advanced placement european history -...

Advanced Placement European History�� "!$#�%'&)(�*,+.-�-/!$�10$��23 '0��

465�587:9<;=;�>@?A4CBEDF7G?IHJB)KML<NOBM5P;P>QD�>R?A4OB�DS;UTVNGW6BEXYLZ4[5P>

Course Description:

AP European History is a rigorous academic course that furnishes a basic narrative of events andmovements in European History from 1450 to the present. It prepares students for the demandsof a college education by providing experience in college level reading, writing andresponsibility for learning. AP European History is challenging and stimulating yet requiresmuch more time than other high school courses. Solid reading and writing skills, along with awillingness to devote considerable time to homework and study, are necessary to succeed.Students can expect to spend between five and seven hours a week outside of class oncoursework.

Students will investigate the broad themes of intellectual, cultural and political history and willappreciate how those ideas are reflected in trends of philosophy, popular literature and the arts.As events in history can only be understood in terms of their social context, this course willexamine demographics and the influences of social classes and gender roles on history. Thecourse will also focus on economic history and the role of industrialization by reviewing thedevelopment of commercial practices and changing economic structures to recognize Europe’sinfluence on the world.

In addition to traditional lectures on important themes of history, students are expected toparticipate in class through discussions of primary documents and events, debates of key issues,role playing of historic figures and mock trials. Furthermore, students are expected tocontinually develop their writing skills through regular short essays and essay exams. Thevolume of material involved in a survey course covering over five hundred years of history of anentire continent is immense and therefore organization and the maintenance of a notebook of allclass materials is essential. Students can expect to do a lot of reading not only in the text, butfrom outside sources and research both in the library and on the Internet.

AP European History is organized on the assumption that students will take the College BoardAP examination, which allows qualified candidates to receive college credit for the course.Consequently, there will be a focus on strengthening skills in taking objective exams, in additionto writing clear and compelling expository essays.

Course Description of 32

Materials Required:

Textbook: Western Civilization, 5th Edition, Jackson J. SpielvogelSupplementary Text: Discovering the Western Past: A Look at the Evidence since

1500, 3rd Edition, Wiesner, Merry E., et. al.

Additional Materials: Current periodicals, teacher-reviewed internet resources

Course Organization:

AP European History consists of ten units, each of which will be introduced with a Unit Outlinethat sets forth a schedule of assignments, lesson plans and class activities. All of the courseorganization material, including the schedule, is available at the class website. Many of the classmaterials will be distributed through the website and FirstClass. Students are encouraged to visitthe site often for course announcements, homework assignments, unit outlines, and links touseful resources on the Internet.

A wide variety of activities will be employed in this course. Students can expect to participate incooperative projects, oral presentations, simulations and role playing. Students are also requiredto participate in small and large group class discussions (thoughtful and active participation inclass discussions and presentations comprise part of the grade).

Grading:

Grades are calculated on a point system. Tests are worth 100 points, quizzes 25 points, andwriting assignments from 10 to 50 points. Class participation is calculated as individual gradesfor particular discussions and as a grade of 10 points for each unit.

Please note that this course presents a higher standard of performance than most high schoolcourses; students should be advised that the grading policy will reflect these higher expectations.When judging an acceptable level of performance students and parents should consider that APEuropean History requires a level of achievement consistent with course objectives outlined bythe College Board.

Course Policies

The policies of this class are consistent with the policies of Chatham High as set forth in thestudent handbook. Parents and students are strongly advised to review these policies at thebeginning of the school year, particularly with regard to academic honesty and plagiarism.

Attendance:Students are responsible for all material and work missed due to an absence and should consultthe class website and FirstClass. Mr. Maher will make every effort to ensure that thisinformation is available for students who legitimately miss class. Students will have two schooldays for each day absent to make up all class work, homework, tests, quizzes, etc. Any work notcompleted within this time may be subject to “no credit” for each assignment. Policies regarding


make-up work and withdrawal of credit due to excessive absences are the same as those set forthin the student handbook.

Late Work:Assignments will be penalized one letter grade each day they are late and will not be acceptedmore than four days after they are due.

Academic Integrity:All students are expected to do their own work; plagiarism and cheating are absolutelyunacceptable. The definition of what amounts to cheating and the disciplinary code of actionoutlined in the student handbook will be followed verbatim. Plagiarized assignments willreceive a grade of zero, they may not be re-done or made-up in any way.

Communication

Positive student experience in any course requires the efforts and cooperation of teachers,students and parents. Mr. Maher will make every effort to insure that students and parents areapprised of student performance. Parents are strongly encouraged to direct any questionsconcerning the course or their child’s performance to Mr. Maher at [email protected] should not hesitate to ask Mr. Maher any questions they may have regarding the courseor their performance.


Unit 1 - Renaissance and Reformation(15 class periods)

Textbook Readings: Spielvogel, Jackson J. Western Civilization. 5th Edition Belmont, CA: Wadsworth Publishing.

Chapter 11. The Late Middle Ages: Crisis and Disintegration in the Fourteenth Century.Chapter 12. Recovery and Rebirth: The Age of the RenaissanceChapter 13. Reformation and Religious Warfare in the Sixteenth Century

Significant Assignments:1. DBQ - Black Death

Students will be introduced to the core scoring method, then write the DBQ in-class under testconditions. Students will then participate in a guided peer review using core scoring.

2. Heaven’s Historians IntroductionsStudents role play introduction of Renaissance figure to address luncheon of historians inheaven. If Galileo were to address a committee of historians in heaven, what would he talkabout? What would he want to say to historians? Students have to draft the introduction ofGalileo, including the basic biographical information, and describe the speech he would make.

3. Leaders of the Reformation/Counter Reformation SimulationStudents role play leaders (Luther, Calvin, Loyola, Henry VIII) and general groups of people(English Bishop, French clergyman, Italian peasant) in round table discussion set in the 1540s.Each student must write a position paper and present it to the panel, trying to persuade the othersto share their belief. The simulation will focus on achieving salvation, the role of the clergy vs.the role of the individual and the relationship between the church and the state.

Focus Questions1. How would modern society react to a health crisis like the Black Death? In what ways would the

modern world view create a reaction different reaction than that of the 1350s? 2. Describe the trends of the papacy's decline during the fourteenth century. How did these trends

and scholasticism provide the foundation of the Protestant Reformation? 3. What social and economic factors helped create Renaissance society? 4. Why did the Renaissance have an impact on education and manners? How were the ideas of

“courtier” and “gentleman” developed in this age? 5. What were the distinctive characteristics of the Renaissance artists? How does their art reflect

the political and social events of the period? 6. The 19th century historian Jacob Burckhardt believed that the Italian Renaissance marked the

beginning of the modern world. Do you agree or disagree with his thesis? What attitudes andbeliefs contrast the Renaissance with the Middle Ages?

7. What was Luther's fundamental religious problem? Trace the development of this problem andhow Luther solved it. How did Luther's religious ideas differ from those of Catholicism?

8. How did the Reformation in England differ from the Reformation in Germany and inSwitzerland?

9. What were the contributions of the papacy, Council of Trent, and the Jesuits to the revival ofCatholicism?

Identifications• Black Death • Boccaccio's Decameron • flagellants• Statute of Laborers • the Jacquerie • Wat Tyler and John Ball• the battle of Crecy • Henry V • the battle of Agincourt• Joan of Arc • Charles VII • the gabelle and the taille

Unit 1 of 32

• Golden Bull of Charles IV • the Visconti and the d'Este • Pope Boniface VIII's UnamSanctam

• Avignon • Great Schism • Conciliarism• Council of Constance • purgatory • Brothers of the Common Life• the vernacular • Dante's Divine Comedy • Renaissance• Jacob Burckhardt • Leon Battista Alberti • Hanseatic League• House of Medici • Castiglione's Book of the

Courtier• Cosimo d'Medici

• Isabella d'Este • Peace of Lodi • Machiavelli's The Prince• civic humanism • Petrarch • Bruni's The New Cicero• Lorenzo Valla • Mirandola's Oration • Johannes Gutenberg• Masaccio • Lorenzo the Magnificent • Botticelli's Primavera• Donatello's David • Brunelleschi • Leonardo da Vinci• Raphael • Michelangelo • Northern Renaissance• Jan van Eyck • Albrecht Durer • "new monarchies"• Louis XI the Spider • Henry VII • Ferdinand and Isabella• Spanish Inquisition • the Habsburgs • Ivan III• Constantinople and 1453 • John Wycliffe and John Hus • Leo X• Reformation • Christian humanism • Erasmus's The Praise of Folly• Thomas More's Utopia • pluralism and absenteeism • Martin Luther• Johann Tetzel and indulgences • the Edict of Worms • the Peasants' War, 1524• transubstantiation • Charles V • Pope Clement VII• Peace of Augsburg • Ulrich Zwingli • Marburg Colloquy• Anabaptists and Munster • Henry VIII • Act of Supremacy• Book of Common Prayer • Edward VI and "Bloody Mary" • John Calvin• Puritans • Catholic Reformation • Ignatius Loyola• Jesuits • Francis Xavier • Pope Paul III• Council of Trent • Huguenots • Saint Bartholomew's Day• Henry IV and the Edict of

Nantes• Philip II • Queen Elizabeth

• Spanish Armada

Selected Assignments/Lessons

Wrestling with the Angel

Teacher Presentation and Class Discussion: Introduction to thecourse and historiography

Reading: “A Wrestler with the Angel” (Excerpt from DanielBoorstin’s Hidden History)

The End of the World as We Know It: TheCalamities of the 14th Century

Teacher Presentation and Class Discussion

Readings: Excerpts from A World Lit Only by Fire: The MedievalMind and the Renaissance: Portrait of an Age by WilliamManchester

Witnesses to Joan of Arc and The HundredYears' War

In Class Exercise

Comparison of first - and secondhand accounts about Joan of Arcto identify point-of-view and perspective.(http://edsitement.neh.gov/view_lesson_plan.asp?id=669)

Unit 1 of 32

The Angelic Doctor makes the world safe forReason: Thomas Aquinas, Logic and the HighMiddle Ages


Readings: (1) Saint Anselm of Canterbury Proslogium(Ontological Argument) (2) Thomas Aquinas - SummaTheological

Breaking the Medieval Matrix: TheRenaissance


Readings: The New Intellectual Order: Man, Nature and Societyfrom The History Guide: Lectures in Modern European History.Steven Kreis(http://www.historyguide.org/earlymod/lecture13c.htm)

Renaissance Art: A change in perspective

In Class Exercise

Students create categories of Renaissance art and assign majorworks (paintings, sculpture, and architecture) to the categories.

Readings:. Why Renaissance? Why Florence? from HistoryToday, Jon Cook(http://www.historytoday.com/MainArticle.aspx?m=19735&amid=19735)

Video: Scientific Imagination in the Renaissance from JamesBurke’s Day the Universe Changed (1995)

Reformation and Counter Reformation


Readings: Camercon, Euan What was the Reformation? andElton, G.R. A Political Interpretation of the Reformation fromSherman, Dennis (Ed.). (1995). Western Civilization: Sources,Images and Interpretations. New York, NY: McGraw-Hall, Inc.

Unit 1 of 32

Unit 2- Wars of Religion in the Golden Age of Monarchy(15 class periods)


Chapter 13. Reformation and Religious Warfare in the Sixteenth CenturyChapter 14. Europe and the World: New Encounters, 1500-1800Chapter 15. State Building and the Search for Order in the Seventeenth Century.

Significant Assignments:1. The Age of Discovery: Progress of Europe

Create world map of explorer’s discoveries2. Thirty Years War Mock Trial

Was the primary nature of the war political or religious? Students role play lawyers andwitnesses in lawsuit brought against Alex Trebek and producers of the game show Jeopardy whoruled against contestant who responded to the clue “Religious Wars of the 17th Century” with“What was the Thirty Years War?”

3. DBQ – Pilgrimage of GraceAfter writing the DBQ in-class under test conditions, will then participate in a guided peerreview.

Focus Questions1. What correlation is there between overseas expansion and economic, social, and political

development in Europe?2. What role did religion play as a motivation in the age of discovery? Was it as important a motive

as economics? Explain with examples.3. Were the "politiques" ahead of their time? What was Henry IV really saying when he said the

"Paris is well worth a mass?"4. No one in modern history held as much power for as long as Louis XIV. how did he rule

France? how did he increase his power through (a) military and administrative reforms, (b)economic and financial policies, and (c) religious policy? What role did France play in foreignaffairs during his reign?

5. Given its relatively small population and lack of obvious resources, why was the Dutch Republicso successful in establishing a profitable overseas empire?

6. Why did Parliament come into conflict with Charles I? How did the special nature of Parliamentmake its resistance effective?

7. Compare the reigns of Frederick William of Brandenburg-Prussia and Peter the Great of Russia.How are their policies similar? How are they different?

Identifications• Thirty Years War • Edict of Restitution • Gustavus Adolphus• Peace of Westphalia • Marco Polo • Prince Henry the Navigator• the Gold Coast • Bartholomeu Dias • Vasco da Gama • Christopher Columbus • John Cabot • Vasco Nunez de Balboa • Ferdinand Magellan • Treaty of Tordesillas • Hernan Cortés and Moctezuma• the Aztecs • Francisco Pizarro • encomienda• slave trade • Dutch East India Company • Mughal Empire• British East India Company • Robert Clive. • "Black Hole of Calcutta" • Tokugawa shoguns • the New Netherlands • Navigation Acts• Samuel de Champlain • the asiento • inflation• joint stock trading companies • House of Fugger • mercantilism• mestizos and mulattoes • the Columbian Exchange • absolutism

Unit 2 of 32

• Bishop Jacques Boussuet • "divine right" • Cardinal Richelieu • the Fronde • Louis XIV • Revocation of the Edict of

Nantes• War of Spanish Succession • War of the League of Augsburg • Treaty of Utrecht• Versailles • Jean-Baptiste Colbert • Peace of Utrecht• the Hohenzollerns • the Romanovs • Russian serfdom• Peter the Great • Great Northern War • house of Orange• James I • Charles I • Declaration of Indulgence• Archbishop Laud • Ship Money • the Stuarts• English Civil War • Oliver Cromwell • Levellers• Cavaliers • Roundheads • the Restoration• Charles II • Test Act • James II• Glorious Revolution • Thomas Hobbes • John Locke• Bill of Rights • •


Rhetoric and Argument: How to supportand reject absolutism


Readings: True Law of Free Monarchies, James I, Petition of Right (1628), Bill ofRights (1688) , The Grand Remonstrance (1641), sections of Leviathan,Thomas Hobbes, sections of Two Treatises on Government, John Locke

Readings from Internet Modern History Sourcebook(http://www.fordham.edu/halsall/mod/modsbook05.html)

Henry IV: Selfish or Saintly?


Focus Question: What is the proper role of religion in power? How has itchanged over time? How are the Politiques like Postmodern thinkers?

New Monarchies in the Age of Power


Focus Question: What are the most effective ingredients of a successfulabsolute monarch?

I am the State: The foundations of theAbsolutism of Louis XIV


Readings: Duc de Saint-Simon: The Court of Louis XIV, from Memoires

Readings from Internet Modern History Sourcebook(http://www.fordham.edu/halsall/mod/modsbook05.html)

The power of Architecture: Peter theGreat’s Westernization through the“Window on the West”

In Class Exercise

Review images at and “Face of Russia”(http://www.pbs.org/weta/faceofrussia/) and “Russian Art and Architecture”(http://www.geographia.com/russia/rusart01.htm)

Unit 2 of 32

From killing in the name of God, tokilling in the name of the State: TheThirty Years War


Readings: (1) Holborn, Hajo A Politial Interpretation of the Thirty Years’War Friedrich, Carl J. (2) A Religious Interpretation of the Thirty Years’War from Sherman, Dennis (Ed.). (1995). Western Civilization: Sources,Images and Interpretations. New York, NY: McGraw-Hall, Inc..

Why did people go to war in 1642?

In Class Exercise

Comparison of film clips of actors’ portrayals of 17th century characters andprimary documents that provide the basis for the dramatic representations.

Material from Learning Curve UK, National Archives of the UnitedKingdom. (http://www.learningcurve.gov.uk/civilwar/g3/)

English Civil War

In Class Exercise

Creation and comparison of multiple-tier timeline for the Petition of Rightand the English Bill of Rights

Unit 2 of 32

Unit 3 - Scientific Revolution and The Enlightenment(17 class periods)


Chapter 16. Toward a New Heaven and a New Earth: The Scientific Revolution and the Emergence ofModern Science.Chapter 17. The Eighteenth Century: An Age of Enlightenment.Chapter 18. The Eighteenth Century: European States, International Wars, and Social Change.

Significant Assignments:1. Free Response Essay – Enlightenment

After writing in-class essay, students grade three authentic AP test essays and compare theirgrading with official College Board grade and commentary.

2. Enlightenment Salon on Gilligan's IslandStudents role play enlightenment figure stranded on a desert island with 20 other enlightenmentthinkers and 200 natives. Students are required to assume the character of the enlightenmentfigure and act as they would as challenges are presented to the group and natives.

Focus Questions1. Discuss that ways in which scientific discoveries affected the seventeenth century's image of the

human experience. How did this new image differ from the old one? How did the ScientificRevolution affect religious thought?

2. What advances were made in the practical and applied sciences in the seventeenth and eighteenthcenturies? In what sense was the study of science becoming institutionalized?

3. Describe the "scientific method" that developed in the seventeenth century, and show how it wasused in one of the emerging branches of science.

4. Compare the lifestyles of the poor and rich in the early eighteenth century in terms of (a) materialaspects, such as food and drink, shelter, and medical care, and (b) less material aspects, such asreligion, manners, and forms of entertainment. What qualities did they share? Are they moredifferent that those same classes today?

5. Currents of thought in the 18th century were divergent and inconsistent yet the age has beenbranded the “Enlightenment”. There must have been ideas and beliefs that were generallyaccepted to earn the title to this age. What were they? Are there any beliefs from that age thatcontinue to be held today?

6. Like “jumbo shrimp” and “partial cease fire” the term enlightened despot seems to be acontradiction in terms. What is an enlightened despot? Would you characterize Maria Theresaand by Joseph II as enlightened despots?

7. Discuss the nature and results of enlightened despotism Prussia under Frederick the Great. Ofwhat special importance was the stratification of Prussian society?

8. Describe the personality and personal qualities of Catherine the Great, and assess her reformprogram. What seems to have thwarted that program? Does she qualify as an “enlighteneddespot”?

Unit 3 of 32

Identifications• alchemy and hermetic magic • Aristotle• epicycles • Nicolaus Copernicus On the Revolutions of the

Heavenly Spheres• Tycho Brahe • Johannes Kepler• Galileo Galilei's The Starry Messenger • Isaac Newton's Principia• Galen • Andreas Vesalius On the Fabric of the Human

Body• William Harvey On the Motion of the Heart and

Blood• Rene Descartes' Discourse on Method

• Descartes' deductive method vs. Francis Bacon'sinductive method

• Scientific Method

• Benedict de Spinoza's pantheism • Blaise Pascal's Pensees• English Royal Society • French Royal Academy of Sciences• Immanuel Kant Critique of Pure Reason • Fontenelle's Plurality of Worlds• Pierre Bayle • James Cook's Travels• John Locke's Essay Concerning Human

Understanding• Montesquieu's The Spirit of the Laws

• Voltaire's Treatise on Toleration • Denis Diderot's Encyclopedia• David Hume • Physiocrats• Adam Smith's Wealth of Nations • laissez-faire• Condorcet and Baron d'Holbach • Jean-Jacques Rousseau The Social Contract and

the general will• Mary Astell • Mary Wollstonecraft Vindication of the Rights of

Woman• Rococo • Neoclassicism• Jacques-Louis David • Johann Sebastian Bach• George Frederick Handel • Franz Joseph Haydn• Wolfgang Amadeus Mozart • Edward Gibbon's Decline and Fall of the Roman

Empire• Cesare Beccaria • Carnival• chapbooks • Jesuits• pietism and the Moravian Brethren • John Wesley and Methodism• enlightened absolutism • Louis XV• Cardinal Fleury • Louis XVI• Marie Antoinette • "pocket boroughs"• the Hanovarians/the Georges • William Pitt the Elder• Frederick William I • Frederick II, the Great• Junkers • "the first servant of the state"• Joseph II • Maria Theresa• War of the Austrian Succession • partitions of PolandEmelyn Pugachev • Catherine the Great• Robert Clive • Silesia• Seven Years War • Montcalm and Wolfe• French-Indian War • Treaty of Paris

Unit 3 of 32


The Changing Life of the People: Daily Life in the 18thCentury

In Class Exercise

Using over 1,000 texts and diagrams, 600 engravings andpaintings, and 70 specially recorded period popularsongs, students create real life French characters of the1700s.

Source Material from Natonson, Dominique (2001). Doyou want to live in the french 18th century?.(http://perso.orange.fr/d-.natanson/18englsh.htm)

Locke v Hobbes

In Class Exercise

Instant class debate on essential human nature comparing An Essay Concerning Human Understanding (JohnLocke) and Leviathan (Thomas Hobbes)

The Scientific Revolution: From Medieval Cosmology:Ptolemy, Aristotle, and crystalline spheres to Harbingersof New Science: Bacon and Decartes to Observers andCounters: Copernicus, Kepler, Galileo and Newton to Popularizers: Pope, Fontanelle, Locke and the RoyalSociety


Creation of annotated timeline and concept map ofsignificant discoveries and understandings of the naturalworld

Galileo and the Inevitability of Ideas

In Class Exercise

Review of Galileo’s trial before the Inquisition in 1633,where he was found guilty of heresy for advocating theCopernican system in his book, Dialogue on the TwoChief World Systems.

Source Material from Galileo and the Inevitability ofIdeas. EDSITEment, National Endowment for theHumanities(http://edsitement.neh.gov/view_lesson_plan.asp?id=278)

Enlightened Thinkers: Self Appointed Therapists for aNew Society


Focus Issue: Who is who and what did they think?

Mercantilism and the Bubbles

In Class Exercise

Creation of comparison chart of East India Companies,the read estate market and Enron to explore Dutch tulips,the South Sea Trading Company and the MississippiBubble.

Wars of the Mid-18th Century: Seven Years war and theStruggle for Empire


Focus Question: In what ways are the lessons of theDiplomatic Revolution of 1756 applicable to the currentstate of international affairs?

Unit 3 of 32

Unit 4 French Revolution and Napoleon(15 class periods)


Chapter 19. A Revolution in Politics: The Era of the French Revolution and Napoleon

Chambers, Mortimer, et al. The Western Experience. New York: McGraw-HillChapter 20: The French RevolutionChapter 21: The Age of Napoleon

Significant Assignments:

1. "Napoleon Bonaparte and Historiography: An Assessment by Historians & Contemporaries."Students create annotated bibliography of primary course documents

2. Pendulum of Power – Stages of the French Revolutionary Governments from Liberal to Radical tothe Napoleonic Imperium

Creation of an annotated timeline and concept map of the fifteen most significant events andillustrate using Google Sketchup. Defend choices in short essay.

3. Mock Congress of ViennaStudents role play of Congress of Vienna characters including diplomats, reporters andspeechwriters.

Focus Questions1. In what ways did the legal division of society under the Old Regime fail to reflect the actual

political and social conditions of France? What observations may be made about the existingproperty system?

2. Describe the changes taking place in both the nobility and bourgeoisie prior to the Revolution. How did these changes contribute to the Revolution?

3. Assess the machinery of government established by the Constitution of 1791. 4. Describe the legislation introduced by the Consistent Assembly with respect to (a) public

finances (b) church lands, (c) guilds and labor organizations. 5. What were the reactions of various European governments to the revolutionary events in France 6. Why may the insurrection of August 10, 1792, be called the “second” French Revolution 7. How do you explain Napoleon's rise to power? What role did luck, public relations, and

conspiracy play in his ascendancy? 8. Explain the origins, purpose and nature of Napoleon’s Continental System. What effect did

napoleon’s setbacks in Spain have of other countries in Europe? 9. Analyze Napoleon's domestic policies. Did he repudiate the Revolution, or did he solidify and

institutionalize it? 10. What appeal did the Napoleonic system have in Europe? To what extent was repression

employed? 11. Describe the principal territorial arrangements adopted at the Congress of Vienna. What

attitudes were taken toward the peace settlement by (a) Prussia, (b) Russia, (c) Great Britain, (d)Austria? How was the dispute over Poland settled?

Unit 4 of 32

Identifications• Bastille • the marquis de Lafayette• First and Second Estates • the taille• Third Estate • the bourgeoisie• French Parlements • Abbe Sieyes• the National Assembly • Oath of the Tennis Court • Great fear of 1789 • Declaration of the Rights of Man and Citizen• the Tennis Court Oath • Civil Constitution of the Clergy• Olympe de Gouges • escape to Varennes• the Jacobins • Paris Commune• Declaration of Pillnitz • Edmund Burke, Reflections on the Revolution in France• émigrés • Georges Danton• Thomas Paine, The Rights of Man • Girondins and the Mountain• National Convention • Committee of Public Safety• the Vendee • Reign of Terror• Maximilien Robespierre • Directory• Thermidorean Reaction • Leopold II and Francis II• Gracchus Babeuf • "September massacres"• Brunswick Manifesto • nonjuring clergy• "active"/"passive" citizens • First Consul and Emperor• Napoleon Bonaparte • the Civil Code• the Concordat • Napoleon's Continental System• Austerlitz and Trafalgar • Milan Decree• Berlin Decree • Hundred Days • battle of Waterloo • treaty of Tilsit• Austerlitz • Peninsular War


French Revolution I: The Liberal RevolutionTeacher Presentation and Class Discussion

French Revolution II: The Radical RevolutionTeacher Presentation and Class Discussion

Analysis of the Cahier of the Third State of theThird Estate of the Bailliage of D'Étain

In Class Exercise

Primary document research analyzing societal conflict in late18th century France

Cause of the French Revolution: InteractiveGame

In Class Exercise

Students attempt to keep Louis XVI on the throne throughdecision making game simulation of the French Revolution

From: (http://activehistory.co.uk/updates/key-stage/year-9-history/causes-of-the-french-revolution-interactive-game/)

Unit 4 of 32

Primary Documents Review: Reign of Terror

In Class Exercise

Primary Source Review: Diagram opposing arguments andPoint of View in the Reign of Terror reflected in primarydocuments. (1) Terror and Virtue, Robespierre, (2)Reflections on the Revolution in France, Burke (3) "TheContrast, 1793 British Liberty/French Liberty", (4) The PèreDuchesne Supports the Terror, Jacques–René Hébert

From: Liberty, Equality and Fraternity: Exploring the FrenchRevolution. Center for New History and Media(http://chnm.gmu.edu/revolution/allfr.html)

Napoleon: Dictator or Enlightened Despot?

In Class Exercise

Instant class debate using source material from “NapoleonBonaparte and Historiography” assignment. Students progressthrough three advanced jigsaw groupings compiling support fortheir argument and identifying most cogent opponents’arguments.

Unit 4 of 32

Unit 5 - Industrial Revolution and Social Change(18 class periods)


Chapter 20. The Industrial Revolution and Its Impact on European Society. Chapter 21. Reaction, Revolution, and Romanticism, 1815-1850.Chapter 22 An Age of Nationalism and Realism, 1850-1871

Significant Assignments:1. 1848 The Year of Revolution – NSC Briefing

Students role play intelligence officials working for Prince Clemens von Metternich by preparinga briefing for the Hapsburg “National Security Council”. The presentation must assess the extentof revolutionary activity in German central Europe and suggest strategies to suppress thesemovements.

2. DBQ (2002) – Industrial Revolution - Identify the issues raised by the growth of Manchester andanalyze the various reactions to those issued over the course of the nineteenth century.

After writing in-class essay, students grade three authentic AP test essays and compare theirgrading with official College Board grade and commentary. Students then participate in a guidedpeer review.

3. The Literary Response to the Industrial Revolution: Charles Dickens (Hard Times,), WilliamBlake (Preface to 'Milton'), Thomas Carlyle Signs of the Times: The "Mechanical Age

Students recreate literary style of authors in editorial concerning working conditions in a moderncorporation.

Focus Questions1. Why was Great Britain the first country to industrialize? 2. How was the principle of intervention established at the Congress of Vienna used by the Great

Powers to both support and repress revolution? 3. Discuss the main ideologies of change in the first half of the 19th century. Which was the most

powerful and why? 4. What accounted for the July Revolution in France? Explain the division of opinion in groups

that favored the revolution. How was that conflict resolved? What was the effect of the JulyRevolution on Great Britain?

5. What attitudes were emerging among the working people of Britain and France? What avenueswere open to them for the improvement of their position?

6. Why did revolutions break out in so many different places at once in Europe in 1848? What canbe said in general about these revolutions?

Identifications

• Enclosure laws • Bank of England • John Law's "bubble"• the "domestic system" • Richard Arkwright • Samuel Compton• Thomas Newcommen • James Watt • George Stephenson's Rocket• Great Exhibition of 1851 • Samuel Slater • Ireland's Great Hunger• Poor Law Commissioners • Edwin Chadwick • Barclays and Lloyds• "new elites" • working class • child labor• trades unions • Combination Acts • Robert Owen• Luddites • Chartism • William Wordsworth• factory acts • Ten Hours • "legitimacy"

Unit 5 of 32

• Congress of Vienna • Klemens von Metternich • Concert of Europe• balance of power • Edmund Burke • Tories and Whigs• the congress system • Greek Revolt • Carbonari• Corn Laws • Louis XVIII and Charles X • The Decembrist Revolt• German Confederation • Burschenschaften • Thomas Malthus• Tsar Nicholas I • classical economics • utopian socialism• David Ricardo • John Stuart Mill • July Revolution of 1830• Charles Fourier's phalansteries • Robert Owen's New Lanark • Frankfurt Assembly• Reform Act of 1832 • Second Republic • "iron law of wages"• Louis Kossuth • Giuseppe Mazzini • Mary Shelley's Frankenstein• Romanticism • Sir Walter Scott • Caspar David Friedrich• Percy Bysshe Shelley • William Wordsworth Peterloo Massacre


Steam Engines and Microchips, The IndustrialRevolution


Great Britain, Why one Revolution and notAnother?


Reading: Robert Heilbroner, The Making of Economic Society:England, the First to Industrialize

From Sherman, Dennis (Ed.). (1995). Western Civilization:Sources, Images and Interpretations. New York, NY: McGraw-Hall, Inc.

Daily Life of Industrial Workers

In Class Exercise

Review of job descriptions and statistics in textile industry.

Source Material: Spartacus Educational(http://www.spartacus.schoolnet.co.uk/IRchild.htm)

Reading: Peter Stearns and Herrick Chapman, Early IndustrialSociety: Progress or Decline?

From Sherman, Dennis (Ed.). (1995). Western Civilization:Sources, Images and Interpretations. McGraw-Hall, Inc.

1833 Factory Act: Did it solve the problem ofChildren in the Factories?

In Class Exercise

Analysis of primary documents in United Kingdom’s NationalArchives(http://www.learningcurve.gov.uk/snapshots/snapshot13/snapshot13.htm)

Somewhere over the Rainbow: Social Utopiansconfront the dark underbelly of the IndustrialRevolution


Unit 5 of 32

ISM Schism

In Class Exercise

Students organize beliefs and opinions from different timeperiods on chart of the political spectrum. Compare andcontrast discussion of Liberalism , Conservatism, Socialism,Communism, and Utopianism.

Primary Document review: 1848

Primary Source Review: Students diagram opposing argumentsand Point of View in Pamphlets and Periodicals of the FrenchRevolution of 1848

(http://humanities.uchicago.edu/orgs/ARTFL/projects/CRL/)

Action and Reaction in Concert Europe

In Class Exercise

Instant, unscripted role-play and improvisation reenactment ofthe Congress of Troppau, Laibach and Verona. Students roleplay participants in these meetings and have to switch sideshalf-way through the debate.

Unit 5 of 32

Unit 6 Nationalism and the Age of Progress(15 class periods)


Chapter 22. An Age of Nationalism and Realism, 1850-1871Chapter 23. Mass Society in an "Age of Progress," 1871-1894

Significant Assignments:1. The Iron Chancellor’s Socialist Buyout: Bismarck and Social Insurance Laws

Students role play different political factions in late 19th century Germany and react toBismarck’s actions over time. Students then complete a reflection paper based on the simulationand the reading “Lincoln and Bismarck: Enemies of Liberalism” by Adam Young(http://www.mises.org/story/1026)

2. Napoleon III – A Lesson in LeadershipStudents research current economic, social and diplomatic issues confronting modern Europetoday and suggest the manner in which Napoleon II would lead the French through them.

3. DBQ – Perceptions of Russian Peasantry and proposals to change their condition (1999)After writing in-class essay, students grade three authentic AP test essays and compare theirgrading with official College Board grade and commentary. Students then participate in a guidedpeer review.

Focus Questions1. In what sense may Louis Napoleon Bonaparte be considered the first “modern” dictator?

Discuss (a) his coming to power, (b) his rule as Napoleon III.

2. Describe the steps Cavour took to unite Italy. How successful was he? What events followedthe French withdrawal from the war against Austria?

3. Explain Bismarck’s political outlook and describe the nature and outcome of his dispute with theliberals in the Prussian parliament.

4. What kids of insecurity resulted from the capitalist economy? What devices were restored to inorder to combat insecurity?

5. How successfully had Britain dealt with the Irish problem by 1914?

6. How did Freud influence out understanding of human behavior? What contribution did Pavlovmake?

7. How did 19th and 20th century developments in biology and psychology affect the older views ofhuman beings as rational animals? What were the implications of these views?

Identifications• Napoleon III • Baron Haussmann and Paris• Crimean War • Ottoman Empire• Florence Nightingale • Piedmont and the House of Savoy• Count Camillo di Cavour • battles of Magenta and Solferino• Giuseppe Garibaldi and the Red Shirts • Zollverein• Count Otto von Bismarck • "iron and blood"• Austro-Prussian War • North German Confederation• Dual Monarchy, Ausgleich • Alexander II and the serfs• zemstvos • the People's Will

Unit 6 of 32

• Queen Victoria • Reform Bill of 1867• Benjamin Disraeli and William Gladstone • Louis Pasteur• Charles Darwin, On the Origin of Species • Joseph Lister• Elizabeth Blackwell • August Comte and "positive knowledge"• Realism • Charles Dickens• Franz Liszt • Richard Wagner• Mass Society in an "Age of Progress" • Coney Island and Blackpool• Guglielmo Marconi • internal combustion engine• Gottlieb Daimler • cartels• Second Industrial Revolution • sweatshops and "sweating"• white-collar jobs • Contagious Diseases Acts• Wilhelm Liebknect and August Bebel • Social Democratic Party• Jean Jaures • Eduard Bernstein• Michael Bakunin and anarchism • Public Health Act of 1875• V.A. Huber and Octavia Hill • garden city movement• domestic servants • Robert Baden Powell's Boy Scouts• Reform Act of 1884 • Irish Home Rule• France's Third Republic • the Commune• Italy and Ethiopia • Kulturkampf• Bismarck's welfare legislation • William II• Alexander III and Nicholas II • "the principle of autocracy"


The Future of the Nation State

Class Discussion

What is a nation state? Using the past as a model, (ie. The IndustrialRevolution’s impact on the creation of a nation state), students predict the futureof the nation-state after the Information Revolution.

Reading: Benjamin Barber "Jihad vs. McWorld" The Atlantic, March 1992.

Categorization of the SecondIndustrial Revolution

In Class Exercise

Assessing 25 different statements of fact concerning the Second IndustrialRevolution, students create categories to organize statements to create thesisabout the impact of the Second Industrial Revolution.

The Demographics of the SecondIndustrial Revolution

In Class Exercise

Analysis of original Census material from 1891 in the United Kingdom NationalArchives(http://www.learningcurve.gov.uk/focuson/census/default.htm)

Triumph of EuropeanCivilization

In Class Exercise and Discussion

Students guess statistical data (demographic, industrial and socioeconomic) andafter learning the real statistics, attempt to define how this amounts to“civilization”[life expectancy, birth rate, infant mortality, number of telephones, disease andmedicine, mail delivery, manufacturing and production, newspapers, currencyand banking]

Unit 6 of 32

Serfs’ Up! – The Tsar Liberator


The role of the Crimean War, The Russo-Japanese War and Cold War inRussian reform

Was the Emancipation of the Serfs one step forward or two steps back?

Reading: The Emancipation Manifesto, Tsar Alexander II

Blood and Iron: The Unificationof Germany


Readings: Otto von Bismarck, Address to the German Reichstag, 1888

Realism and Unification: TheCase of Italy


Review of the Unification of Italy, then discussion: What played a greater role inthe unification of Italy, The idealism of Mazzini or the pragmatism of Cavour?

Readings: The Duties of Man, Giuseppe Mazzini.

Marx and MarxismTeacher Presentation and Class Discussion

Readings: "A Requiem for Karl Marx." Frank Manuel, New Republic, 1996

Democratic and Political Reformin England 1867-1885


Comparison of the two parties’ politics of Benjamin Disraeli and WilliamGladstone through the Reform Acts of 1867, 1884 and 1885

Science Confronts Civilizationand goes Ape: Darwin, Spencerand Huxley


Darwin, Huxley and Spencer and the Second Industrial RevolutionReadings: "Let's Leave Darwin Out of It" Stephen J. Gould, New York TimesSocial Statics: Liberalism and Social Darwinism, Herbert Spencer

From Sherman, Dennis (Ed.). (1995). Western Civilization: Sources, Imagesand Interpretations. New York, NY: McGraw-Hall, Inc.

Unit 6 of 32

Unit 7 –Imperialism and The Great War (13 class periods)


Chapter 24. An Age of Modernity, Anxiety, and ImperialismChapter 25. The Beginning of the Twentieth Century Crisis: War and Revolution

Significant Assignments:

1. Some damn foolish thing in the Balkans: Can you stop the Great War?Assuming the role of one of the five major powers, propose a resolution to the Juluy Ciris. Studentwill write a position paper and present it to the class in a simulation of an international summit inJuly, 1914. Documents and directions from (http://score.rims.k12.ca.us/activity/july-crisis/)

2. DBQ (2003) – Describe and analyze changing views towards the concept of a “civil peace” inGermany from 1914 to 1918.

After writing in-class essay, students grade three authentic AP test essays and compare their gradingwith official College Board grade and commentary. Students then participate in a guided peerreview.

3. The Court at Versailles Serving as a jury, the class will decide if the signatories of the Treaty of Versailles were guilty ofcommitting an act of Revenge on Germany, inflicting an act Unfair and Unjustified Treaty onGermany and civilly and philosophically liable and responsible for damages inflicted during andresulting from the Second World War

Focus Questions1. How were European International relations affected in the years 1905 to 1913 by the crisis over

(a) Morocco and (b) the Balkans.

2. How did the assassination of the Archduke Francis Ferdinand lead to the outbreak of a generalEuropean war?

3. How would you summarize the major military campaigns of 1915 and 1916? What was thegeneral state of affairs at the end of 1916?

4. What impact did this "total war" have on life at home? How were domestic, economic, andpolitical moments affected by it?

5. Describe the Paris Peace Conference and the Treaty if Versailles. Why were they later deemedfailures? To what extent did they assure another world war?

Identifications• No Man's Land • Black Hand• Gavrillo Princip • "blank check"• the Schlieffen Plan • trench warfare• Verdun • the Somme• Central Powers • the Lusitania• "unlimited submarine warfare" • Germany's War Raw Materials Board• Britain's Ministry of Munitions • Georges Clemenceau• the Easter Rebellion • DORA• Nicholas II and Alexandra • Rasputin

Unit 7 of 32

• "Peace, Land, and Bread" • soviets• Bolsheviks and Mensheviks • V.I. Lenin• the "April Theses" • Alexander Kerensky• Treaty of Brest-Litovsk • Reds and Whites• Leon Trotsky • "war communism"• Karl Liebknecht and Rosa Luxemburg • the Free corp• Wood Wilson's Fourteen Points • Treaty of Versailles• League of Nations • reparations• Yugoslavia


The Colossus of Rhodes and the Scramble forAfrica


Readings: King Leopold's Ghost--A story of greed, terror andheroism in colonial Africa by Adam Hochschild - Book review byStuart Nolan

Imperialism: Taking up the White Man’sBurden?

In Class Exercise

Students map European occupation of Africa and Asia and assessKipling, J.A. Hobson and Benjamin Disraeli’s position onImperialism

From Advanced Placement European History II, The Center forLearning

The War for Drugs: Opium

In Class Exercise

Without any documentation, students attempt to identify the writerLin Tse-Hsü’s letter of Advice To Queen Victoria. The letter issegmented into several sections to see if students can come to thesame conclusion based on just one segment of the letter.

Students then find links between the Transcontinental Railroad inthe US, the Opium Wars and the Boxer Rebellion

"Inner Space and Outer Space" Freud andEinstein and Anxiety


Analysis of the role of advances in psychology and physics in thedecline of optimism in the early 20th century

How does Friedrich Nietzsche kill God?


Review of selected writings from The Birth of Tragedy, 1872TheAntichrist, 1888. The Will to Power, 1901.Comparison with Henri Bergson, Georges Sorel and Arthur Schopenhauer

The Great WarTeacher Presentation and Class Discussion

Unit 7 of 32

The Great War Home Front

In Class Exercise

Students investigate the role of British women in the war effort. Primary source documents from BBC: Women at War(http://www.bbc.co.uk/schools/worldwarone/hq/hfront2_01.shtml)

The Court at Versailles

In Class Exercise

Readings:Keylor, William R.. "A Reevaluation of the Versailles Peace."Quarterly Journal of the Great War Society Volume Five, IssueThree (1996)

Unit 7 of 32

Unit 8 – The Russian Revolution and the Soviet Union(12 class periods)


Chapter 25. The Beginning of the Twentieth Century Crisis: War and RevolutionChapter 28. Cold War and a New Western World, 1945-1970

Significant Assignments:1. The Russian Revolution (The Choices Program)

After exploring Russian peasant life through secondary sources, students role play a simulationassuming the roles of Russians debating their future in Petrograd's Znamenskaya Square. UndecidedRussians in the crowd make the ultimate decision.

2. Make your Own DBQStudent collect documents and draft question and create grading rubric for a Document BasedQuestion. Students then exchange questions for an in-class writing exercise.

Focus Questions1. What reforms had been introduced in Russia under Alexander II? What policies did Alexander III

pursue? With what results?

2. Describe the background and nature of the Revolution of 1905? What precipitated theRevolution? What were its consequences?

3. Describe the program of the Provisional Government and the obstacles it faced.

4. In what sense was "War Communism" a "mixture of principles and expediency"? How did thesepolicies lead to trouble with the peasants?

5. Describe the Soviet response to the nationalities problem (a) in theory and (b) in practice.

6. Explain the background, nature and results of the New Economic Policy.

7. Explain the objective of the First Five-Year Plan and the system established to carry it out. Howwould you evaluate the effects of the Five Years plans on Soviet society?

Identifications• Russification • Count Witte• Constitutional Democrats • Social Revolutionary party• Social Democratic Labor party • Nicholas II• Father Gapon • "Bloody Sunday"• "soviets" • October manifesto• Duma • "Cadets"• Rasputin • Duma Executive Committee• Petrograd Soviet • Provisional Government• Alexander Kerensky • General Kornilov• November/October Revolution • Congress of Soviets• Council of People’s Commissars • Checka• Red and White Armies • Leon Trotsky• Kronstadt mutiny • soviet republics• Soviet Union under Stalin • Supreme Soviet• Soviet of Nationalities • Central Committee• General Secretary • Politburo• kulak • "permanent revolution"• First Five-Year-Plan • Gosplan

Unit 8 of 32

• collective farm • liquidation of the kulaks• Second Five-Year-Plan • constitution of 1936• Kirov • purges and purge trials


Serf’s Up! - The Tsar Liberator and the First RussianNon-Revolution


The role of the Crimean War, The Russo-Japanese Warand Cold War in Russian reform

Was the Emancipation of the Serfs one step forward ortwo steps back?

Reading: The Emancipation Manifesto, Tsar AlexanderII

The stages of The Russian Revolution: fromConstitutional to Communist


Peace, Land and Bread, Lenin’s Minority Revolution


Readings: Leon Trotsky, The Young Lenin, NikolayValentinov, Lenin the Revolutionary, DmitiriVolkogonov, The Lenin of History

From Makers of the Western Tradition: Portraits fromHistory

Stalin – Hero of Industrialization or Villain ofTotalitarianism?


Assessment based on review of British Foreign Officereports and official Five Year Plans documents presentedat Learning Curve UK, National Archives of the UnitedKingdom.(http://www.learningcurve.gov.uk/heroesvillains/g4/)

Unit 8 of 32

Unit 9 - The Rise of Fascism and World War II(17 class periods)


Chapter 26. The Futile Search for a New Stability: Europe Between the Wars, 1919-1939Chapter 27. The Deepening of the European Crisis: World War II

Significant Assignments:1. The German occupation of the Rhineland: What could Britain do about it?

Students review document from Britain’s national archives to determine if there were options toappeasement available to the British in 1936. After writing a “what if” alternative history based onthose documents, students review their peers hypothesis and write a response refuting the alternativehistory. Source material from(http://www.learningcurve.gov.uk/snapshots/snapshot30/snapshot30.htm0)

Focus Questions1. Describe the regime that Mussolini established. What was the purpose of the corporative state

and what was it actually like?

2. How did Hitler became chancellor. Of what significance were the months from June, 1932 toJanuary, 1933? The elections of March 1933? How would you rate him as a politician?

3. Was the Nazi revolution really a revolution? Explain the outstanding political, economic andsocial changes introduced in Germany under the Third Reich.

4. Munich is considered one of the great failures of all time. Was it really a failure? How did theFrench, the British and the Russians view the policy of appeasement? How was this policyabandoned?

5. In what sense did Hitler dominate the European continent by the summer of 1940?

6. Analyze the alternatives open to the Allies in meting out conditions for peace. Assess the termsgiven to Germany, Italy and Japan. Compare and contrast the peace settlements of World Wars Iand II?

Identifications• League of Nations • Great Depression• Dawes Plan • Popular Front• Kellogg-Briand pact • Weimar Republic• John Maynard Keynes • NSDAP/Nazis• Benito Mussolini • Enabling Act• Mein Kampf • Kristallnacht• Lebensraum • Spanish Civil War• Nuremberg laws • Lebensraum• General Francisco Franco • Rome-Berlin Axis• Oswald Spengler • Neville Chamberlain• Socialist Realism • Munich Conference• Rhineland • Blitzkrieg• appeasement • Winston Churchill• Sudentenland • Pearl Harbor• 1939 non-aggression pact • Stalingrad• Maginot Line • Normandy• Battle of Britain • Final Solution

Unit 9 of 32

• Great East Asia Co-Prosperity Sphere • Auschwitz• Battle of Midway • Dresden• Holocaust • Yalta• Einsatzgruppen • Hiroshima and Nagasaki• Wannsee Conference • Potsdam


Rise of Nazism and Hitler


Audio “Readings”:History of Hitler’s Empire, 2nd Edition. Lectures of ThomasChilders, University of PennsylvaniaFocus Questions for DiscussionWho voted for the Nazis and why?, How did the Nazis campaign?What did they seem to stand for? How were Nazis able to seizecontrol of the press, radio, courts, and police with so little trouble?Can it happen again?

Peace at any Price: The Failure ofAppeasement


Chamberlain and Hitler, 1938: What was Chamberlain trying todo?

Analysis of primary documents in United Kingdom’s NationalArchives(http://www.learningcurve.gov.uk/snapshots/snapshot31/snapshot31.htm)

World War Two: Blitzkreig To the Battle ofBritain


Review of military and diplomatic strategy of World War II, therole of the US and the Second Front.

World War Two: From D-Day to V-E Day


Review of military and diplomatic strategy of World War II, therole of the US and the Second Front.

Holocaust and ResistancePrimary document research of resistance activities during theHolocaust, including incidents of rebellion at the Sobibor,Treblinka, and Auschwitz death camps and in the Warsaw Ghetto.(http://edsitement.neh.gov/view_lesson_plan.asp?id=2750)

Ordinary Germans and the Holocaust:Middle Class Genocide


Assessing the various explanations for the German public’sparticipation in the Holocaust, students analyze the integration ofGoldhagen’s thesis

Readings:Goldhagen, Daniel Jonah. "Ordinary Germans and the Holocaust."The History Place 1996(http://www.historyplace.com/pointsofview/goldhagen.htm)

Unit 9 of 32

Unit 10- The Cold War and the End of the Twentieth Century(15 class periods)


Chapter 28. Cold War and a New Western World, 1945-1970Chapter 29. The Contemporary Western World (Since 1970)

Significant Assignments:1. The Cold War Debate - The Way we see it

The debate will focus on the origins and continuing tension of the Cold War. Who bearsresponsibility for the Cold War? Which nation was more antagonistic as it progressed? With thestudents in two groups, one from each side will focus on a major event of the Cold War andexplain how their particular side views the debate. Students then write 1500-2,000 wordexpository essay that explains the perspective of either the Soviet or American interpretation ofevents of the particular time period.

Focus Questions1. Describe the factors that led to the development of the Cold War between the United States and

the Soviet Union. Which country was more responsible for the outbreak of the Cold War?

2. Describe the circumstances and events that led to (a) the Truman Doctrine and (b) the BerlinAirlift.

3. Describe the European political atmosphere in the early postwar years. How did it seem tochange?

4. Between the mid-1950’s and the mid-1970’s, the United States and the Soviets oscillatedbetween dangerous confrontation and a marked lessening of tension, or détente. Explain thebackground leading up to the Cuban Missile Crisis in 1962 and the reasons for the subsequentlessening of tension.

5. Discuss the restlessness in the Soviet Satellites in the 1950s and 1960s. How did the Sovietsreact in (a) Poland, (b) in Hungary, (c) in Czechoslovakia?

6. Discuss the link in Gorbachev’s program between economic reform and political liberalization.

7. How did the relaxation of controls unleash ethnic unrest? What did this unrest reveal about thenature of the U.S.S.R?

8. Describe the origins, course, and outcomes of the revolutions of 1989 in (a) Poland, (b)Hungary, (c) the German Democratic Republic, (d) Czechoslovakia, (e) Romania, (f) Bulgaria.

9. Describe the events that led to the collapse of the Soviet Union. What role did Gorbachev play?Yeltsin?

Identifications• Truman Doctrine • Marshall Plan• "containment" • Berlin blockade• NATO • COMECON• Korean War • "massive retaliation"• CENTO and SEATO • Nikita Khrushchev• Sputnik I • Berlin Wall• Bay of Pigs • Cuban Missile Crisis• Vietnam War • domino theory

Unit 10 of 32

• Détente • PLO and al-Fatah• Six-Day War • Indian National Congress• Mahatma Gandhi • Mao Zedong• Hungarian uprising • "Prague Spring"• Charles de Gaulle's Fifth Republic • Suez Crisis• EEC/Common Market • Helsinki Agreements• Strategic Defense Initiative • Mikhail Gorbachev• New World Order • Leonid Brezhnev• perestroika • glasnost• Commonwealth of Independent States • Boris Yeltsin• Solidarity • Lech Walesa• Pope John Paul II • Vaclav Havel• Czech Republic and Slovakia • Erich Honecker• Slobodan Milosevic • Kosovo• the EC • Helmut Kohl• Margaret Thatcher • OPEC• the IRA • Postmodernism• NGOs • Y2K


Who caused the Cold War?


Primary document review of three case studies: (1) SovietPolicy 1945-1948, (2) Churchill and the Iron CurtainSpeech, (3) The Truman Doctrine and the Marshall PlanMaterial from Learning Curve UK, National Archives ofthe United Kingdom.(http://www.learningcurve.gov.uk/coldwar/G3/default.htm)

Iron Curtain Interactive


Review web-site presenting interactive version ofChurchill’s Iron Curtain Speech

How does this add to our understanding of history?(http://www.churchillspeeches.com/index.htm)

Major Events of the Cold WarTeacher Presentation and Class Discussion

The Berlin Blockade and the North Atlantic TreatyOrganization


Primary Document review, silent debate on the decisions torelieve Berlin during the blockade and class discussion onthe formation of NATO.(http://edsitement.neh.gov/view_lesson_plan.asp?id=687)

Unit 10 of 32

Collapse of the Soviet Union, the breakup ofYugoslavia and "ethnic cleansing”


Reviewing internet resources, students focus on how thecrisis in the Balkans put EU foreign policy issues in reliefincluding Background to the Conflict; the Peoples ofYugoslavia; and War in the Making;

Zlata’s Diary: A Child’s Life in Sarajevo by ZlataFilipovic


Select diary entries of 11 year-old girl living in Sarajevoand write a short one act (15 minute) play about the humancost of the disintegration of Yugoslavia

The European Economic Union and the Eclipse of theNation State


Unit 10 of 32

Unit 11- End of Course Project

The year end project is assigned immediately after the College Board AP in May, it is completed the last day of school the third week in June.

The project requires students to create their own “Curriculum Resource Package” to supplementAP European History textbooks. The four components of the package are described below:

1. Data ImageAn image or series of images designed as a “learning tool” to help students understand animportant component of the subject explained by the article. Charts, graphs, maps, paintings,photographs, flow charts, family trees, concept maps or original artwork alone or in anycombination can be used.

2. Text ArticleMuch like the “special sections” of textbooks, this text article would explain the subject or issuein an engaging manner. This should be nothing like an encyclopedia article, but rather adescription, explanation or story. This will be the text section of the Course Resource Packagethat will be read by students as part of the AP European History curriculum.

3. Trailfire Website ReviewA “trailfire” series of seen websites must be published at Trailfire.com. The sticky notes andmarks must point the student to the most useful information on the sites and explain why theinformation on the site is important to an understanding of the subject of the Article.

4. Historiography and Thematic Connection (750 - 1,000 words)The publisher needs to understand the current scholarship on the subject of the Article to decideif it should be included in the Course Resource Package. Explaining the various perspectivesconcerning the subject and the manner in which it has been studied over the years, this essay willexplore secondary sources and interpretation of the subject over the years.

5. PresentationEach student will provide a video (stand alone) or a spoken presentation summarizing theinformation in the article and making the case that the article, visual depiction of data andtrailfire website review should be included in the Course Resource Package. It should explainwhy the article will add to an AP European History student’s learning experience. In addition, itshould show how it links with the themes of the AP European History course as outlines by theCollege Board.

Unit 10 of 32