Hope this game ends soon” Copywrite RMN – Grand Palais/Art Resource, NY

Day 31:  - Chapter 19 Section 2 (Politics and the People, 1789-1791).  Learning Target:  I can explain how the events of 1789 resulted in a constitutional monarchy in France, and how the new constitution affected the various members of French society at home and the colony of Saint-Dominique.

- For Homework, students should read “Listening to the Past – Abbe de Sieyes, What is the Third Estate?” and answer the questions for analysis, once again paying particular attention to Perspective and its effect on the primary source.  Pages 622-623 of the textbook. 

Day 32:  - Chapter 19 Section 3 (World War and Republican France, 1791-1799).  Learning Target:  I can describe how and why the Revolution took a radical turn at home and in the colonies.

- Use Library of Congress Primary Source analysis sheet to look at a selection of political cartoons provided by the teacher from the Radical phase of the French Revolution.  Students will be prepared to discuss intended audience, author’s perspective, purpose, and historical context in each of the selections provided.

Day 33:  - Chapter 19 Section 4 (The Napoleonic Era, 1799-1815).  Learning Target:  I can explain why Napoleon Bonaparte assumed control of France, and what factors led to his downfall?  I can explain how the republic of Haiti gain independence from France.

Day 34:  - Chapter 20 Section 1 (The Industrial Revolution in Britain).  Learning Target:  I can describe the origins of the Industrial Revolution in Britain, and how did it develop between 1780 and 1850.

- After class discussion, students will work with a partner to fill in the Industrial Revolution graphic organizer that is found on the class Moodle. 

Day 35:  - Chapter 20 Section 2 (Industrialization in Continental Europe), Learning Target:  I can explain how the continental countries responded to the challenge of the Industrial Revolution after 1815.

- Students will work in small groups to compare the resource maps on page 660 and 664 of their textbook.  Students will answer the following questions; Analyzing the Map – Locate the major exposed coal deposits in 1850.  Which countries and areas appear rich in coal resources, and which appear poor?  Is there a difference between northern and southern Europe?  Making Connections – What is the relationship between coal deposits and emerging industrial areas in Continental Europe and in Great Britain and what can you predict about how the resource distribution will affect future events like colonization and international domination?

 Day 36:  - Chapter 20 Section 3 (Relations between Capital and Labor).  Learning Target:  I can explain how the Industrial Revolution affected people of all social classes, and what measures were taken to improve the condition of workers.

- Working in small groups, students will read “Listening to the Past:  The Testimony of Young Mine Workers,” on pages 672-673 of the textbook.  Students will then answer the questions for analysis, as always paying attention to the Perspective of the authors and how that might affect the documents. 

Day 37:  - Unit IV Test (Chapters 18-20)
- 80 Multiple Choice Questions in 55 Minutes.  Questions will be taken from a mixture of textbook resources and released AP European tests

Period III – 1815-1914

            Unit V:  Chapters 21 (1815-1850) + Chapter 22 (1840-1914)

 Day 38:    - Introduce Thematic Essays using College Board materials and released essay prompts.

Day 39:    - Chapter 21 Section 1+2 (The Aftermath of the Napoleonic Wars) + (The Spread of Radical Ideas.)  Learning Targets:  I can explain how the victorious allies fashioned a general peace settlement post Napoleon, and how Metternich upheld a conservative European order?  I can identify the basic tenets of liberalism, nationalism, and socialism, and what groups were most attractive to these ideologies.

Day 40:    - Chapter 21 Section 3+4 (The Romantic Movement) + (Reforms and Revolutions before 1848).  Learning Target:  I can identify the characteristics of the Romantic Movement, and match major artists with their works.  I can explain how liberal, national, and socialist forces challenged conservatism in Greece, Great Britain, and France after 1815.

- Students will create a T-Bar chart in which they create comparisons between the Realism of the Renaissance, Baroque, and the Romanticism of the nineteenth century.  Students are also expected to discuss in small groups what might account for this changing in feelings expressed in these artistic movements.

Day 41:  - Chapter 21 Section 4+5 (Reforms and Revolutions before 1848) + (The Revolution of 1848).  Learning Targets:  I can explain how liberal, national, and socialist forces challenged conservatism in Greece, Great Britain, and France after 1815.  I can explain why the Revolution of 1848 failed almost completely.

- Students will write a thematic essay in which they explain how Liberalism led to the Revolutions and conflicts in Europe in 1848.

Day 42:    - Chapter 22 Section 1+2 (Taming the City) + (Rich and Poor and those in Between).  Learning Targets:  I can describe city life, and how urban life changed in the nineteenth century.  I can explain the emergence of urban industrial society and what it meant for the wealthy, middle classes, and poor classes.

- Look at “Picturing the Past – Apartment Living in Paris” on page 727 of the textbook.  Answer the Analyzing the image question as well as the Connections section.

Day 43:    - Chapter 22 Section 2+3 (Rich and Poor and those in Between) + (The Changing Family). 
Learning Targets:   I can explain the emergence of urban industrial society and what it meant for the wealthy, middle classes, and poor classes.  I can identify ways in which the working-class and middle-class families changed as they coped with the challenges and the opportunities of the developing urban civilization.

- Look at “Living in the Past – Nineteenth Century Women’s Fashion” on page 730-731.  In small groups students are to analyze the changing fashions of the nineteenth century and then compare them to the fashions of the world today.  In addition to changes, students should be prepared to discuss how these fashion designs continue the traditional restriction of the position of women in society?  Students should also look to the Victoria and Albert Museum website for further articles on fashion in the nineteenth century.

- For homework, students are to compare child rearing practices in the eighteenth century with those of the nineteenth century.   In addition to the first comparison students should compare these practices with those that they have experienced in their own life. What similarities and differences are there.

Day 44:    - Chapter 22 Section 4 (Science and Thought). 
Central Question:  I can create a diagram showing major changes in science in the new urban society.

Day 45:    - Unit V Test (Chapters 21-22)
- 55 multiple choice questions (50 minutes) and a full AP European History released thematic essay (40 minutes)

Unit VI
Chapters 23 (1850-1914) + 24 (1815-1914)

Day 46:    - Chapter 23 Section 1+2 (Napoleon III in France) + (Nation Building in Italy and Germany).  Learning Target:  I can identify ways Napoleon III sought to reconcile popular and conservative forces in an authoritarian nation-state?  I can list major events in the process of unification in Italy and Germany as they created conservative nation-states.

Day 47:    - Chapter 23 Section 3+4 (The Modernization of Russia and the Ottoman Empire) + (The Responsive National State, 1871-1914).  Learning Target: I can list the steps that Russia and the Ottoman Turks took toward modernization, and evaluate how successful were they?  I can describe how ordinary citizens developed a growing loyalty to their governments after 1871.

 - Students should read for homework “Living in the past – Peasant life in Post-Reform Russia” on pg 766-767 of the textbook.  After analyzing the given photographs, students should answer the Questions for Analysis and be prepared to discuss briefly in class tomorrow.

Day 48:    - Chapter 23 Section 4+5 (The Responsive National State, 1871-1914) + (Marxism and the Socialist Movement). 
Learning Targets:  I can describe how ordinary citizens developed a growing loyalty to their governments after 1871.  I can explain the socialist movement, and how it was revolutionary compared to common economic theories of the time.

The Human Record – Sources of Global History, vol. 2 - reading #68 “Jewish Nationalism and the Birth of Zionism – Theodor Herzl, The Jews’ State” pages 297-301.  Students are to read and         answer the questions for analysis and are to pay particular attention to Perspective/Point of view.  How does the Dryfus Affair signify deeper anti-Jewish feelings throughout Europe?

Day 49:  - Chapter 24 Section 1+2 (Industrialization and the World Economy) + (The Great Migration). Learning Target:  I can identify the global consequences of European industrialization between 1815 and 1914?  I can explain how massive migration was an integral part of Western expansion.

 Day 50:  - Imperialism Mapping Activity.  Students are to draw a map of Africa, Asia, and India (pages 804, 808, and 815) and shade the colonial possessions of each European Nation.  Learning Target:  I can create a map of Africa, Asia, and India that shows the imperial possessions of Major European countries prior to World War I.

Day 51:  - Chapter 24 Section 3 (Western Imperialism, 1880-1914).  Learning Target:  I can explain how and why European nations rush to build political empires in Africa and Asia after 1875.

- Students will create a Comparison chart of European Imperialism.  On one side they will identify the major imperialist goals of the European powers as they controlled the Americans (1500-1800).  On the reverse side they will identify the imperialist goals as colonization shifted to Africa and Asia (1800-1950’s).  Next, students will look for changes in these goals and for continuities within their goals.  Lastly, students will discuss reasons (causation) for these changes and continuities.

Day 52:  - Chapter 24 Section 4 (Responding to Western Imperialism).  Learning Target:  I can analyze the general pattern of how non-Western nations responded to Western expansion, especially India, Japan, and China meet the imperialist challenge.

- Look at the Primary source “Picturing the Past – Demonizing the Boxer Rebellion” on page 818 of the textbook.  Using the Library of Congress primary source analysis tool to determine what is being shown.  Then answer the “Connections” questions that accompany the imagery.  How does the image show anti-Asian feelings in Europe?  Source:  Le Petit Parisien, 1910
“Evenements de Chine”  Mary Evans Picture Library.

Day 53:  - Unit VI Test (Chapters 23-24)
 - 55 multiple Choice Questions (55 minutes) and one short answer essay

Period IV (1914 – Present)

          Unit VII:  Chapters 25 (1914-1919), Chapter 26 (1880-1940) + Chapter 27 (1919-1945)

Day 54:  - Students will begin World War I by engaging in a “Gallery Walk” of secondary source images from the First World War.  Source for the images is are 1934 special edition series from the Chicago Daily News – Raw War.

Place Chicago Daily Tribune, 1934 “Raw War” posters in common area in hallway.  Students are to take ten minutes touring through the posters as if they were in a history museum.  Afterward, students will take ten minutes to write an essay in which they describe why three of the images have struck them most.  When finished, small groups will discuss which pictures meant the most and why. 

 - Chapter 25 section 1 (The Road to War).  Learning Target:  I can describe the causes of the First World War, and why it had significant popular support.

 - Using the map on page 828 of the textbook, analyze the differences in The Balkan Peninsula after the Congress of Berlin in 1878 and on the Eve of World War I in 1914.  What changes have occurred and how might those changes have helped lead to the outbreak of the war?

 Day 55:  - Chapter 25 Section 2 (Waging Total War).  Learning Target:  I can match various weapons developed in World War I and how they changed the nature of modern warfare.

- Power Point Presentation on the military technologies developed during World War I.

- Use the You-tube video, “Six minutes of World War I in color” to show the nature of trench warfare.  Also, students are to look at “Living in the Past – Life and Death on the Western Front” on pages 834-835 of the textbook.  Students are to discuss differences in trench warfare and that which was practiced in the Napoleonic age and also that which was practiced as the Middle Ages came to a close.  What similarities are there and what differences are there? 

Day 56:  - Chapter 25 Section 3 (The Home Front).  Learning Targets:  I can explain and provide examples of the impact of total war on civilian population.

- Using the Library of Congress Primary Source evaluation tool, Students are to analyze a provided selection of World War I propaganda posters.  Students are to analyze the documents for 1).  Intended audience, 2). Evidence of bias, 3). Tone. 4) Purpose.  Afterwards, students will discuss the effectiveness of these uses of propaganda posters in small groups.

 - DBQ # 3 Using Evidence from the provided documents, students should write an essay that answers the following prompt; “to what extent were women’s experiences in the factories reflections of the profound social changes because of the industrial revolution and to what extent did their experiences reflect continuities with traditional working-class ways of life?”

Day 57:  - Chapter 25 Section 4 (The Russian Revolution).  Learning Target:  I can identify major events led to the Russian Revolution, and why the revolution concerned other European countries

 - In small groups, students are to look back at major events in Russian History, I.E., Alexander II emancipating the serfs, the 1904 Russo-Japanese War, and the 1905 Bloody Sunday massacre and look.  After looking back, students are to write an essay for homework determining how Bolshevism might have been popular with the Russia people in light of their recent past.  Students will briefly return to their small groups on the next day to discuss their answers to the essay prompt

 - Day 58:    - Chapter 25 Section 5 (The Peace Settlements).  Learning Targets:  I can describe how the Allies fashioned a peace settlement following the war, and why was it ultimately unsuccessful.

- Look at the map on page 850 of the textbook.  Answer the Analyzing the map questions as well as the making Connections questions.  In addition, students are to predict how the territorial changes made after World War I might have led to the outbreak of World War II

- For homework, students are to read “Listening to the Past – Resolution of the General Syrian Congress at Damascus” on pages 856-857.  After reading students are to answer the Questions for analysis and to determine what affect the Mandates given to France and Britain after World War I help lead to the mistrust between the Middle East and the West today is a result

Day 59:    - Chapter 26 Section 1 (Uncertainty in Modern Though). 
Learning Targets:  I can describe how intellectual developments after the war reflected a larger crisis in Western through.

Day 60:    - Chapter 26 Sections 2+3 (Modernism in Architecture, Art, and Music) + (An Emerging Consumer Society).  :  I can describe how modernism revolutionized architecture, painting, and music?  I can provide examples of how the emergence consumer society and mass culture the interwar years changed the everyday lives of ordinary men and women.

- Video clip “1920’s - The Charleston” – Link to You Tube video is on the class Moodle: 

 - In small groups, students are to analyze the role that women played in World War I and the attaining of the right to vote.  Then they are to discuss how these might have influenced the creation of “new women” during the 1920.  Students should look at the primary source images on page 879 of the textbook.  How do fashions, music, and dance crazes reflect the differences between these new women and those whom were more traditional?  Lastly, for homework, students are to create a Poster advertisement focused on the “New Woman” of the 1920’s.  Source:  (Bildarchiv Preussischer Kulturbesitz/Art Resource, NY) and (Lordprice collection/Alamy).

 Day 61:    - Chapter 26 Section 4 (The Search for Peace and Political Stability).  Learning Targets:  I can identify obstacles faced by European leaders in creating a lasting peace.

- Look at the provisions of the Treaty of Versailles.  Discuss how the punishment of Germany might have helped lead to the rise of the Nazi’s and the outbreak of World War II

Day 62:    - Chapter 26 Section 5 (The Great Depression 1929-1939). Learning Targets:  I can describe the causes of the Great Depression, and how the Western democracies responded to this challenge.

- Power Point Presentation on the Great Depression

- Political Cartoon Activity – Students will produce an original political cartoon about the period of the 1920’s on either the Great Depression or on the Rise of Nazism and Fascism in Europe.  This activity is designed to help students understand the relationship between a specific event and larger consequences later on (beginning of World War II.

- For homework, students should write a short answer essay in which they discuss how the Great Depression helped lead to the outbreak of World War II.  Students should specifically highlight evidence to prove their assertions.

 Day 63:    - Chapter 27 Section 1 (Authoritarian States).  Learning Targets:  I can compare and contrast the Fascist and Communists totalitarian dictatorships, looking for similarities and differences.

Day 64:    - Chapter 27 Section 2 (Stalin’s Soviet Union).  Learning Target:  I can describe how Stalin and the Communist Party built a modern totalitarian state in the Soviet Union.

Day 65:    - Chapter 27 Sections 3+4 (Mussolini and Fascism in Italy) + (Hitler and Nazism).  Learning Targets:  I can describe how Mussolini’s dictatorship come to power and govern Italy?  I can describe how Hitler gained power, what policies totalitarian Nazi Germany pursued, and why those policies helped lead to World War II.

- In small groups, students should quickly look at the secondary sources handouts “Appeasement at Munich Attacked,” by George F. Kennan and “The Origins of the Second World War:  Appeasement defended,” by A.J.P. Taylor.  Students should discuss which of the two sources they would agree with and why they agree using evidence from the documents.

- For Homework, students are to read the primary sources, “Living in the Past – Nazi Propaganda and Consumer Goods” on pages 916-917 of the textbook.  After reading, students should discuss the Questions for analysis and whether or not the propaganda was meant for the outside world or for the German people.  Source:  Peter Fritzsch, Life and death in the Third Reich, (Cambridge, Massachusetts:  Harvard University Press, 2008) p. 59

 - DBQ # 4 Using Evidence from the provided documents, students should write an essay that answers the following prompt; “What were the key concepts of the authoritarian governments and rulers and why were they so appealing in the interwar years (1919-1939)?”

 Day 66:    - Chapter 27 Section 5 (The Second World War).  Learning Target:  I can explain how Germany and Japan created enormous empires, and how they were defeated by the Allies.

- Power Point Presentation on the Holocaust

Day 67:    - Small Group teaching lessons day 1. . - Working in small groups (7 totals) each group will be assigned a supplemental lesson and will be given 30 minutes to prepare to teach their lesson to the class.  All instructions and needed worksheets for the lessons have been placed on the class Moodle.  For in class activity, teacher will need to make copies of necessary worksheets.  Learning Target:  I can construct and teach a lesson to the class focused on one aspect of the Second World War.

 Day 68:    - Small group teaching lessons day 2.

                 - Individual teaching topics.  Center for Learning (Book 4 World History). 

                        Lessons 4 – Rise of Dictators. pg. 24-29,

                        Lesson 6 – Immediate Causes of World War II, pg 41-44,

                        Lesson 7 – Adolph Hitler: A Closer Look, pg. 45-50,

                        Lesson 9 - Pearl Harbor pg. 57-60

 Day 69:    - Small Group teaching lessons day 3

                 - Individual teaching topics. Center for Learning (Book 4 World History). 

                        Lesson 10 – The Holocaust, pg 61-66

                        Lesson 11 – A Question of War Crimes, pg 67-72

                        Lesson 12 – Atomic War, Morality, and War Crimes, pg 73-82

 Day 70:    – Unit VII Test
- 55 Multiple Choice Questions and 1 short Answer Essay

 Unit VIII:  Chapters 28 (1945-1965), Chapter 29 (1960-1991) + Chapter 30 (1990 – Present)

 Day 71:    - Chapter 28 Section 1(Postwar Europe and the Origins of the Cold War).  Central Question:  I can describe the events that led to the emergence of the cold war and how the United States/Soviet rivalry effected life in Europe.

 - Reading:  Cold War Origins:  A U.S. Perspective “The Long Telegram” by George Kennan pg.469-474 from The Human Record: Sources of Global History, vol. II

-Reading:  Cold War Origins:  A Soviet Perspective “Telegram, September 27, 1949” by Nikolai Novikov, pg. 474-477 from the Human Record:  Sources of Global History, vol. II

Students should be prepared to discuss questions 5 from U.S. Perspective and 3 from Soviet Perspective about the perceived strengths and weaknesses of both nations.  Students should also be prepared to site evidence of bias in each author’s perspective.

 - Begin using Power Point presentation on the Cold War to provide illustrations of the major events of the Cold War. 

 Day 72:    - Chapter 28 Section 2 (The Western Renaissance).  Learning Target:  I can explain why Western Europe recover so successfully after World War and what were their sources of postwar stability.

Day 73:  - Chapter 28 Section 3 (Soviet Eastern Europe).  Learning Target:  I can compare the pattern of postwar rebuilding and development in the Soviet Union and communist Eastern Europe with that of the Western Powers.

 - Textbook reading, “Living in the Past – A Modern Socialist Steel Town” pages 950-951 of the textbook.  Students after reading the text should answer the questions for analysis in small groups.

 Day 74:  - Chapter 28 Section 4 (The End of Empires), Learning Targets:  I can identify the circumstances led to the postwar colonial independence movements, and how the Cold war influenced those processes.

 Day 75:  - Decolonization Case studies.   Working in groups of five, students will be assigned one of several former colonies and will research the independence movements of their colonies using the portable laptop labs in the media center.  After researching, students will take turns teaching their independence movement to their small group.  Especially important is an understanding of the relationship between European withdrawal and the type of new nation created by the former colony.  – Two of the case studies will need to present on this day.  Learning Targets:  I can        construct a lesson about decolonization and teach it to a small group.

Case Studies – India, Vietnam, the Middle East, the Congo, and Algeria

 Day 76:  - Day 2 of the Decolonization Case Studies:  The three remaining groups will need to present in the first 45 minutes of class.

 - Chapter 28 Section 5 (Postwar Social Transformation).  Learning Targets:  I can describe how large-scale changes in social structures and relations contributed to European stability on both sides of the iron curtain?

 Day 77:  - For Homework students will write a thematic essay in which they evaluate changes and continuities in nationalism from 1750 to 1945 in one of several regions listed.  Their essays are to specifically deal with the relationship between nationalism and racism, isolationism, and imperialism.  Potential regions for the essay are the Middle East, Central American, the Far East, and India.

 - Chapter 29 Section 1 (Reform and Protest in the 1960’s).  Learning Targets:  I can explain how social and political changes in the 1960’s contributed to growing criticism on the postwar consensus that had emerged in the 1950”s.

 - Continue using the Cold war Power Point for this chapter

 Day 78:  - Chapter 29 Section 2 (Crisis and Change in Western Europe).  Learning Targets:  I can explain how the economic decline in the 1970’s contributed to fundamental social and political change in the 1980’s in Western Europe and North America.

 - Look at primary source “Listening to the Past – Simone de Beauvior, a Feminist Critique of Marriage” on pages 988-989 of the textbook.  Students working in small groups should compare the views on women in the mid-twentieth century with those of women in the early twentieth century.  What similarities can be found and what differences can be found?  Lastly, students should compare those views with their own personal views on marriage today.

Day 79:  - Chapter 29 Sections 3+4 (The Decline of “Really Existing Socialism”) + (The Revolutions of 1989).  Learning Targets:  I can develop a list of internal and external factors that weakened the communist control of the Eastern Bloc countries, and how Soviet Leader Mikhail Gorbachev tried to reform the system.

 - Secondary Source Reading, “A plan to save Communism in the Soviet Union, Mikhail Gorbachev, Perestroika” pg. 511-515 The Human Record:  Sources of Global History, vol. II.  (Houghton Mifflin Company, Boston/New York) pp 511-515 – Reading can be found on the Class Moodle.

Day 80: - Chapter 30 Section 1 (Reshaping Russia and the Former East Bloc).  Learning Targets: I can explain how Russia and the former Eastern Bloc countries met the challenges of post-communist reconstruction and political and economic reform.

 - Use the chart in the Cold War power point about ICBM inventories of the United States and the Soviet Union and the primary source, “Estimated US/Russian Nuclear Warhead inventories – 1977-2018, by Hans Kristensen at the Federation of American Scientists, 2012.    Then at home research more specific statistics of the stockpiles.  Describe the various reasons for the decrease in stockpiles.  In your opinion, can those stockpiles ever be completely eliminated?

Day 81:  - Chapter 30 Section 2 (The New Global System).  Learning Targets:  I can identify the defining features of globalization, and how changing international structures transformed European societies.

Day 82:  - Chapter 30 Section 3 (Toward a Multi-cultural Continent),  Learning Targets:  I can explain how population decline and large-scale immigration lead to demographic changes in contemporary Europe, and what the main results of growing ethnic diversity might be.

Day 83:  - Chapter 30 Section 4 (Confronting Twenty-first Century Challenges).  Learning Targets:  I can identify key problems facing European societies in the twenty-first century, and how European states and peoples are dealing with these critical issues.

Day 84     - Unit VIII Test
- 55 Multiple Choice Questions and 1 short Answer Essay