AP European History
Introduction and the Later Middle Ages
Day 1 : Regression and Recovery in Students to read course introduction
Europe : the Medieval Period. and Syllabus.C11
Course Introduction: students to
discuss questions; why study AP
history? Why study AP EUROPEAN
history? What skills will I need to
Day 2: The importance of the church in Students to review 1x- 1xix of Kagan2
Day 3: Fuedalism and the rise of nation Students to read primary source p1xvii
states. on ‘ The Carolingian Manor’ C33
Heresy and Schism. Students to define
Day 4: Church versus the State.(revival key terms and be able to give
and challenges to Papal Authority) examples of both using p302-310 of
Day 5 : Social and Political Breakdown. Students to study a series of primary
sources of Black Death answer DBQ
‘ how do these sources show
regression and recovery in this
Unit 1 : The Renaissance and the age of discovery.
Day 6: Renaissance: continuity from Students to read p318- 320 of kagan
the Medieval World or a revolution in for homework. C24 Discuss reasons
ideas and knowledge? for the Renaissance and life in the
What is it ? Why Italy? Italian City states. T1 and T3 5
The course emphasizes relevant factual knowledge about European history from 1450 to the present to
highlight intellectual, cultural, political, diplomatic, social, and economic developments.
The Western Heritage, Kagan, Ozment and Turner.
The course includes extensive instruction in analysis and interpretation of a wide variety of primary
sources, such as documentary material, maps, statistical tables, works of art, and pictorial and graphic
The course teaches students to analyze evidence and interpretations presented in historical scholarship
Theme 1 Intellectual and Cultural History ( Secularization of learning and culture), theme 3 (the
role of urbanization)
Historical context and chronology:key
Day 7: The Medici : Lorenzo the Watch PBS video on the Medici and
magnificent. follow up work on website
Day 8: Art and Politics in the Machiavelli’s the Prince (homework)
renaissance. Students to develop understanding of
chronology and geographical location
of the renaissance.C1
Students to develop understanding of
the city states.
Day 9: Women of the Renaissance. Comparative study of key women of
the Renaissance, a change in popular
Day 10 Humanism and the Northern Definition. Students to read excerpts
Renaissance from the Erasmus and Machiavelli in a
practice mini DBQ.Erasmus and More.
Day 11 the Conquistadors An Overview.Students to make links
between conquistadors and the
Day 12 Test (30 multiple choice and
one free response question) C1
Unit Two: The Reformation.
Day 13 Review and grading of the test, Place in historical context/ chronology.
how might the Renaissance and Students to read 353 to 356 and
Reformation be linked? summarise origins and causes of the
Day 14 The German Reformation. Students to analyze excerpt from
movie “Luther” in looking at causes of
Day 15 The Peasant’s revolt Students to examine list of Peasant’s
Intellectual and Cultural History, changes in popular culture.
Political and Diplomatic History, Relationship between Europe and the rest of the world.
T1 Intellectual and Cultural History. (Changes in Religious thought and institutions.
grievances and summarise the main
Day 16 The Reformation Elsewhere. Students to look at Swiss Reformation
and the impact of Anabaptists and
Day 17 The English Reformation. Students to look at causes and impact
of the break with Rome.
Day 18 Family during the age of Students to look at the impact of the
Reformation . Reformation on the social fabric of
Day 19 and Day 20 Practice DBQ Students to use past test paper on
(2008 DBQ) Students to be given core
scoring rubric will break into groups to
discuss sources before taking paper.
Unit 3 The Wars of Religion and the rise of Anti Semitism.
Day 21 War in France Huguenots V Catholics, religious or
political ? Lecture, students to record
key dates, people and places.
Day 22 Spain The first European Superpower?
Students to examine reasons for the
rise of Spain as the dominant force in
Europe and the challenges to this rule
from the Netherlands.
Day 23 The decline of Spain and rise of Students to use ‘Elizabeth I’ to analyse
Elizabeth. reasons for Spain’s defeat and the
Day 24 The Elizabethan Settlement Look at relationship between
Religious,Political and foreign policy.11
Day 25 The Thirty Years War When? Where ? Why ? students to use
outline maps to trace the periods of the
Day 26 DBQ Students review their answers to
previous DBQ on the reformation.
Day 27 Multiple Choice Test. Students to complete timed exercise on
Unit 3. Homework: timed free response
: students can choose from three
C3 analysis of Primary Sources.
T2 Political and Diplomatic History: Relationship between domestic and foreign policy.
Unit 4 The rise of the Nation State, Absolutism versus
Day 28 From one absolute ruler to Students to watch the movie Cromwell
another : From Charles to Cromwell and look for causes of the civil war.
Day 29 Finish Cromwell
Day 30 What was so Glorious about Students to analyze timeline of events
this revolution? and sources to pick out reasons for the
Day 40 set essay question ‘93 Students to research and produce
‘France why was it different ?’ outine for Monday(Homework),
Louis xiv (students watch video on
Day 41DBQ p1065, Absolutism in Students work in groups to analyze
Day 42 The Rise of Russia Students to look at Geography of
Russia and recognise its unique
position in Europe, (straddles two
Lecture using Photographs from my
visit to St Petersburg.
Homework reading 443 -447: progress
with tyranny: an accurate assessment
of Peter’s rule? Students to produce
outline for essay.
Day 43 Central Europe and the rise of The Holy Roman Empire? Holy?
Prussia, look at impact of Frederick the Roman? Empire? What was it then and
Great . who held the power? Students to use
geographical map to trace the rise of
Prussia and the Hapsburgs.
Day 44 Ottoman Empire Geography quiz and reading, students
look for reasons for long decline.
Multiple choice test end of unit test.
Unit 5 : New Directions in thought and culture in the
Sixteenth and Seventeenth Centuries
Day 45 The Scientific revolution? What was it a revolution against?
Look at impact of Copernicus.
Day 46 Galileo Look at trial of Galileo , prepare students
for re enactment of trial
Day 47Bacon and Descartes
Day 48 Isaac Newton and Margaret Students to read and discuss
Cavendish significance of both.
Day 49 Trial of Galileo Students to put Galileo on trial
Day 51Hobbes an Apologist for Review the writings of Locke and
Absolutism? Locke- a critic. Hobbes, analysis of primary sources.
Day 52 Superstition persists: witchcraft 1980 DBQ preparation in class and
and the end of witchhunts. completed for homework.
Unit 6: Society and economy:The old regime continues at
home as Europe looks outwards.
Day 53The hierarchy of European Breakdown of nobility and social
society: structure of Europe.
Day 54 Contrasting Worlds An analysis using primary sources of
the differences between Eastern and
Day 55 Early Industrialization Coalbrookdale: why here?
Day 56 Urbanization A new social structure emerges…
Day 57 Chapter 15 test Multiple choice
Day 58 Europe and Empire A timeline to show stages of
Day 59 Mercantilism Mercantilism and its impact.
Day 60 Britain and France A look at the rivalry between Britain
and France with particular focus on the
Day 61 The Commercial revolution Essay question from ’05. Preparation.
Day 62 Essay question complete in class
Unit 7: The Enlightenment
Day 50 The Enlightenment: challenges Students to create table based on the
to the old order: what was the old areas of Philosophy, Politics,
order? Economics, Society and Religion.
Day 51Causes of…(Why France Why Student reading on influences of the
then?) …Impact on …… Enlightenment and its impact on
Day 52 Lecture on the Philosophes. Students to complete table.
Day 53 The Enlightenment School Students to design skit based on key
Enlightenment figures and how they
might interact with one another.
Day 54 Who were the Enlightened Students to read and analyze the
Despots? Were they ‘Great’ ? policies and principles of Catherine the
Great and Frederick the Great.
Day 55 The Enlightenment school Students to perform skit. Homework
continued. DBQ on the Enlightenment from ‘AP
Test Prep series’ p99.
Unit 8 The French Revolution and Napoleonic era
Day 56 Louis and Marie ..Students to watch part of PBS’s
‘Marie Antoinette’ and movie of the
Day 57 Reasons for the revolution Use of primary sources to analyze
grievances of the Third estate
Day 58 From the Bastille to Execution , Students to look at key events of first
three years of Revolution, analysis of
Burke’s criticisms of the revolution.
Day 60 The Terror and the Look at short term impact and long
Thermidorian reaction term effects at the Terror. Lecture
using art and political cartoons from the
Day 61 Continued. Student review Finish discussion of the Terror.
Students construct on butcher paper
the key events of the revolution.
The Napoleonic Era.
Day 62 Napoleon in Art Students to use APPARTs model of
analyzing primary sources to look at
the portrayal of Napoleon.
Day 63 The Empire ‘Mapping World History’ series to trace
the growth of his Empire.
Day 64 The Defeat of Napoleon and Re enactment of Congress using key
Vienna Peace Conference players
Day 65 Romanticism Literature, analysis of Kant.
Day 66 Romanticism Art looking at Constable and Turner
using powerpoint . Homework Essay
question ’92, prep in groups
Unit 9: The Conservative Order and the challenges of
Day 67 Nationalism, Liberalism and Examination of Mazzini’s definition of
Conservatism : the isms, Nationalism.
Day 68 Austria and Prussia. Students to analyze Metternichs
approach to reform.
Day 69 Britain: repression. France: Show episode of Blackadder on
restoration. political reform discussion of rotten
Day 70: The Conservative International Students to define Congress system
Order , challenges in the new world
Day 71 Revolutions of 1830.How Great Look at the failed revolutions of 1830
was the Great Reform Bill of 1832? their causes and effects. Analysis of
Great Reform Bill and attitude of ruling
classes to reform.
Unit 10: Economic Advance and Social Unrest 1830- 1850
Day 72 How had Industrialization Lecture with use of primary sources
changed Europe? 2 days. Factory and film (Oliver Twist, Hard Times) to
system, urbanization, law and order, show key social changes of this period
child labor and the role of women.
Day 73 see above
Day 74 Working Class Consciousness: Look and compare Classical
the development of Socialism Economics to the development of
Marxism, students to read excerpts
from the ‘Communist Manifesto’.
Day 75 and 76. 1848: causes and Students to use concepts of
effects of the 1848 revolutions (include Nationalism, Conservatism, Liberalism
in this the Chartist movement ) and Socialism in looking at the causes
and effects of the revolutions
Day 77 Multiple Choice Test. Homework DBQ:
Unit 11: The Age of the Nation State.
Day 78 The Crimean War and the ‘Into the Valley of Death….’
Ottoman Empire Assignment that analyses Tennyson’s
poem, from ‘Advanced Placement’
Day 79 Italian Unification Examination of primary sources
covering Italian Unification (Mazzini,
Day 80 German Unification The wars of 1866 and 70/1,
examination of Bismarcks’ ‘iron and
blood speech’ and the Ems Dispatch
Day 81 France The Commune, the Republic and the
Day 82 Britain 1867 and 1884 reform act, movement
Day 83 Austria Hungary and Russia Political and Social unrest.
Unit 12: Society and Politics in Europe 1848-1914
Day 84 The second Industrial Students to analyze causes and impact
Revolution of second industrialization using
‘Advanced Placement 2: Westernizing
Day 85 The reform of cities Analyze of changes to cities, ‘New
Paris’ and ‘devlopment of suburbs’.
Day 86 Women and the cult of Examination of changing lifestyles of
domesticity. women , analysis of Victorian Values.
Day 87 Socialism and feminism Examination of Bernstein’s criticism of
Marxism. ‘Roots and Fruits’ diagram
from ‘Advanced Placement 2:
Westernizing the World’
Day 88 Russia: last to industrialize. Bolsheviks and Mensheviks.
Day 89 Review Multiple Choice and DBQ on Women’s
Unit 13: The Birth of Modern European Thought
Day 90 Darwinism Review of Darwin’s ideas and his
Set student one week to prepare
Modernism Expo on the new ideas,
events and people of this period they
will present their research as a
Day 92 New conflicts of church and Examination of papal infallibility.
Day 93 Art Impressionism, Realism, Naturalism,
Day 94 Philosophy and Nietzsche and the revolt against
Psychoanalysis. reason. Analysis of the impact of
Day 95 Racism Students to analyze Impact of Social
Darwinism and the birth of Zionism.
Day 96 Finish with Modernism Expo
Unit 14: The causes and effects of the Great War.
Day 97 New Imperialism Student to do map activity on scramble
for Africa , discussion of Social
Day 98 The alliance systems Examination of militarism, alliances and
Day 99 The short term triggers Analysis of short term causes and
linking them to the isms.
Day 100 The war Analysis of major battles, propaganda,
the home front…
Day 101 The war Film : ‘Joyeux Noel’
Day 102 The Russian Revolution Students to compare to look at key
events leading up to seizure of power
by the Bolsheviks.
Day 103 Treaty of Versailles Re enact key players in treaty ,
students to produce their own all
Day 104 see above See above
Day 105 ’99 DBQ: Russian Peasantry
Day 106 Feedback and peer assessment from
Unit 15: The Interwar Period
Day 107 Civil War in Russia An examination of Trotskyism and the
policies of Lenin
Day 108 Italy and Mussolini Discussion of fascism and rise of
Day 109 Weimar Germany The Stresemann years and Locarno.
Day 110 Joyless victors Britain and France: analysis of slow
recoveries of the victors and rise of
pacifism. Use Lesson 14 from
‘Advanced Placement European
Day 111 Art and culture Weimar : an explosion of Modernism.
Lecture using slides of Bauhaus.
Day 112 Review Multiple Choice test on units 14 and 15.
Unit 16: The Great Depression and Totalitarianism .
Day 113 Britain and France in the Analysis of the impact of the
1930s depression on these countries and the
analysis of Keynesian economics.
Day 114 The collapse of Weimar Students to analyze the rise of the
Germany. Nazis and the failure of the Weimar.
Day 115 The Spanish Civil war Causes and effects of Spanish civil
war, analysis of role of international
brigades and the war as a testing
ground for the ensuing battle between
Hitler and Stalin.
Day 116 The Nazi state The apparatus of the Nazi state,
comparison with Mussolini’s Italy.
Day 117 Stalin’s Russia Analysis of Stalin’s purges and the
effects of central economic planning
using ‘ People’s century video’ ‘1917
Day 118 Multiple choice test
Unit 17: The Second World War.
Day 119 The failure of Appeasement Students to complete DBQ exercise on
Munich from ‘Advanced Placement
European History 2’. BBC series : The
‘The Nazi’s: A warning from history’
Day 120 The Conquest of Europe Examination of impact of the
occupation on Western Europe
Day 121 Holocaust. Students to trace key events in
Holocaust and to examine reasons for
it , use of excerpts from Hitler’s willing
Executioner’ and other historical
interpretations. Use of BBC series: ‘
Auschwitz: inside the Nazi State’
Day 122 The Domestic Fronts Stalin’s Russia Vichy France and
Churchill’s Britain.Students to compare
propaganda from these three countries.
Day 123 The defeat and collapse of Essay question ’06.
Unit 18 The Cold war era begins
Day 124 The post war peace Comparison to Versailles.
Day 125 NATO and the Warsaw pact Examination of key events in the Cold
War until Brezhnev.
Day 126 Thawing and cooling. Détente, Afghanistan and Solidarity
Day 127 Gorbachev, Reagan and the Students to understand reasons and
89 revolutions. effects of the uprising in Eastern
Day 128 The collapse of the Soviet Students to examine short term and
union long term causes of the collapse of the
Day 129 Decolonization Examination of European retreat from
Empire using two countries
approaches: Britain and France.
Unit 19 Politics and Culture: Co-operation and Discord;
towards a new Europe
Day 130 Politics in Western Europe Students to examine the growth of a
welfare state in Western European
Day 131 The European Union A political or economic project :
towards a United States of Europe?
Day 132 The EU continued. Challenges to the EU project
Day s133 and 134 Feminism, Analysis of the impact of these
Existentialism and Environmentalism movements on European society in the
post war period.
Day 135 Nationalism in post war Analysis of causes and effects of
Europe collapse of Yugoslavia.
Day 136 A new scientific revolution Examination of how science and
technology has affected family life in
the Twentieth Century.
Unit 20 AP Examination Review
From Mid April to the AP test the remaining time will be spent reviewing the
components of the AP exam. We will review content and look at a number of
themes across the time period. This will help us review content whilst applying it
in a different way. Some examples will include:
Comparison of the Feminist movement of the 60’s/70’s with the suffrage
movement of the 1800s.
Comparison of the effects of Anti Semitism and/or racism in two time
Comparison of Absolute Monarchs of the 1600/1700s with the Dictators of
the Twentieth Century.
Comparison of Mercantilism with the communist system.
Compare and contrast the causes or effects of the French and Russian
The impact of Urbanization and Industrialization on the working class
families 1750- 1900.
Analyze the economic, technological and institutional factors that
accounted for the Europe’s dominance of trade in the period 1650 -1800.
We will have one full three hour practice test prior to the AP test.
Your grade in this class will be cumulative each unit will have an assessment at
the end these will take five main forms:
Each is designed to assist your understanding of the content and the skills
needed to be successful in the AP test. Those achieving a ‘3’ or higher on the
test will receive an ‘A’ in this class.
Sharepoint site: This is updated constantly with reading materials, practice
DBQs, deadlines, rubrics.
email address: email@example.com