AP European History

Course Syllabus
Textbook
Kagan, Donald, Ozment, Steven and Turner, Frank. The Western Heritage: Since 1300. 9th ed.
Upper Saddle River, New Jersey: Pearson-Prentice Hall, 2007
Readers
Wiesner, Mary, Wheeler, William, and Ruff, Julius, Discovering the Western Past: A Look at the
Evidence, Volumes I and II, McDougal-Littell, 1996

Ancillary Lesson Books

Advanced Placement European History I: The Modern World: New Directions and Advanced
Placement European History II: Westernizing the World, 1870 to the Present, The Center for
Learning, 1991 (documentary evidence periodically used in class discussions)

The Course
AP European History is primarily offered at the sophomore year; however, it is also open to
juniors and seniors. This is a year-long, college level course, therefore I prepare my students to
analyze documents, construct organized essays-both thematic and document-based questions,
engage in critical reading/thinking, and interpret historical materials, including written documents, art,
graphs, maps, and statistical information.
Students are expected to understand and interpret the important geographic, political,
economic, religious, social, intellectual, and artistic themes of European History from approximately
1450 to the present.

Suggested Grading
10% Daily work 10% Projects
35% Unit Exams 30% Essay 15% Semester Exam

Class Activities
Class Discussions and Inner-Outer Circles are designed to engage students in an active student
learning environment. For example, I ask questions concerning the principal themes of European
history to ensure that students are analyzing evidence and interpretations presented in historical
scholarship (such as how accurate is the source, what specific evidence does the author utilize, was
there anything left unsaid, etc). Class discussions occur approximately 3-5 times a week.
Group Work is intended to allow students to engage in a cooperative environment. It is also
important for students to use successful communication to achieve a designated goal. Group work
consists of students working with documents, analytical questions, debates etc. We have group work
approximately once a week. Examples of documents students analyze/interpret as groups include an
excerpt from Thomas Hobbes’ Leviathan, industrial growth statistical charts, and post-WWI map
changes.
Evening Sessions are intended to give students extended time to engage our course and are non-
required. Our 50-minute class periods somewhat limit activities that need more than 50 minutes,
such as DBQ’s, full-length movies and guest speakers. As well, evening sessions allow my students
to interact with students from my other Euro class periods. We have evening sessions approximately
once a month until March when we have them twice a month until the national exam.
 Writing Opportunities
Quizzes are designed to engage students in critical thinking and offer an analytical approach to
assess student progress. Quizzes are typically 5 short answer questions or a quick-write in their
essay/writing journals. Quizzes occur approximately once a week. An example of a quick-write is:
From our discussion yesterday, which were the two most important causes of New Imperialism;
defend your choices.
Thematic (Free-Response) Essays allow students to analyze prompts, marshal evidence, propose
an argument, write a cogent essay in response to a wide variety of prompts. Essays are assigned
approximately every 3 weeks. Examples of FRQ essays include: To what extent were the
revolutions of 1820-1848 a response to nationalism and/or liberalism? and To what extent was the
work of the artists and writers of the Renaissance a reflection of Renaissance ideals?.
Document-Based Questions are designed to allow the student to analyze documents (primary &
secondary) and construct an essay using skills such as analysis of different points of view and bias. I
assign both teacher-generated and released AP DBQ’s periodically throughout the year, generally
offered in a timely manner based on the current topic of discussion. Students write the DBQ essays
in timed, in-class formats (both during the regular school day and during evening sessions) and as
homework. An example of a sample DBQ would be: Analyze the causes that led to the Protestant
Reformation of the 16th century. Sample documents from this particular DBQ include excerpts from
Luther, Erasmus, Calvin, Pope Boniface VIII etc. Another example of a DBQ would include: How did
the French, including Marshal Philippe Petain, view the Vichy regime that he led from 1940-44.
Sample documents from this DBQ include excerpts from: Petain, Charles de Gaulle, Pierre Laval etc.

Exams
Unit Exams assess the students’ knowledge of the current unit. Each exam includes multiple-choice
questions and an essay.

Europe Map Exams are given at the beginning of the year and prior to the national AP exam,
assessing the students’ knowledge of the current map of Europe. Each exam is offered in a matching
format.

First Semester Exam is given at the end of the first semester and contains approximately 100
cumulative, multiple-choice questions for immediate input into the current semester grade.
Second Semester Exam is a mock AP European History exam that I create it from released AP
Exam multiple-choice questions and DBQ and FRQ materials (consisting of 80 multiple-choice
questions, 1 DBQ, and 2 Free-Response essays), giving it in an atmosphere that will prepare
students for the actual exam. The students are expected to use the skills (analysis, critical thinking,
interpreting/understanding primary/secondary documents, writing, etc.) necessary to do well on the
AP European History Exam. I give the mock 2 weeks before the national AP Exam; it is an excellent
gauge for my students on what they should re-review before the national exam.
 Course Units, Focus Topics and Timeline
The units are designed to help AP European History students build skills as they build subject
knowledge. To do this, units are structured to create comparative analysis rather than focus on
singular, chapter-based topics. Units One through Five are designed to be completed during the first
semester with Units Six through Nine in second semester.

UNIT 1—THE MAKING OF WESTERN EUROPE

(The West before 1300 and Chapter 9)
2 weeks
Impact of ancient Mediterranean civilizations on the modern world
Social structures of medieval Europe
Impact of the Roman Catholic Church on Western Europe
Economic and political changes in the Late Middle Ages
Focus Documents analyzed (in part or whole)
Day 1 Course introduction
Day 2 Civilization—Discussion of facets and examples of
civilization
Day 3 Ancient Civilizations—Lecture and discussion on
Mesopotamia and Egypt
Day 4 Ancient Civilizations—Lecture and discussion on Plato’s Republic
ancient Greece and Plato’s Republic (Great Books
video)
Day 5 Ancient Civilizations—Lecture and discussion on Cicero’s The Laws
ancient Rome
Day 6 Middle Ages—Chapter 9 Inner-Outer Circle class
discussion (IOC)
Day 7 Middle Ages—Lecture and discussion on the social Boccaccio’s Decameron
structures of the Middle Ages
Day 8 Middle Ages— Lecture and discussion on the
political and economic structures of the Middle Ages
Day 9 Middle Ages— Lecture and discussion on the Magna Carta, De Villis
political and economic structures of the Middle Ages
Day 10 Unit 1 Test

UNIT 2—THE WEST IN TRANSITION

(Chapters10-11)
3 ½ weeks
Transition from medieval thought to humanism
Philosophical changes during the Renaissance in Italy and in northern Europe
Changes in painting, sculpture, literature, and architecture during the Renaissance
Roles of women during the Renaissance
Reasons for the Reformation and its rapid spread across Western Europe
Variety of Protestant movements that arose
Catholic response to the Protestant Reformation
Reformation as an economic, a political, and a religious movement
Causes and effects of the Age of Exploration
 Focus
Day 1 Renaissance, Reformation, Exploration—Unit
2 intro lecture and discussion
Day 2 Renaissance, Reformation, Exploration—Unit
2 intro lecture and discussion
Day 3 Renaissance and Discovery—Chapter 10 IOC
Day 4 Renaissance Women—Discussion of women in
the Middle Ages and in the Renaissance
Day 5 Humanism/Neo-Platonism— Lecture and
discussion on humanism and Neo-Platonism
Day 6 The Prince—Discuss Machiavelli’s The Prince
(including Lesson 7) (from Center for Learning),
The Prince journal instructions
Day 7 The Prince--Finish journal instructions and view
Great Books video The Prince
Day 8 Renaissance and Mannerism— Lecture and
discussion on Renaissance and Mannerist art
Day 9 Renaissance and Mannerism— Lecture and
discussion on Renaissance and Mannerist art
Day 10 Exploration—Discussion of exploration and why
Europe “found” the Americas (including Lesson 5)
Day 11 Reformation—Chapter 11 IOC
Day 12 Religion and the Reformation—Discussion of
Luther’s beliefs and anti-Catholic propaganda
Day 13 Political responses to Reformation—
Discussion of political conflicts in the Reformation
Day 14 Economic and social responses to
Reformation—Discussion of the conflict between
Luther and the German peasants
Day 15 Social responses to Reformation—Discussion
of how the Reformation and Counter-Reformation
effected how people lived
Day 16 Reformation—Discussion of the implications of
the Reformation (including Lesson 6)
Evening Martin Luther—Movie: Luther
session
Day 17 Noble Savage/Review—Discussion of the Noble
Savage, and review of the unit’s main ideas
Day 18 Unit 2 Test
Documents analyzed (in part or whole)
Pisan’s The Treasure of the City of Ladies &
Castiglione’s The Courtier
Ficino’s On Divine Frenzy, Pico della
Mirandola’s On Dignity of Man, images of the
Medici Chapel in Florence, Italy
Bill, meet Niccolo (Newsweek, 1995, Michael
Barone)
Works by DaVinci, Michelangelo, Raphael,
Titian, Durer, El Greco and others
Works by DaVinci, Michelangelo, Raphael,
Titian, Durer, El Greco and others
Different Paths: China and the West
Luther’s 95 Theses, Lord Keep Us Steadfast in
Thy Word and A Mighty Fortress Is Our God
(hymns) by Luther, and broadsheets by
Cranach, Gerung and others
Charles V’s Empire map, Imperial Edict of
Worms, Henry VIII’s Act of Supremacy and the
Pope’s Condemnation
German peasants’ list of grievances, Luther’s
Admonition to Peace, Luther’s condemnation of
the peasant revolt
Luther’s The Freedom of a Christian, Calvin’s
Rules Governing Geneva, and Loyola’s Rules
for Thinking with the Church
The Meaning of the Reformation, and How
Weber’s ‘Protestant Ethic’ explains US edge
over Europe (Commentary, Neil Ferguson)
Essay by Montaigne on savages and de las
Casas’ The Tears of the Indians
 UNIT 3—FOUNDATIONS OF THE MODERN STATE
(Chapters 12-13)
2 weeks
French Wars of Religion
Rise of Western absolutism, including Louis XIV and Philip II
Absolutism in Central and Eastern Europe
Rise of constitutional monarchy and parliamentary power in England (Tudors through Stuarts)
Rise of the Dutch Republic
Focus Documents analyzed (in part or whole)
Day 1 Foundations of Modern State—Unit 3 intro
lecture and discussion
Day 2 Foundations of Modern State—Unit 3 intro
lecture and discussion
Day 3 Religious Wars—Chapter 12 IOC
Day 4 War—Discussion of the French Wars of Religions The Peace of Westphalia
and the 30 Years’ War (including Lesson 10)
Day 5 Baroque— Lecture and discussion on Baroque Works by Rembrandt, Rubens, Caravaggio, de
art la Tour, Gentileschi, Vermeer, Poussin,
Velazquez, Bernini and others
Day 6 Baroque— Lecture and discussion on Baroque Works by Rembrandt, Rubens, Caravaggio, de
art la Tour, Gentileschi, Vermeer, Poussin,
Velazquez, Bernini and others
Day 7 Absolutism/Constitutionalism—Chapter 13
IOC
Day 8 Development of English Constitutionalism— Elizabeth I’s speech at Tilbury & English Bill of
Discussion of the English royal lineage, including Rights, family tree
key topics from Henry VII through the Glorious
Revolution
Evening Oliver Cromwell and Charles I—Movie:
session Cromwell
Day 9 Louis XIV’s Propaganda— Lecture and Including documents written by Bodin, Bossuet,
discussion on Louis XIV Propaganda the Duke of Saint-Simon and others, and
paintings, sculpture and architecture by Rigaud,
Le Brun, and others
Day 10 Louis XIV’s Absolutism—Debate on impact of Wide variety of documents by Voltaire, Charles
Louis XIV Guignebert and others
Day 11 Unit 3 Test

UNIT 4—A TIME OF REVOLUTIONS AND REASON

(Chapters 14-17)
3 ½ weeks
Causes and the effects of the Scientific Revolution
Development of political thought in 17th century England (pre-Enlightenment)
Interaction of the Agricultural Revolution and the early Industrial Revolution
Growth of trade, mercantilism, and colonization
Colonial wars and the American War for Independence
Impact of economic and political changes on society
Impact of the Enlightenment on the religious, social, and political ideologies
Enlightened despots
 Focus Documents analyzed (in part or whole)
Day 1 Revolutions and Reason—Unit 4 intro lecture
and discussion
Day 2 Revolutions and Reason—Unit 4 intro lecture
and discussion
Day 3 New Thought and Culture—Chapter 14 IOC
Day 4 Scientific Revolution—Discussion of the Writings by Galileo and Luther
Scientific Revolution (including Lesson 20)
Day 5 Pre-Enlightenment—Debate on beliefs of
Thomas Hobbes and John Locke
Day 6 Old Regime—Chapter 15 IOC
Day 7 Women’s Lives—Discussion of the evolution of Writings by Castiglione, Erasmus, Luther,
the education of women (including Lesson 12) Moliere, Milton, Mme. De Maintenon and others
Day 8 Peasants—Discussion of the lives of peasants
(including Lesson 8)
Day 9 Children—Discussion of the lives of children Written and visual documents by a variety of
(including Lesson 19) contemporaries both secular and religious
Day 10 Rococo— Lecture and discussion on Rococo Works by Boucher, LeBrun, Fragonard, Hogarth,
art Tiepolo and others
Day 11 Wars and East/West Europe—Discussion of Maps of Europe, focusing on evolution of the
the major wars of the 17th and 18th centuries, differences between Eastern Europe and
and lecture and discussion on the Elbe-Trieste Western Europe
Line (including Lessons 18 and 23)
Day 12 Trade, Wars, and Rebellion—Chapter 16 IOC
Day 13 Trade—Discussion of the Commercial Variety of charts
Revolution and mercantilism (including Lesson
9)
Day 14 Enlightenment—Chapter 17 IOC

Day 15 Old Order vs. New Order—Discussion of how
the new enlightened philosophies came up
against older, entrenched beliefs
Day 16 Philosophes and the Social Contract—
Discussion of Locke & Rousseau on the Social
Contract and the impact of the Enlightenment on
the development of the United States
Day 17 Enlightened Despotism—Discussion of the
enlightened despots
Day 18 Unit 4 Test
D’Alembert’s The Encyclopedia, Voltaire’s
Philosophical Dictionary, Montesquieu’s The
Spirit of Laws, Rousseau’s Emile, and
Wollstonecraft’s A Vindication of the Rights of
Woman
Locke’s Of Civil Government and Rousseau’s
Social Contract
Bossuet’s Politics Drawn from the Very Words of
Scripture, Hobbes’ Leviathan, letters between
Maria Theresa and Joseph II and other writings
by Frederick the Great, Catherine the Great,
Joseph II and others

UNIT 5—THE FRENCH REVOLUTION

(Chapters 18-19½ )
2 ½ weeks
Third Estate and its struggle for recognition
Causes, course and collapse of the French Revolution
Napoleon's successes and failures in achieving his goals
 Napoleon's foreign policy and Europe's reaction to it
Focus Documents analyzed (in part or whole)
Day 1 French Revolution—Unit 5 intro lecture and
discussion
Day 2 French Revolution—Unit 5 intro lecture and
discussion
Day 3 French Revolution—Chapter 18 IOC
Day 4 Causes of French Revolution—Discussion of Abbe Sieyes’ What is the 3rd Estate?, cahiers de
the causes of the French Revolution doleances, and other documents both written and
visual
Day 5 Causes of French Revolution—Debate on the Burke’s Reflections on the Revolution in France,
causes of the French Revolution (Middle class Aulard’s The French Revolution and other
ambition, enlightened thought and desperation documents
of the poor)
Day 6 Images of Louis XVI—Discussion of the Multiple images from cartoons, paintings and
changing views of Louis XVI (including Lesson other contemporary images
26)
Day 7 French Revolution—Discussion of Crane
Brinton’s The Anatomy of Revolution as a
backdrop to a discussion of the course of the
French Revolution
Day 8 Neoclassicism— Lecture and discussion on Works by David, Ingres, Canova and others
Neoclassicism
Day 9 Neoclassicism— Lecture and discussion on Works by David, Ingres, Canova and others
Neoclassicism
Day 10 Napoleon— Chapter 19 IOC (first half)
Day 11 Image of Napoleon—Debate Napoleon’s Written documents by Goethe, John Adams and
legacy (including Lesson 28) others, and visual documents by David, Ingres
and others
Day 12 Fall of Napoleon—Discussion of the fall of Tchaikovsky’s 1812 Overture
Napoleon, including analyzing The 1812
Overture
Day 13 Unit 5 Test

UNIT 6—NATIONALISM AND INDUSTRIALIZATION

(Chapters 19½-22)
4 weeks
Influence of the Congress of Vienna’s reactionary stance on European political development
19th century revolutionary movements of political liberalism and nationalism
Industrial Revolution, especially its rise in Britain
Social, economic, and political impact of industrialism
Romanticism, Realism and Impressionism and how they reflected society
Growth of nationalism in Germany and Italy
Focus Documents analyzed (in part or whole)
Day 1 Nationalism and Industrialization—Unit 6 intro
lecture and discussion
Day 2 Nationalism and Industrialization—Unit 6 intro
lecture and discussion
Day 3 Congress of Vienna and Romanticism—
Chapter 19 IOC (second half)
Day 4 Congress of Vienna—Discussion of the Metternich’s Memoirs
 Congress of Vienna, its participants and its
impact
Day 5 Romanticism— Discussion of Romanticism, Writings by Coleridge, Brinton and others
including comparing its core ideas with the core
ideas of the Enlightenment and analyzing its link
with Christianity (including Lesson 34)
Day 6 Romanticism—Lecture and discussion on Works by Mary Shelley, Coleridge, Lord Byron,
Romantic literature and art Goethe, Delacroix, Turner and others
Day 7 Romanticism—Lecture and discussion on Works by Mary Shelley, Coleridge, Lord Byron,
Romantic literature and art Goethe, Delacroix, Turner and others
Day 8 The Conservative Order—Chapter 20 IOC
Day 9 Latin American Revolutions—Discussion of Charts and graphs, and writings by Wordsworth’s
the Atlantic slave trade and the Europeans’ To Toussaint L’Ouverture, Howard’s Journal of a
attempts to control their Latin American Soldier and Korngold’s Citizen Toussaint
colonies, including a lecture and discussion on
Toussaint L’Ouverture
Day 10 Economic Advance/ Social Unrest—Chapter
21 IOC
Day 11 Metternich System—Discussion of the Age of
Metternich and early 19th century revolutions
Day 12 Nationalism—Discussion of nationalism, Document by Mazzini
including its definition and 19th century and
modern examples (including Lesson 1)
Day 13 Industrial Revolution—Debate on the 19th Multiple visual and written documents, including
century impact of the Industrial Revolution testimonies, chronologies, songs, labor rules, and
reports on working conditions
Day 14 Socialism— Lecture and discussion on Marx’s Communist Manifesto
socialism and comparison of various economic
ideologies

Day 15 1848 Revolutions—Discussion of the 1848
revolutions (including Lesson 36)
Day 16 Nation-States—Chapter 22 IOC
Day 17 Realism and Impressionism— Lecture and
discussion on Realism and Impressionism
Day 18 Realism and Impressionism— Lecture and
discussion on Realism and Impressionism
Day 19 Unification of Germany and Italy— Debate on
the unification processes in Germany and Italy
Day 20 Unit 6 Test
Several maps showing locations of revolutions,
nationalities and languages
Works by Manet, Monet, Renoir, Degas, Cassatt
and others
Works by Manet, Monet, Renoir, Degas, Cassatt
and others
Multiple documents Including speeches by
Bismarck, Mazzini, Garibaldi, Victor Emmanuel

UNIT 7—FIN DE SIECLE THROUGH WWI

(Chapters 23-25)
4 weeks
Economic, political and social impact of the Second Industrial Revolution
Development of socialism
Causes, methods, and effects of 19th century imperialism
Development of turn-of-the-century European thought
Development of 20th century art
Causes and course of World War I
Efforts to create a just treaty at the end of WWI
Rise of Communism during the Russian Revolution
 Focus Documents analyzed (in part or whole)
Day 1 Fin de Siecle through WWI—Unit 7 intro
lecture and discussion
Day 2 Fin de Siecle through WWI—Unit 7 intro
lecture and discussion
Day 3 Building European Supremacy—Chapter 23
IOC
Day 4 Woman Suffrage— Lecture and discussion on Speech by Emmaline Pankhurst and her
the development of woman suffrage, with a Women’s Voices: Quotations by Women,
special focus on Great Britain Christabel Pankhurst’s Unshackled, the National
Woman’s Anti-Suffrage League Manifesto,
various statements from Members of Parliament
(including William Gladstone) and other textual
documents, various posters and photographic
images
Day 5 Evolution of British Democracy—Discussion
of the 19th century development of British
suffrage (including Lesson 7)
Day 6 The Second Industrial Revolution and the
Socialist Response.— Discussion of the
Second Industrial Revolution and Revisionist
Socialism (including Lessons 3 and 6)
Day 7 Modern Urban Life— Lecture and discussion Writings by Percy Shelley, John Ruskin and
on late 19th century urban growth, focusing on Vicomte de Launay, and various statistical charts,
London, Paris, Berlin and Vienna paintings and photographic images
Day 8 Modern European Thought—Chapter 24 IOC
Day 9 Fin de Siecle to WWI Art— Lecture and Works by Cezanne, Gaugin, Van Gogh, Seurat,
discussion on art from the Fin de Siecle through Matisse and others
WWI
Day 10 Growth of Scientific Thought—Debate on the
impact of late 19th and early 20th centuries
scientific inventions and discoveries
Day 11 Imperialism, Alliances, War—Chapter 25 IOC
Day 12 Why Imperialism?— British Imperialism— Statements from Lord Carnarvon and J.A.
Lecture and discussion on imperialism, focusing Hobson on imperialism, White Man’s Burden and
on British imperialism various parodies, cartoons from contemporary
media (including magazines and newspapers)
Day 13 Imperialism—Read and discuss “Shooting an George Orwell’s Shooting An Elephant
Elephant”
Day 14 Imperialism—Debate causes of New
Imperialism
Day 15 Alliance System—Comparative analysis of late
19th and early 20th centuries’ alliances and
treaties
Day 16 World War I— Lecture and discussion on WWI
Day 17 World War I— Lecture and discussion on WWI July 6, 1914 telegram from von Bethmann-
Hollweg to German ambassador in Vienna (Blank
Check), July 23, 1914 Austro-Hungarian
ultimatum to Serbia, July 25, 1914 Serbian
response to the Austro-Hungarian ultimatum, July
29 through August 1, 1914 Wilhelm II’s and
Nicholas II ‘s telegrams leading to WWI
Day 18 Treaty of Versailles—Discussion of the Treaty Various charts and maps dealing with Pre- and
of Versailles and the changes that it brought Post-WWI Europe
 (including Lesson 12)
Day 19 War Guilt—Debate on Germany’s role in the Article 231 of Versailles Treaty, Fay’s Origins of
beginning of WWI the World War and other documents
Day 20 Russian Revolution— Lecture and discussion Trotsky’s statement on Nicholas II’s constitution,
on Russian Revolution Nicholas II’s abdication statement, Michael’s
refusal statement and various quotes from Lenin
Day 21 Russian Revolution— Lecture and discussion Trotsky’s statement on Nicholas II’s constitution,
on Russian Revolution Nicholas II’s abdication statement, Michael’s
refusal statement and various quotes from Lenin
Day 22 Unit 7 Test

UNIT 8—TOTALITARIANISM AND WWII

(Chapters 26-28)
3 weeks
Impact of World War I and the Great Depression on European nations during the 1920s and 30s
Philosophies, policies and actions of Fascism, Nazism and Soviet Communism
Causes and course of World War II
Significance of the various WWII conferences
Focus Documents analyzed (in part or whole)
Day 1 Totalitarianism and WWII—Unit 8 intro lecture
and discussion
Day 2 1920’s—Chapter 26 IOC
Day 3 Irish Independence— Lecture and discussion Video from Library of Congress website
on Irish history, focusing on 20th and 21st (including immigrants arriving at Ellis Island and
centuries departing from it to the US mainland), music
(including Kilkelly, Ireland; Bloody Sunday; and
Zombie)
Day 4 Post-WWI Art— Lecture and discussion on Works by Cezanne, Gaugin, Van Gogh, Seurat,
Post-WWI art Matisse and others
Day 5 1930’s—Chapter 27 IOC
Day 6 The Great Depression—Creation of a visual Multiple images including photographs a wide
DBQ presentation through analysis and variety of situations including the signing of the
grouping of documents (including Lesson 19) Kellogg-Briand Pact, the 1936 Nuremberg Rally,
Haile Selassie speaking to the League of
Nations, and others
Day 7 French Search for Security—Discussion of the
progression of French policies from the Treaty of
Versailles through the London Naval
Conference (including Lesson 15)
Day 8 Totalitarianism—Comparative discussion of
absolutism and totalitarianism
Day 9 Nazis—After analyzing statements made by Writings by Nietzsche and others
various Nazis debate their philosophical
underpinnings (including Lesson 18)
Evening Wannsee Conference—Discussion of Nazi Nuremberg Law for the Protection of German
session policies concerning Jews, including video: Blood and Honor, Wannsee Conference
Wannsee Conference Transcript, Order from Hermann Göring to
Reinhard Heydrich
Day 10 The State of Nations—Comparative discussion
of the condition of major nations prior to WWII
(including Lesson 17)
Day 11 WWII—Chapter 28 IOC German Declaration of War against the US
Day 12 Britain at War— Lecture and discussion on the When the Lights Go On Again (British WWII
British home front during WWII song), Churchill’s speech This was their finest
hour
Day 13 Propaganda— Lecture and discussion on WWII Multiple images from Allies and Axis powers,
era propaganda focusing on posters
Day 14 Soviet Suspicions and the Search for Orwell’s 1984
Security—Discussion of Soviet totalitarianism
and its reflection in its foreign policy decisions
(including Lesson 16)
Day 15 Unit 8 Test

UNIT 9—CONTEMPORARY EUROPE

(Chapters 29-30)
2 ½ weeks
Social changes during the 20th century
Roles of the US and the USSR in the Cold War
Politics, economics and society in postwar Western and Eastern Europe
Influence on Europe of ever-changing situations in the rest of the world
Revolutions of 1989 and their impact on the world
Focus Documents analyzed (in part or whole)
Day 1 Contemporary Europe—Unit 9 intro lecture
and discussion
Day 2 20th Century— Chapter 29 IOC

Day 3 Families in 20th Century Totalitarian States— Written documents by Kollontai, Mussolini,
Lecture and discussion of families, women and Goebbels, Hitler and others, and multiple visual
children in Fascist Italy, Nazi Germany and images, including posters, magazine covers,
Communist Soviet Union paintings and photographs
Day 4 Families in 20th Century Totalitarian States— Written documents by Kollontai, Mussolini,
Lecture and discussion of families, women and Goebbels, Hitler and others, and multiple visual
children in Fascist Italy, Nazi Germany and images, including posters, magazine covers,
Communist Soviet Union paintings and photographs
Day 5 Cold War and New Europe—Chapter 30 IOC
Day 6 The Cold War: Who Was Responsible—
Discussion tracing the evolution of the Cold War
(including Lesson 22)
Day 7 Fall of Communism—Fall of Soviet bloc video
Day 8 Fall of Communism—Discussion of
comparative chronology of the fall of European
Communism
Day 9 European Union— Lecture and discussion of Statements from Tony Blair, Jack Straw, Spain’s
the European Union El Pais and others, analytical charts and charts,
and posters, cartoons and photographs
Day 10 The United Nations—Debate on the impact of
the UN
Day 11 Changing Economics—Discussion of the Charts and cartoons
changing economic situation from WWII through
the end of the 20th century (including Lesson 23)
Day 12 Europe and the World—Discussion of the Charts and images, including photographs of the
interaction between Europe and the rest of the Berlin Wall, a statue of Kwame Nkrumah
world (including Lessons 26 and 27)
Day 13 Unit 9 Test
 REVIEW FOR NATIONAL EXAM
2 weeks
Focus
Day 1 Multiple-Choice—Discussion of multiple-choice questions from released national exam
Day 2 The West in Transition & Foundations of the Modern State—Review Units 2 and 3
Day 3 A Time of Revolutions & the French Revolution—Review Units 4 and 5
Day 4 Nationalism and Industrialization & Fin de Siecle through WWI—Review Units 6 and 7
Day 5 Totalitarianism and WWII & Contemporary Europe—Review Units 8 and 9
Day 6 Power of the Printed Word—Discuss the impact of major European books (including Lesson 31)
Day 7 The Individual in History: The Person of the Age— Debate who were the most important
people in modern European history (including Lesson 32)
Day 8 The Flow of History—Discussion of comparative chronology of modern European history
(including Lesson 39)
Day 9 Turning Points in History—Discussion of major turning points (including Lesson 34)
Day 10 Points of Conflict: The Focus of History—Discussion of major conflicts and their impact
(including Lesson 35)
Day 11 Reflections of the Ages—Final review of major topics in modern European history (including
Lesson 40)
Day 12 Visual Review of Modern European History—Review lecture and discussion on modern
European history through its art and architecture

If you have any questions, my contact information is: dale.kirkindoll@lpsb.org

225-665-8858