AP EUROPEAN HISTORY Course...

AP EUROPEAN HISTORY – Course Syllabus

Course Description: The Advanced Placement European History course is considered the equivalent of a full-year,

freshman college survey course in Western Civilization. It is designed to prepare students for the AP European

History Exam in May. Students who pass the exam (3 or better out of 5) may earn college credits.

What sets this course apart from an “honors” course is extensive reading of college level texts, combined

with a heavy emphasis upon analytical skills that include forming and substantiating various historical hypotheses.

Major themes of the course include the basic chronology and major events and trends in European history from

approximately 1350 to the present, as well as various interpretations of the European past. Significant emphasis is

given to political and diplomatic history, intellectual and cultural history, and social and economic history.

In addition to providing a basic exposure to the factual narrative, the goals of the AP®

European History

course are to develop: (1) an understanding of the principal themes in modern European history (2) the ability to

analyze historical evidence, and (3) the ability to express that understanding and analysis effectively in writing. [C1, C2, C3, C4]

C1—The course emphasizes

relevant factual knowledge

about European history from

1450 to the present to

highlight intellectual,

cultural, political,

diplomatic, social, and

economic developments.

C2—The course teaches

students to analyze evidence

and interpretations presented in

historical scholarship.

C3—The course includes

extensive instruction in

analysis and interpretation of a

wide variety of Texbook and

Textbook and Primary sources,

such as documentary material,

maps, statistical tables, works

of art, and pictorial and graphic

materials.

C4—The course provides

students with frequent

practice in writing analytical

and interpretive essays such

as document-based questions

(DBQ) and thematic essays

(see the AP European

History Course Description

for more information).

All students enrolled in AP European History will take the AP European History exam in May. There is an

assistance program to help students in need cover some, if not most, of the $80+ cost.

Texts: Kagan, Donald, Steven Ozment, and Frank M. Turner. The Western Heritage. 10th

ed. Upper Saddle River,

N.J.: Prentice Hall, 2009. This will be our Texbook and Textbook and Primary textbook; however, I use a selection

of short Texbook and Textbook and Primary and secondary sources, or excerpts from them, for each unit rather than

entire works

Assignments: All necessary forms may be obtained from the class website on the District Website

Class Structure: A combination of lecture, discussion, group presentation, project work, and independent

study along with various multi-media outlets will be used in class. My goal is to provide the best vehicle

possible for you to understand the content. Any suggestions you have to improve the class performance will be

appreciated.

Absence/Missed Work Policy: Attendance in this class is essential. Much of the material for success is provided through

lecture/discussion. Missing class can create problems. Work missed due to an excused absence may be made

up within 5 school days (per district and school policy). All work not made up will result in a grade of ZERO.

**If a student is absent the day of a test or essay, it will be taken the first day you return as the assignments are

posted on the board in two week increments.**

If you are present when a test, essay, or quiz is assigned, you will be expected to take it at the assigned

time (unless new material was covered during an excused absence). Project due dates are non-negotiable. If

you are absent on a project due date you will be expected to turn in the completed project and/or present your

project on the day you return to school.

Classroom Expectations • Responsibility: Responsibility is the key to success, and the remedy for failure. No excuses - ever!

• Respect: Respect the person and property of those around you.

• Right: Right action, right effort, right speech, and right thought.

• Late homework will NEVER be accepted without a full-day excused readmit.

• No credit will be given for incomplete or sloppy homework. If you’re tardy, so is your homework.

• Neatness, spelling, and grammar ALWAYS count!

• The Windsor’s Academic Policy on cheating policy will be strictly enforced - no exceptions

Scoring & Assessments for AP European History Based Upon One Semester

Summative Assessments (75% of Grade)

Unit Tests (Points Vary)

Each unit test will include 30-40 AP quality multiple choice questions worth two points each. If any question is

missed by more than half of the class, I will add back one point per question.

Free Response Questions (Points Vary per unit)

Along with each unit test, there will be 2-4 AP quality free response questions. These questions will ask students to

use the root knowledge from each unit and evaluate or analyze it. Each question will be worth either 10 or 20

points.

Chapter Quizzes/Tests (Points Vary)

Each Quiz will include 5 short answer questions worth 5 points each from the chapter that is being covered. At the

end of each semester, I will drop each student’s lowest score.

Formative Assessments (25% of Grade)

Various Class Projects, Assignments, Homework (points vary per unit)

Throughout the year, the class will engage in several projects to enrich the material Points for these projects will

vary between 50 and 100 points and scored as formative assessments.

Article Summaries ((points vary per unit)

Students will be give one article per unit to read, summarize, evaluate and reflect upon. Reponses will be one to two

Chapter(s) and typed. We will discuss these articles in class.

Current Events Journal ((points vary per unit)

Students will keep a journal throughout this class. Throughout the class, students will be required to watch, read and

listen to the news. They will then document articles or stories in their journals and reflect upon them. Possible

sources include CNN, Fox News, MSNBC, Time, Newsweek, The Post Dispatch, the New York Times and many

more. Students will be graded on the number, quality and reflections of each article. We will use these journals to

enlighten class topics.

Participation (Non-graded)

While participation will not be officially graded, it will be required. Class discussion and lectures will be based

around student participation and to truly master the material, total engagement will be necessary

Chapter Notes and Outlines (Non-graded)

Students will be required to read each chapter on a scheduled basis and will be quizzed over each. It is also

suggested that each student outline each chapter (the first one or two may be required) to keep in their notes. If

students do complete these chapter outlines they will be allowed to use them periodically on quizzes and will always

be guaranteed a “C-” grade on quizzes. While I am not requiring most of these outlines, they are critical to your

success. Also, there are sufficient incentives for you to complete them.

Grading Grading Scale

A 90 % – 100% B 80% – 89%

C 70% - 79% D 60% - 69%

F 59% and below

Grading Breakdown

75%: Tests

25%: All other assignments (i.e. homework, projects, class work,

quizzes, etc.)

Semester Final: 20% of Semester Grade

Grading: Students will not be exempt for the semester final (Therefore, No Renaissance Exemptions)

Tests: We will have at least 3 major unit tests each semester.

Essays: About every other week, an essay will be due related to topics of European History. They will be due on Friday

at the beginning of the period. They may be emailed earlier than the due date.

Projects, Homework, and Current Events: From time to time, we will have class projects, group discussions, quizzes,

and homework related to your readings and topics. They are always due at the beginning of class. I do not accept late

work.

Semester & Final Exams (20% of grade) Students will not be allowed to exempt out of either of these exams.

The first semester final will be a cumulative test covering all units from the first semester.

Themes in Modern European History

Intellectual and Cultural History Changes in religious thought and institutions

Secularization of learning and culture

Scientific and technological developments and their consequences

Major trends in literature and the arts

Intellectual and cultural developments and their relationship to social values and political events

Developments in social, economic, and political thought

Developments in literacy, education, and communication

The diffusion of new intellectual concepts among different social groups

Changes in elite and popular culture, such as the development of new attitudes toward religion, the family, work, and ritual

Impact of global expansion on European culture

Political and Diplomatic History The rise and functioning of the modern state in its various forms

Relations between Europe and other parts of the world: colonialism, imperialism, decolonization, and global interdependence

The evolution of political elites and the development of political parties, ideologies, and other forms of mass politics

The extension and limitation of rights and liberties (personal, civic, economic, and political); majority and minority political persecutions

The growth and changing forms of nationalism

Forms of political protest, reform, and revolution

Relationships between domestic and foreign policies

Efforts to restrain conflict: treaties, balance-of-power diplomacy, and international organizations

War and civil conflict: origins, developments, technology, and their consequences

Social and Economic History The character of and changes in agricultural production and organization

The role of urbanization in transforming cultural values and social relationships

The shift in social structures from hierarchical orders to modern social classes: the changing distribution of wealth and poverty

The influence of sanitation and health care practices on society; food supply, diet, famine, disease, and their impact

The development of commercial practices, patterns of mass production and consumption, and their economic and social impact

Changing definitions of and attitudes toward mainstream groups and groups characterized as the "other"

The origins, development, and consequences of industrialization

Changes in the demographic structure and reproductive patterns of Europeans: causes and consequences

Gender roles and their influence on work, social structure, family structure, and interest group formation

The growth of competition and interdependence in national and world markets

Private and state roles in economic activity

Development and transformation of racial and ethnic group identities

AP European History Units Theme Chapter(s) Days

Sem

este

r O

ne

Qtr

1st

1 The Renaissance and Age of Discovery (Voyages East and West) 10 6

2 The Reformation, Counter Reformation, Religious Wars 11, 12 10

3 Political Philosophy and Organization in the 16th

and 17th

Centuries 13, 15 8

4 Society, Science, and Philosophy in the 16th

through 18th

Centuries 14, 16, 17 12

2nd

5 French Revolution, Napoleon, and Romanticism 18, 19, 20 20

6 The Conservative Order 20 7

7 Post-Napoleonic Europe to Mid-Century, 1815-50 21, 22 12

7 Units 14 Chapters 75

Sem

este

r Tw

o

3rd

8 Unification, Industrialism, Imperial, Society & Culture (Up To WWI) 23, 24, 25, 26 20

9 World War I and the Russian Revolution 26 5

10 Interwar Era and World War II 27, 28, 29, 30 15

4th 11 World War II, Cold War, and Post-Cold War Europe 29, 30 18

12 Review Unit ALL 20

4 Units 12 Chapters 78

Sources & Unit Focus Unit 1

The Renaissance and Age of Discovery

Documents selected for instruction may include but are not limited to:

Textbook and Primary Sources

Kagan, The Western Heritage. Ch: 10 Niccolo Machiavelli “The Prince”;

Baldesar Castiglione “The Book of the Courtier”

Heinrich Kramer “The Hammer of Witches”

Secondary Sources “Jacob Burckhardt, The Civilization of the Renaissance in Italy”

Peter Burke, “The Myth of the Renaissance”

Visual Sources

• The School of Athens: Art and Classical Culture Raphael

• Giovanni Arnolfini and His Bride: Symbolism and The

• Northern Renaissance – Jan van Eyck

• Wealth, Culture, and Diplomacy – Hans Holbein

• The Assets and Liabilities of Empire – Frans Fracken II

• The Conquest of Mexico as Seen by the Aztecs

Unit Focus

The politics, culture, and art of the Italian Renaissance

Political struggle and foreign intervention in Italy

The powerful new monarchies of northern Europe

The thought and culture of the northern Renaissance

The Portuguese chart the course

Spanish voyages of Christopher Columbus

The Church in Spanish America

The economy of exploitation

Sources & Unit Focus

Unit 2

Reformation Counter Reformation, Religious Wars



Kagan, The Western Heritage. Ch: 11, 12 John Tetzel, The Spark for the Reformation: Indulgences”

Martin Luther, “Justification by Faith”

Martin Luther, “Condemnation of Peasant Revolt

John Calvin, “Institutes of the Christian Religion: Predestination”

“Constitution of the Society of Jesus”

Teresa of Avila, “The Way of Perfection”

Peter Paul Rubens, “Loyola and Catholic Reform”

Secondary Sources John C. Olin, The Catholic Reformation”

Steven E. Ozment, “The Legacy of the Reformation”

Marilyn J. Boxer and Jean H. Quataert, “Women in the Reformation”

Visual Sources

• Luther and the New Testament

• Luther and the Catholic Clergy Debate – Sebald Beham

• Loyola and Catholic Reform – Peter Paul Rubens

• War and Violence – Jan Brueghel and Sebastian Vrancx

• Germany and the Thirty Years’ War

Unit Focus

The social and religious background to the Reformation

Martin Luther’s challenge to the church and the course of the Reformation in Germany

The Reformation in Switzerland, France, and England

Transitions in family life between medieval and modern times

The war between Calvinists and Catholics in France

The Spanish occupation of the Netherlands

The struggle for supremacy between England and Spain

The devastation of central Europe during the Thirty Year’s War


Political Philosophy and Organization in the

16th

and 17th

Centuries



Kagan, The Western Heritage. Ch: 13, 15 John Locke, {Second Treatise of Civil Government: Legislative Power”

Thomas Hobbes, Leviathan

John Locke, An Essay Concerning Human Understanding

Domat, “On Social Order and Absolute Monarchy”

Secondary Sources G. Durand, “Absolutism: Myth and Reality”

Visual Sources

• The Early Modern Chateau

• Maternal Care – Pieter de Hooch

Unit Focus

The factors behind the divergent political paths of England and France in the 17th

The conflict between the Parliament & king over taxation and religion in early Stuart

England, the English Civil War, and the abolition of the monarchy

The Restoration and the development of Parliament’s supremacy over the monarchy in the Glorious

Revolution

The establishment of an absolutist monarchy in France under Louis XIV

Religious policies of Louis XIV

The wars of Louis XIV

The Dutch Golden Age

French aristocratic resistance to the monarchy

Early 18th century British political stability

The efforts of the Habsburgs to secure their holdings

The emergence of Prussia as a major power under the Hohenzollerns

The efforts of Peter the Great to transform Russia into a powerful centralized nation


Society, Science, and Philosophy in the 16th

through 18th

Centuries



Kagan, The Western Heritage. Ch: 14, 16, 17 Rene Descartes, “Discourse on Method”

Galileo Galilei, “Letter to Christina of Tuscany: Science and Scripture”;

Sir Isaac Newton, “Mathematical Principles of Natural Philosophy”; “

Voltaire, “Philosophical Dictionary: The English Model”

Mary Wollstonecraft, “A Vindication of the Rights of Woman”

Jean Jacques Rousseau, “The Social Contract”

Secondary Sources

Bonnie S. Anderson and Judith P. Zinsser, “Women in the Salons”

Visual Sources

• A Vision of the New Science

• A Frontispiece of the Encyclopedie

• Experiment with an Air Pump – Joseph Wright

• Propaganda and the Enlightened Monarch – Joseph II of Austria

Unit Focus

The astronomical theories of Copernicus, Brahe, Kepler, Galileo, and Newton and the emergence of the

scientific worldview

Impact of the new science on philosophy

Social setting of early modern science

Women and the scientific revolution

Approaches to science and religion

Witchcraft and witch hunts

The varied privileges and powers of Europe’s aristocracies in the Old Regime and their efforts to

increase their wealth

The plight of rural peasants

Family structure and family economy

The transformation of Europe’s economy by the agricultural and industrial revolutions

Urban growth and the social tensions that accompanied it

The strains on the institutions of the Old Regime brought about by social change

Europe’s mercantilist empires

Spain’s vast colonial empire in the Americas

Africa, slavery, and the transatlantic plantation economies

The wars of the mid-eighteenth century in Europe and the colonies

The struggle for independence in Britain’s North American colonies


Unit 5

French Revolution, Napoleon, and Romanticism



Kagan, The Western Heritage. Ch: 19, 20, 21 Olympe de Gouges, “Declaration of the Rights of Woman”

Maximilien Robespierre, Speech to the National Convention, 1794: “The Terror Justified”

Joseph Fouche, Memoirs: Napoleon’s Secret Police”

Secondary Sources Ruth Graham, Loaves and Liberty: “Women in the French Revolution”

William Doyle, “An Evaluation of the French Revolution”;

Visual Sources

• Allegory of the Revolution – Jeaurat de Betray

• Internal Disturbances and the Reign of Terror

• Napoleon Crossing the Alps Jacques Louis David

• Bonaparte Visiting the Plague Victims at Jaffa Antoine Jean Gros

Unit Focus

The financial crisis that impelled the French monarchy to call the Estates General

The transformation of the Estates General into the National Assembly, The Declaration of the Rights of

Man and Citizen, and the reconstruction of the political and ecclesiastical institutions of France

The second revolution, the end of the monarchy, and the turn to more radical reforms

The war between France and the rest of Europe

The Reign of Terror, the Thermidorian Reaction, and the establishment of the Directory

Napoleon’s rise, his coronation as emperor, and his administrative reforms

Napoleon’s conquests, the creation of the French Empire, and Britain’s enduring resistance

The invasion of Russia and Napoleon’s decline

Romanticism and the reaction to the Enlightenment


The Conservative Order



Kagan, The Western Heritage. Ch: 20

Secondary Sources Selected Works of Poetry

Visual Sources

•

Unit Focus

Emergence of nationalism

Early political liberalism

Conservative outlooks

Congress System

Independence in Latin America

Great Reform Bill in Britain (1832)


Unit 7

Post-Napoleonic Europe to Mid-Century, 1815-50



Kagan, The Western Heritage. Ch: 21, 22

Secondary Sources

The Congress of Vienna – Hajo Holborn

Western Liberalism – E.K. Bramsted and K.J. Melhuish

The European Revolutions, 18481851 – Jonathan Sperber

The Revolutions of 1848 JohnWeiss

Visual Sources

• Abbey Graveyard in the Snow Caspar David Friedrich

• The Genius of Christianity – Rene de Chateaubriand

• Liberty Leading the People: Romanticism and Liberalism – Eugene Delacroix

• Working Class Disappointments: Rue Transnonian, April 15, 1834 – Honore Daumier

Unit Focus

The challenges of nationalism and liberalism to conservative order in the early 19th C.

The domestic and international politics of the conservative order from the Congress of

Vienna through the 1820’s

The wars of Independence in Latin America

Revolutions of 1830 on the Continent and the passage o’ Great Reform Bill in Britain

Development of industrialism and its effects on the organization of labor and the family

The changing role of women in industrial society

The establishment of police force and reform of prisons

The revolutions of 1848


Unification, Industrialism, Imperial, Society, and Culture

(Up To WWI)



Kagan, The Western Heritage. Ch: 23, 24, 25, 26 Giuseppe Mazzini, “The Duties of Man”

Rudyard Kipling, The White Man’s Burden”

Charles Darwin, The Origin of Species and The Descent of Man”

Karl Marx and Friedrich Engels, “The Communist Manifesto”

Emmeline Pankhurst, “Why We Are Militant”

Pope Pius IX, Syllabus of Errors”

Secondary Sources Frederic Morton, Thunder at Twilight: Vienna 1913–1914

Alan Palmer, Twilight of the Habsburgs

Visual Sources

• Imperialism Glorified – George Harcourt

• American Imperialism Asia: Independence Day 1899

• Imperialism North Africa

• The Hatch Family: The Upper Middle Class – Eastman Johnson

• Lunch Hour: The Working Class – Kathe Kollwitz

• The Stages of a Worker’s Life – Leon Frederic

Unit Focus

The unification of Italy and Germany

The shift from empire to republic in France

The emergence of a dual monarchy in Austria-Hungary

Reforms in Russia, including the emancipation of the serfs

The emergence of Great Britain as the exemplary liberal state and its confrontation with Irish nationalist

The transformation of European life by the Second Industrial Revolution

Urban sanitation, housing reform, and the redesign of cities

The condition of women in late 19th century Europe and the rise of political feminism

The development of labor politics and socialism in Europe to the outbreak of WWI

Industrialization and political unrest in Russia

The dominance of science in the thought of the second half of the 19th century

The conflict between church and state over education

Effect of modernism, psychoanalysis, and the revolution in physics on intellectual life

Racism and resurgence of anti-Semitism

Late 19th century and early 20th century developments in feminism

The economic, cultural, and strategic factors behind Europe’s New Imperialism in late 19th and early

20th century

Formation of alliances and the search for strategic advantage among Europe’s powers


Unit 9

World War I and the Russian Revolution



Kagan, The Western Heritage. Ch: 26 Woodrow Wilson, “The Fourteen Points”

Secondary Sources Charles L. Mee Jr., The End of Order, Versailles, 1919

Robert K. Massie, Castles of Steel

Orlando Figes, People’s Tragedy

Visual Sources

• World War I: The Front Lines

• World War I: The Home Front and Women

• Revolutionary Propaganda

Unit Focus

The origins of World War I

Goals and expectations of each combatant in 1914

Goals and expectations of the USA

How the war was fought and won

Relative importance of the different causes of the war

The Russian Revolution

The peace treaties ending World War I


Unit 10

Interwar Era and World War II



Kagan, The Western Heritage. Ch: 27, 28

Benito Mussolini, “The Doctrine of Fascism”

Adolf Hitler, Mein Kampf”

Joseph Stalin, “Problems of Agrarian Policy in the USSR: Soviet Collectivization”

Secondary Sources Newsreel footage of the War

Three Stooges – War propaganda short clips

Visual Sources

• Decadence in the Weimar Republic –George Grosz

• Unemployment and Politics in the Weimar Republic

• Unemployment During the Great Depression, 19301938

• Unemployment and the Appeal to Women

• Nazi Mythology – Richard Spitz

• Socialism Realism – K.I. Finogenov

• Authoritarianism and Totalitarianism 19191937

Unit Focus

Economic and political disorder in the aftermath of World War I

The Soviet Union’s far-reaching political and social experiment

Mussolini and The Fascist seizure of power in Italy

French determination to enforce the Versailles Treaty

First Labour government and general strike in Britain

The development of authoritarian governments in all the successor states to the Austrian

Empire except Czechoslovakia

Reparations, inflation, political turmoil, and the rise of Nazism in the German Weimar Republic

Financial collapse and depression in Europe

The emergence of the national Government in Great Britain and the Popular Front in

France in response to the political pressures caused by the depression

The Nazi seizure of power, the establishment of a police state, and the imposition of racial laws in

Germany

Planned industrialism, agricultural collectivization, and purges in the Soviet Communist

Party and the Soviet army under Stalin


Unit 11

World War II, Cold War, and Post-Cold War Europe



Kagan, The Western Heritage. Ch: 29, 30 Newspaper articles and newsreel items;

Shoah Foundation - concentration camp survivor accounts

Winston Churchill, Iron Curtain speech at Fulton, Missouri

Mikhail Gorbachev, Restructuring the Party’s Personnel Policy

Lyubov Sirota, Chernobyl Poems

Secondary Sources

John Lukacs, “The Short Century—It’s Over”

Raymond L. Garthoff, “The End of the Cold War”

Carol Skalnik Leff, The Collapse of Communism in Eastern Europe”

Robert J. Donia, “War in Bosnia and Ethnic Cleansing”

Visual Sources

Newsreel War footage

War Propaganda posters

Unit Focus

The origins of World War II

The course of the war

Racism and the Holocaust

The impact of the war on the people in Europe

Relationships among the victorious allies and the preparations for peace.

Social impact of state violence on women, Russian peasants, and Polish Jews

Migration in the 20thCentury Europe

Changing status and role of women in Europe

New Cultural forces and continuing influence of Christianity

The impact of computer technology

Origins of the Cold War and the division of Europe into Eastern and Western blocks following WWII

Decolonization and the conflicts in Korea and Vietnam

Political and economic developments in Western Europe during the Cold War

Polish protests against Soviet domination of Eastern Europe

Perestroika and glasnost in the Soviet Union

The collapse of communism in Eastern Europe and the Soviet Union

The civil war in Yugoslavia

Europe in the 21st century


12 Review Unit

Couse Review For AP Exam

Possible Unit DBQ’s and/or FRQ’s When answering DBQ’s, your essay must address the following: • Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question and does NOT

simply restate the question.

• Discusses a majority of the documents individually and specifically.

• Demonstrates understanding of the basic meaning of a majority of the documents.

• Supports the thesis with appropriate interpretations of a majority of the documents.

• Analyzes point of view or bias in at least three documents.

• Analyzes the documents by explicitly grouping them in at least three appropriate ways.

When answering FRQ’s, your answers must include the following: Make your selection carefully, choosing the question that you are best prepared to answer thoroughly in the time

permitted. You should spend 5 minutes organizing or outlining your answer. Write an essay that:

• Has a relevant thesis.

• Addresses all parts of the question.

• Supports thesis with specific evidence.

• Is well organized.

For students to write effective answers to free-response questions, they must understand clearly the meanings of

words, such as the following, that tell them how to present the material:

Analyze. Determine their component parts; examine their nature and relationship. "Analyze the

social and technological changes that took place in European warfare between 1789 and 1871."

Assess/Evaluate. Judge the value or character of something; appraise; evaluate the positive points

and the negative ones; give an opinion regarding the value of; discuss the advantages and disadvantages of.

"'Luther was both a revolutionary and a conservative.' Evaluate this statement with respect to Luther's

responses to the political and social questions of his day."

Compare. Examine for the purpose of noting similarities and differences. "Compare the rise of

power of fascism in Italy and Germany."

Contrast. Examine in order to show dissimilarities or points of difference. "Contrast the ways in

which European skilled artisans of the mid-18th century and European factory workers of the late 19th

century differed in their work behavior and in their attitudes toward work."

Describe. Give an account of; tell about; give a word picture of. "Describe the steps taken between

1832 and 1918 to extend the suffrage in England. What groups and what movements contributed to the

extension of the vote?"

Discuss. Talk over; write about; consider or examine by argument or from various points of view;

debate; present different sides of. "Discuss the extent to which 19th-century Romanticism was or was not a

conservative cultural and intellectual movement."

Explain. Make clear or plain; make clear the causes or reasons for; make known in detail; tell the

meaning of. "Explain how economic, political, and religious factors promoted explorations from about 1450

to about 1525."

Source: College Board Website – “Exam Tips – AP European History”

Unit Unit Chapter DBQ or

FRQ

1 The Renaissance and Age of Discovery (Voyages East and West)

Contrast Renaissance Florence with Reformation Geneva with respect to religion,

government, and everyday life.

Analyze the causes of and the responses to the peasants’ revolts in the German states,

1524–1526.

Historical Background: In late 1524, peasants, craftsmen, and poor soldiers formed bands

and pillaged throughout a large area of the Holy Roman Empire. During the revolt, some

of the rebel bands authored statements of grievances called Articles.

Although most bands did not coordinate their activities, several groups met in

Memmingen, Swabia, during March 1525 at a gathering known as the Peasant

Parliament. After a series of battles, the authorities managed to suppress the revolts.

More than 100,000 rebels and others were killed.

Document 1

Source: Leonhard von Eck, Chancellor of Bavaria, report to Duke Ludwig of Bavaria,

February 15, 1525.

This rebellion has been undertaken to repress the princes and the nobility and has its

ultimate source in Lutheran teaching, for the peasants relate the majority of their

demands to the Word of God, the Gospel, and brotherly love. The peasants are blinded,

led astray, and made witless. If these peasants promised today that they would give their

lords no further trouble, they could change their minds within an hour.

Document 2

Source: Sebastian Lotzer, craftsperson and lay preacher, and Christoph Schappeler,

preacher from Memmingen, Twelve Articles of the Swabian Peasants, March 1, 1525.

We will not allow ourselves hereafter to be oppressed by our lords but will let them

demand only what is just and proper according to the agreement between lords and

peasants. Lords should no longer try to force more services or other dues from peasants

without compensation. Peasants should, however, help lords when it is necessary and at

proper times when it does not disadvantage the peasant and for a suitable compensation.

Document 3

Source: Peasant Parliament of Swabia to the Memmingen Town Council, from Articles

of the Peasants of Memmingen, March 3, 1525.

Hitherto we have been held as your poor serfs, which is pitiable, given that Christ has

purchased and redeemed us with His precious blood, just as He has the Emperor. But it is

not our intention to reject all authority. We will be obedient to all authority appointed by

God in all fair and reasonable matters, and we do not doubt that as Christian lords you

will release us from serfdom.

10

FRQ

DBQ

2 The Reformation, Counter Reformation, Religious Wars

Analyze the influence of ideas about gender on the reign of Elizabeth I and explain

how Elizabeth responded to these ideas.

Historical Background:

Elizabeth I of England (reigned 1558–1603) was the daughter of Henry VIII and his

second wife, Anne Boleyn. Following the reigns of her half siblings, Edward VI and

Mary I, Elizabeth I ascended to the throne at the age of twenty-five.

Document 1 Source: John Knox, Scottish religious reformer, First Blast of the Trumpet Against the

Monstrous Regiment of Women, 1558.

To promote a Woman to bear rule, superiority, dominion, or empire above any Realm,

Nation, or City, is against all Nature . . . it is the subversion of good order, of all equity

and justice. . . . And that the Holy Ghost does manifestly express, saying: “I suffer not a

woman to usurp authority above the man.” . . . So both by God’s law and the

interpretation of the Holy Ghost, women are utterly forbidden to occupy the place of God

in the offices aforesaid . . . .

Document 2

Source: Nicholas Heath, archbishop of York, in a debate before the House of Lords,

1558.

To preach or minister the holy sacraments, a woman may not. . . . A woman in the

degrees of Christ’s church is not called to be an apostle, nor evangelist, nor to be a

shepherd, neither a doctor or preacher. Therefore her Highness [Elizabeth I] cannot be

supreme head of Christ’s militant church, nor yet of any part thereof.

Document 3

Source: Parliament of England, Act of Supremacy, 1559.

The queen’s highness is the only supreme governor* of this realm and of all other her

highness’s dominions and countries, as well in all spiritual or ecclesiastical things or

causes as temporal, and no foreign prince, person, prelate, state, or potentate hath or

ought to have any jurisdiction, power, superiority, pre-eminence, or authority,

ecclesiastical or spiritual, within this realm.

* The first Act of Supremacy in 1534 declared Henry VIII “Supreme Head” of the

Church of England.

Document 4

Source: John Aylmer, friend of Elizabeth I’s tutor, pamphlet, 1559.

The regiment of England is not a mere Monarchy. To be sure, if [Elizabeth] were a mere

monarch, and not a mixed ruler,* you might peradventure make me fear the matter the

more, and the less to defend the cause. But in England it is not so dangerous a matter to

have a woman ruler.

* a ruler who shares power with Parliament

11, 12

DBQ

3 Political Philosophy and Organization in the 16th

and 17th

Centuries 13, 15

4 Society, Science, and Philosophy in the 16th

through 18th

Centuries

Analyze the ways in which the ideas of seventeenth-century thinkers John Locke and

Isaac Newton contributed to the ideas of eighteenth-century Enlightenment thinkers.

14, 16, 17

FRQ

5 French Revolution, Napoleon, and Romanticism

Compare and contrast Enlightenment and Romantic views of nature, with reference to

specific individuals and their works.

Analyze how the political and economic problems of the English and French

monarchies led to the English Civil War and the French Revolution.

18, 19, 20

FRQ

FRQ

6 The Conservative Order Analyze the extent to which conservatives in continental Europe were successful in

achieving their goals in the years between 1815 and 1851. Draw your examples from at

least two states.

20 FRQ

7 Post-Napoleonic Europe to Mid-Century, 1815-50

Analyze the debates over Italian national identity and unification in the period circa

1830–1870.

Historical Background: After the Congress of Vienna, Italy consisted of the following

states: the Kingdom of Piedmont-Sardinia, the Kingdom of the Two Sicilies, the

Papal States (controlled by the pope), Parma, Modena, Tuscany (whose policies were

strongly influenced by Austria), and Venetia and Lombardy (both ruled directly by

Austria). Italy remained politically and culturally divided well into the nineteenth

century. Movements for the unification of Italy began in the 1820s and 1830s and

continued even after the Kingdom of Italy was proclaimed in 1861. The peninsula finally

became politically unified in 1870.

Document 1

Source: Giuseppe Mazzini, attorney from Genoa, exiled from Piedmont in 1831,

manifesto, 1831.

Young Italy is the brotherhood of Italians who believe in a law of Progress and Duty, are

convinced that Italy is called to be a nation, and that Italy can make itself one through its

own strength. The secret of Italy’s strength lies in constancy and unified effort. Young

Italy stands for the republic and unity. Italy should be a republic because it really has no

basis for existing as a monarchy. Unity, because without unity there can be no true

nation, and without unity there is no strength.

Document 2

Source: Carlo Cattaneo, philosopher and political activist, Lombardy, 1836.

The dream of many people, but still a dream, is that a single law for all Italy can be

improvised by the wave of a magic wand. No! For many generations in Turin, Parma,

Rome, Naples, Sicily and elsewhere, signed contracts and customary rights based on

ancient and modern laws will continue. The result is that people cannot easily be

detached from their natural centers.

Whoever ignores this love of the individual regions of Italy will always build on sand.

Document 3

Source: Vincenzo Gioberti, priest from Piedmont, On the Moral and Civil Primacy of the

Italians, published in exile, 1843.

I believe that the principle of Italian association should be sought in what is concrete,

living and deeply rooted. That the pope is naturally, and should be effectively, the civil

head of Italy is a truth forecast in the nature of things, and confirmed by many centuries

of history. The benefits Italy would gain from a political confederation under the

moderating authority of the pontiff are beyond enumeration. Such a cooperative

association would increase the strength of the various princes without damaging their

independence; it would remove the causes of disruptive wars and revolutions at home,

and make foreign invasions impossible.

21, 22

DBQ

8 Unification, Industrialism, Imperial, Society & Culture (Up To WWI)

Compare and contrast the goals and achievements of the feminist movement in the

period circa 1850–1920 with those of the feminist movement in the period 1945 to the

present.

Analyze the ways in which the theories of both Darwin and Freud challenged

traditional European ways of thinking about religion, morality, and human behavior

in the period circa 1850–1950.

Analyze the major factors responsible for the rise of anti-Semitism in nineteenth

century Europe.

23, 24, 25, 26

FRQ

FRQ

FRQ

9 World War I and the Russian Revolution

Analyze the ways in which the policies of Joseph Stalin transformed the policies of

Vladimir Lenin.

26

FRQ

10 Interwar Era and World War II

Analyze the factors that contributed to the instability of the Weimar Republic in the

period 1918–1933.

Historical Background: The German Empire collapsed at the end of the First World

War in 1918, and a new democratic government, known as the Weimar Republic, was

established. It was led by a coalition of centrist political parties, including the Social

Democratic Party, the German Democratic Party, and the Catholic Center Party.

Document 1

Source: Carl von Ossietzky, journalist, “Defending the Republic: The Great Fashion,” in

The Diary (a political journal), 1924.

Whoever has learned from the events of the past five years knows that it is not the

nationalists and the monarchists who represent the real danger but the absence of

substantive content and ideas in the concept of the German republic, and that no one

seems able to succeed in vitalizing that concept.

Our republic is not yet an object of mass consciousness. It is merely a constitutional

document and a governmental administration. Nothing is there to make the heart beat

faster. Around this state, lacking any ideas and with an eternally guilty conscience, there

are grouped a couple of so-called constitutional parties, likewise lacking an idea and with

no better conscience, which do not lead but administer.

Document 2

Source: Joseph Goebbels, National Socialist Party member of the Reichstag,

propagandist, speech to Nazi Party members, 1928.

We are entering the Reichstag in order that we may arm ourselves with the weapons of

democracy from its arsenal. We shall become members of the Reichstag in order that the

Weimar ideology should itself help us to destroy it. We are content to use all legal means

to revolutionize the present state of affairs. We come as enemies! Like the wolf falling

upon a herd of sheep, that is how we come.

Document 3

Source: Ernst von Salomon, writer and former member of a Free Corps* unit,

The Outlawed, novel, 1930.

Where is Germany? In Weimar? In Berlin? Once it had been on the front line, but then

the front fell apart. Then Germany was supposed to be at home, but home deceived. . . .

What do we now believe in? Nothing besides the possibility of action. Nothing besides

the feasibility of action. We were a band of fighters drunk with all the passions of the

world; full of lust, exultant in action. What we wanted we did not know. And what we

knew we did not want!

*Right-wing paramilitary units composed of First World War veterans

27, 28, 29, 30

DBQ

11 World War II, Cold War, and Post-Cold War Europe

Analyze views concerning immigration to Europe in the second half of the twentieth

century and explain how these views changed.

Historical Background: After the Second World War, many European governments

encouraged immigration. Migration into Europe from the rest of the world increased, in

part, because of decolonization and postcolonial economic and political conditions.

Migration into Europe was also stimulated by the rebuilding there following wartime

destruction, and by the European population decline and labor shortages resulting from

the Second World War.

Analyze the economic and social challenges faced by Western Europe in the period

from 1945 to 1989.

Analyze the ways in which Western European nations have pursued European

economic and political integration from 1945 to the present, referring to at least two

nations.

Document 1

Source: Enoch Powell, British Conservative Party politician, speech, England, 1968.

We must be mad, literally mad, as a nation to be permitting the annual inflow of some

50,000 dependents, who are for the most part the material for the future growth of the

immigrant-descended population. It is like watching a nation busily engaged in heaping

up its own funeral pyre. As I look ahead I am filled with foreboding. Only resolute and

urgent action will avert disaster.

Document 2

Source: Article in The New Factory, French business publication, 1970.

The presence of these immigrants gives our economy more flexibility since it is a

question of people who are extremely mobile, are willing to change firms and regions

and, if need be, to accept temporary unemployment. Immigration is therefore beneficial

to the French economy in that it allows the country to save on education costs, which are

incurred by the country of origin, and to help balance the nation’s budget. Since they are

young, the immigrants often pay more in taxes than they receive in benefits.

Document 3

Source: Jean-Jacques Martin, teenager of French descent born in Algeria, interview with

a foreign journalist, France, 1972.

When I first came to France, I tried. I wanted to be friends with the French kids, but they

avoided me. They treated me as if I were a sort of germ—a dangerous germ to be

avoided. I resented this treatment. So I fought, and I tried to make friends, and then I

fought again. The people here are narrow-minded. Because I was a pied noir* my teacher

said to my mother that I was an imbecile. She said that sending me to school was just a

waste of time. That is the French mentality. It is not politics or pride that makes them

hate us—it is the peasant mind.

The peasant says that you are French only if you are from his village.

*pied noir: a person of French descent born in North Africa.

29, 30

FRQ

FRQ

DBQ

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