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TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 1
AP European History_Sample Syllabus_2017_ Revised Curriculum
Nicki Griffin
Course Overview:
The AP European History course is organized around four historical time periods from 1450 to the
present. The course provides the equivalent of a college freshmen-level survey course in European
History from the Renaissance to the present. Because each period of history covers a broad time range,
each Period will be broken down into several units of study. Course content and discussion will include
the study of the major Themes of History:
Poverty and Prosperity
Objective Knowledge and Subjective Vision
Individual and Society
States and Other Institutions of Power
Europe and the World
National and European Identity
Within each unit of study, great emphasis is placed on the honing of identified disciplinary practices and
reasoning skills from the College Board: analyzing historical evidence and argument development,
comparison, causation, change and continuity over time, and contextualization. In a typical unit of study,
content and skills will be taught using lecture/discussion, primary source analysis, analysis of historical
interpretations, cooperative group work, writing skill development, and Socratic seminars. Each unit of
study will conclude with assessments that are composed of stimulus-based multiple-choice questions,
Short Answer Questions (SAQs), and essays. The essay portion of each assessment may consist of
Document Based Questions (DBQs) and/or Long Essay Questions (LEQs). At the end of each Period of
History, students will take a cumulative exam that covers all of the units in the time period.
Units of Study:
Period 1: 1450 - 1648
Unit 1: Renaissance
Unit 2: Reformation and Wars of Religion
Unit 3: Europe and the World: Conquest
Period 2: 1648 - 1815
Unit 4: Absolutism v. Constitutionalism
Unit 5: Life in Age of European Expansion
Unit 6: Enlightenment and Revolution
Period 3: 1815 - 1914
Unit 7: Industrialization and Urbanization
Unit 8: Ideologies and Nationalism
Unit 9: Europe and the World: Dominance
Period 4: 1914 - present
Unit 10: World War and Age of Anxiety
Unit 11: Second World War and Cold War
Unit 12: Post War Europe
Course Texts:
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 2
McKay, John P., Clare Haru Crowston, Merry E. Wiesner-Hanks, Bennett D. Hill, and Joe Perry.
A History of Western Society. 12th ed. Boston: Bedford/St. Martin’s, 2017.
Golden, Richard M. Social History of Western Civilization: Volume 2 Readings from the
Seventeenth Century to the Present. 3rd Edition. St. Martin’s Press: New York, 1996.
Selected Primary Source Documents (sample lists in each unit description)
Course Outline:
Period 1: 1450-1648
This historical time period will focus student attention on the Renaissance, Reformation, Wars of
Religion, and the interactions of Europe and the world with focus on European conquest of the
Americas.
Pacing: 18 days on block schedule
Chapters: 11-14
KEY CONCEPT 1.1
The rediscovery of works from ancient Greece and Rome and observation of the natural world
changed many Europeans’ view of their world.
KEY CONCEPT 1.2
Religious pluralism challenged the concept of a unified Europe.
KEY CONCEPT 1.3
Europeans explored and settled overseas territories, encountering and interacting with indigenous
populations.
KEY CONCEPT 1.4
European society and the experiences of everyday life were increasingly shaped by commercial and
agricultural capitalism, notwithstanding the persistence of medieval social and economic structures.
KEY CONCEPT 1.5
The struggle for sovereignty within and among states resulted in varying degrees of political
centralization.
Unit 1: Renaissance
Pacing: 9 days
Chapters: 11-12
Instructional Activities:
The following are suggested instructional activities and is not intended to be exhaustive or
prescriptive.
● THEME ACTIVITY: Instruction in the Themes of History based on the acronym POISE
(Poverty and Prosperity, Objective Knowledge, Individual in Society, States and Other
Institutions of Power, and Europe’s Interaction with the World). Use a chart with each of
the themes to activate prior knowledge of European History. Have students brainstorm
things they already know about European History and have them classify their knowledge
according to the themes. Discuss the key concepts of European History that are the focus
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 3
of each theme. Instruction in the Historical Thinking Skills will follow to insure students
understand the key skills they will be learning in AP European History.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Use primary source images to
analyze the characteristics of Europe in the High Middle Ages. Students will be shown
4-5 images of life in the High Middle Ages from a variety of sources (stained glass
windows, illuminated manuscripts, drawings, etc.) Students will develop historical
arguments about the political, economic, social, cultural, and intellectual context in which
these developments occurred in Europe based on the images. Following the source
analysis, a lecture/discussion on the transitional nature of the High Middle Ages to the
Renaissance.
○ McKay, page 341: Image, Arrest and Execution of Jan Hus
○ McKay, page 333: Image, Isabella of France and Her Son Edward Enter Oxford
○ McKay, page 331: Evaluating the Evidence 11.1 - Dance of Death
○ McKay, page 323: Image, Life and Death in the Late Middle Ages
● ESSAY PRACTICE: Use the excerpt from Pico della Mirandola’s “Oration on the
Dignity of Man” and an excerpt from Petrarch to initiate discussion of the origins and
characteristics of the Renaissance. Emphasis in this activity is on document analysis and
extended analysis. Students are taught the acronym HIPP (Historical Context, Intended
Audience, Purpose, Point of View) to look at sourcing with documents. This activity can
be extended with a homework assignment to read a historical interpretation on the
historiography of the Renaissance; this type of reading assignment can be useful in
preparation for a Socratic seminar entitled “Was there a Renaissance in Europe?”
○ McKay, page 366-367: Thinking Like a Historian “Humanist Learning”
● DISCIPLINARY PRACTICES/REASONING SKILLS: Students work in cooperative
groups to analyze the political developments of the “New Monarchs” in Europe. Each
group is assigned one country to research and complete a chart on the political, religious,
social, and economic developments associated with the New Monarchies. Jigsaw
students to create new groups with one person representing each nation. Have students
develop a thesis that addresses causation (explain the causes and effects of the rise of
New Monarchies in the age of the Renaissance).
○ McKay, pages 383-387
● SKILL DEVELOPMENT: Source Analysis activity using excerpts from Niccolo
Machiavelli’s The Prince. Students work in cooperative groups to analyze the excerpts
and apply his advice to the actions of Italian city-states in the Renaissance and to the
actions of the New Monarchs. Different student groups should be given essay prompts
that require them to develop historical arguments that address causation, comparison,
change and continuity over time, and contextualization. Students will share arguments
and discuss as a whole group.
● SKILL DEVELOPMENT: Introduce and discuss works of art from the Renaissance.
There are so many choices for this instructional activity; whichever works are selected,
ask students to look at these works of art as primary source documents. Have them
analyze the message of the work of art and complete an extended analysis using HIPP.
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 4
Students will determine the Historical Context, Intended Audience, Purpose, and Point of
View of the selected works of art.
○ McKay, page 372-381: Variety of images
○ McKay, page 376: Image, Vitruvian Man
● DISCIPLINARY PRACTICES/REASONING SKILLS: Use lecture/discussion to
introduce students to the Northern Renaissance. After the lecture/discussion, students
should be placed in pairs and given a work of art from the Italian Renaissance and
Northern Renaissance. Allow time for students to research each work and artist.
Students will use their research to complete a Venn Diagram comparing the works. As a
whole class, create a compiled Venn Diagram that brings together ideas from the
different pairs.
● THEME ACTIVITY: Engage students in a Socratic seminar entitled “Was there a
Renaissance?” This seminar should require students to draw on the variety of primary
source readings, textbook readings, and art work introduced (suggestions: William
Manchester's A World Lit Only by Fire: The Medieval Mind and the Renaissance-
Portrait of an Age [Boston: Little, Brown, 1992]; Joan Kelley, “Did Women have a
Renaissance?”; Jacob Burkhardt v. Lynn Thorndike - excerpts). For this seminar, have
students prepare responses to the question based on the Themes of History as a lens
through which they evaluate the Renaissance.
● SKILL DEVELOPMENT: Introduction of the Short Answer Question for AP European
History. Introduce students to the acronym ACE—Answer, Cite, Explain—as a method
to successfully complete SAQs in AP European History (if students have taken AP U.S.
History or AP World History, they should be familiar with the Short Answer Question).
Each part of ACE is critical to success on the SAQs. Give students a sample SAQ on the
Renaissance and have them complete the question using ACE. Instruct students to
clearly and directly answer the question. Students sometimes get caught up in trying to
write a thesis, which is not necessary for the SAQ. Instruct students to use the language
of the prompt in their response to insure they are directly answering the question. Next,
instruct students to cite a specific piece of evidence to prove their answer is accurate.
Specific evidence will likely be capitalized: name of person, event, book, war, etc. Next,
instruct students to provide an explanation that shows how the evidence relates to the
answer. ACE will help students write an effective 3-4 sentence response to each part of
the SAQ.
Assessment:
● Test on Unit 1: The Renaissance consists of stimulus-based multiple choice questions and
several SAQs.
Unit 2: Reformation and Wars of Religion
5 Days
Chapter 13
Instructional Activities:
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 5
The following are suggested instructional activities and is not intended to be exhaustive or
prescriptive.
● INTRODUCTORY ACTIVITY: Lecture/Discussion on the Origins of the Protestant
Reformation. In preparation for a lecture/discussion on the Origins of the Protestant
Reformation, divide students into groups and give each groups one of the following
primary sources (or others of your choice): “In Praise of Folly” by Erasmus; “Utopia” by
Sir Thomas More; sermon excerpt by Savonarola; excerpt from 95 theses by Martin
Luther; excerpt from Institutes of the Christian Religion by John Calvin; excerpt from
“Of the Power and Primacy of the Pope”; excerpt from Jan Hus and/or John Wycliffe.
Give each group large chart paper and ask each group to make a list of problems in the
Church illustrated by their assigned document. Display the charts in the front of the room
and engage in a discussion of common issues raised in the documents. Continue with
lecture/discussion of Origins of Reformation.
○ McKay, page 362: A Sermon of Savonarola
○ McKay, page 369: Utopia
● SKILL DEVELOPMENT: Source analysis of Martin Luther’s 95 Theses. Students read
and categorize the arguments of Luther. Students then create a debate between Martin
Luther and another assigned individual (Erasmus, Michelangelo, Pope Leo X, John
Calvin, and King Henry VIII).
● DISCIPLINARY PRACTICES/REASONING SKILLS: Students create a comparative
chart that analyzes the religious, political, social, and economic ideas and implications of
the ideas of Martin Luther, John Calvin, Ignatius Loyola, Zwingli, John Knox, Menno
Simons, Philip Melanchthon, and Anna Jansz (include others or limit this list as is
appropriate). As an extension activity, this chart can be used in teaching students to write
Long Essay Questions.
○ McKay, page 399: Individuals in History, Anna Jansz of Rotterdam
● ESSAY PRACTICE: Introduction to the Long Essay Question (LEQ) on the AP
European History Exam. Provide students with a copy of the LEQ Rubric and discuss the
expectations for each of the points: Thesis, Contextualization, Use of Evidence, and
historical argument. If you introduce the LEQ after students have completed readings or
activities on various Protestant Reformers, you can use a comparative essay prompt to
teach the LEQ writing skills. Possible prompt: Analyze the similarities and differences in
the development of the Protestant Reformation from 1500-1650. Teach students the steps
to effectively address an LEQ prompt, which includes accurately interpreting the prompt,
brainstorming and organizing evidence to address the prompt, organizing evidence to
develop a thesis statement, and contextualizing the topic and their argument. Work with
students as you circulate to help them in the planning process. Require students to
complete the essay for homework. You can introduce the time restrictions at a later time.
Give students the opportunity to employ the skills of the LEQ without the time
constraints to insure they understand the process.
● DISCIPLINARY PRACTICES/REASONING SKILLS CE: Introduce the idea of
argument development based on corroboration, qualification, and contradiction by asking
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 6
students if the Renaissance caused the Reformation. As part of argument development
and effective sourcing of documents, students should be able to clearly identify
corroboration, qualification, and contradiction. Guide students in a discussion of this
question “Did the Renaissance cause the Reformation?” For this activity, present
students with a definition (or guide the class in defining each term) of the terms. Allow
students to pose responses to the question and require students to have specific evidence
to support their historical argument. Guide students in creating a timeline that illustrates
major points in the Renaissance and Reformation. Ask students to notice if the
chronology supports an answer to the question. Ask students to individually write a
historical argument in the form of a thesis to the question.
● ESSAY PRACTICE: Teach students the DBQ writing process utilizing the German
Peasants Revolt DBQ (modified to the 2015 curriculum redesign) OR with the
Pilgrimage of Grace DBQ (modified to the 2015 curriculum redesign). Help students use
the LEQ Rubric and the DBQ Rubric to compare the skills used in both essays: students
should identify that both types of essays require a strong thesis, effective use of evidence,
and contextualization. Have students work in cooperative groups to process through the
German Peasants Revolt DBQ. Have students practice annotating the documents and
organizing their evidence with a T-Chart. Have each group develop a thesis statement
and organize their evidence. In a whole group, share thesis statements and T-charts.
Assign students to write the DBQ essay for homework.
● SKILL DEVELOPMENT: Use highlighters to have students annotate their DBQ essay.
Using 6-packs of highlighters, assign one color to each part of the DBQ Rubric (except
argument development). For example, yellow = thesis; green = contextualization; blue =
outside evidence … and so on. After students highlight their essay to show each part of
thesis, students exchange papers and peer review using the DBQ Rubric.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Create a timeline that illustrates
the events associated with the Wars of Religion. Create a color code to represent France,
Holy Roman Empire, Spain, England, Switzerland, and Scandinavia. Students work
cooperatively to create a timeline. Students should identify relationships that show
causation, continuity over time, change over time, and comparison. When the time line is
complete, students should write a paragraph contextualizing processes and developments
that influenced the Wars of Religion.
● THEME ACTIVITY: Conduct a Socratic seminar that addresses the question of the
impact of the Protestant Reformation on the role of the individual in European society.
Students should be directed to utilize text in defense of historical arguments.
○ McKay, page 402: Domestic Scene
○ McKay, page 400: Uses of Art in the Reformation
○ McKay, page 409: Elizabethan Injunctions About Religion
○ McKay, page 412: Social Discipline in the Reformation
○ McKay, page 421: Image, Witch Pamphlet
Assessment:
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 7
● Test on Unit 2: Protestant Reformation including stimulus-based multiple choice
questions, SAQ questions, and either LEQ or DBQ essay.
Unit 3: Europe and the World - Conquest
4 Days
Chapter 14
Instructional Activities:
The following are suggested instructional activities and is not intended to be exhaustive or
prescriptive.
● INTRODUCTORY ACTIVITY: Provide groups of students with large poster paper. Ask
each group to draw a map of the world (simple shapes are fine for this exercise). Give
students a few minutes to discuss and draw their perception of the world. Once students
have drawn a world map, ask them to use a pencil to sketch trade patterns in the world in
1450. If students have ideas, let them discuss and draw in pencil. Encourage students to
label the names of places, countries, groups of people, geographic features as they are
discussing and drawing. Once students have their map filled in, project a map of
Afroeurasian trade networks prior to the era of European exploration of the world. Lead
students in a discussion of the “real” map in comparison to their preconceived notions of
world trade around 1450. Discuss reasons for their knowledge or lack of knowledge
regarding world trade networks prior to the era of European dominance.
○ McKay, page 430: Map 15th Century Afroeurasian Trading World
● DISCIPLINARY PRACTICES/REASONING SKILLS: Complete a chart comparing
European nations in the Era of Exploration.
● SKILL DEVELOPMENT: Complete a source analysis using the journals and letters of
Christopher Columbus. Ask students to read and annotate source excerpts. Add primary
sources from Bartolome de las Casas and Juan Sepulveda in the Valladolid Debate.
○ McKay, page 438: Columbus Describes His First Voyage
○ McKay, page 442: Who was Dona Marina?
● THEMATIC ACTIVITY: Have students focus on the Historical Theme: Interactions of
Europe and the World by preparing for a Socratic seminar that focuses on the question:
How should the Age of Exploration be evaluated by historians today?
● DISCIPLINARY PRACTICES/REASONING SKILLS: Provide students with 2-3
historian’s interpretations of the Age of Exploration and its impact on Europe’s
relationship with the world with particular emphasis on the “Black Legend.” Have
students work with a partner to identify each historian’s argument, evidence to support
the argument, and evidence that challenges each interpretation.
● ESSAY PRACTICE: Organize students into cooperative groups and give each group of
students an LEQ prompt that focuses on the issue of European exploration and ideas
about race and is based on one of the Historical Thinking Skills so that each group is
working on the same topic but applying different Historical Thinking Skills. Students
should work cooperatively to plan and outline an essay response. Require students to
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 8
have a clearly stated thesis statement, organized evidence in a T-chart or outline, and a
clear explanation of contextualization. Possible prompts: What impact did the Age of
Exploration have on the development of ideas about race in Europe? To what degree did
the Age of Exploration foster change and maintain continuity in Europe in the 16th-17th
centuries? To what degree did the Valladolid Debate mark a turning point in European
ideas about race? Compare the ideas about race and the ideas about class in Europe in
the 16th and 17th centuries. Compare the colonial policies of the Spanish, French, and
English as they related to or impacted ideas about race.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Engage students in a Socratic
seminar to consider the degree to which 1648 was a transformative event in European
History. Each Period in AP European History is marked by dates. This exercise is to
examine the reasons for using 1648 as an ending point for the study of Period 1 in
European History. In this seminar, require students to contextualize the broader
processes and developments that influence the importance of 1648.
Assessment:
● Period 1 EXAM: this assessment will include content from Units 1-3 to cover the period
1450-1648. This assessment will include stimulus-based multiple choice questions,
SAQs, and an LEQ Essay
● Period 1 DBQ: students will complete a DBQ from the period. This DBQ will be
completed in one block period (90 minutes).
Period 2: 1648 - 1815
This period of European History focuses student attention on the rise of Absolutism and its
challenges from Constitutionalism. This allows students ample opportunity to engage in
comparison, to see change and continuity over time, to recognize characteristics of the period
and see turning points in the rise of each system, as well as examine causation in terms of each
political system. Students will explore changes to everyday life in Europe in this age of
expansion of European power and influence in the world. Finally, students will evaluate the
causes and effects of the Scientific Revolution and the Enlightenment, and the impact of these
dramatic changes on the rise of revolutions in Europe culminating in the French Revolution and
the Age of Napoleon.
Pacing: 23 Days on Block Schedule
Chapters: 15-19
KEY CONCEPT 2.1
Different models of political sovereignty affected the relationship among states and between states
and individuals.
KEY CONCEPT 2.2
The expansion of European commerce accelerated the growth of a worldwide economic network.
KEY CONCEPT 2.3
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 9
The spread of Scientific Revolution concepts and practices and the Enlightenment’s application of
these concepts and practices to political, social, and ethical issues led to an increased but not
unchallenged emphasis on reason in European culture.
KEY CONCEPT 2.4
The experiences of everyday life were shaped by demographic, environmental, medical, and
technological changes.
Unit 4: Absolutism and Constitutionalism
5-8 Days
Chapter 15
Instructional Activities:
● INTRODUCTORY ACTIVITY: It is important to begin this unit with students having a
clear understanding of the meaning of “absolutism” and “constitutionalism” in the 17th
century. Use the documents provided in “Thinking Like A Historian” (McKay pages
472-473) to begin a discussion to define absolutism. Add excerpts from James VI of
Scotland’s “Trew Law of Free Monarchies” and an excerpt from Catherine the Great’s.
Use the board to record key ideas that students identify as important in defining
“absolutism.” Follow this with a discussion on “constitutionalism” as an opposing
system. For this part of the activity, students should be able to draw upon their
understanding of the U.S. political system and its development over time. A firm
definition of constitutionalism is not necessary at this point and typically comes after a
discussion of events in English Civil War and Glorious Revolution. Emphasize the
evolutionary nature of both absolutism and constitutionalism in European History.
Discuss the rise of each as examples of both change and continuity over time.
○ McKay, pages 472-473: Thinking Like a Historian
● DISCIPLINARY PRACTICES/REASONING SKILLS: Students will work
cooperatively to prepare for a Greatest Monarch Pageant. Student groups are assigned
one monarch from the 17th century (James I, Charles II, Louis XIII, Louis XVI, Philip II,
Ivan IV, Peter the Great, Frederick William [Soldier’s King], Frederick William the
Great Elector, Elizabeth I). The group assigns members to be the assigned monarch, the
campaign manager, press agent, and artist. Each group will prepare the monarch, create a
poster that supports their monarch as the Greatest Monarch of Europe, and be prepared to
challenge the other monarchs in the Question and Answer Session. Teachers can modify
the list of monarchs or the roles within each group as best fits their situation. Groups
must prepare their monarch for competition in the pageant, which will be moderated by
the teacher (or an assigned student).
● ESSAY PRACTICE: After lecture/discussion on the reign of Elizabeth I and the English
Civil War, students will work in pairs to address the following LEQ style prompt:
“Analyze the extent to which the Glorious Revolution in 1688 was a turning point in the
history of Europe.” Students will organize evidence on a T-chart with the headings
BEFORE and AFTER to emphasize the required elements of all turning point essay
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 10
prompts for which students must analyze the degree of difference before and after a
specified event. Student should also consider an alternative event in the English Civil
War as a better turning point to begin working on the skill of presenting counter
arguments.
● SOURCE ANALYSIS: Students will analyze excerpts from Thomas Hobbes and John
Locke to engage in a debate about human nature and the role of government. Students
should be encouraged to make arguments related to the monarchs of France, England,
Spain, Netherlands, HRE, and Russia.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Allow students to compare
works of art from the Baroque Period to works studied in the Renaissance. Have students
complete a Venn Diagram comparing the works of art for their historical context,
intended audience, purpose, and point of view of the patron.
Assessment:
● Test on Unit 4: This assessment includes stimulus-based multiple-choice questions, SAQ
and LEQ in one 90 minute period
● Period 4 DBQ
Unit 5: Life in the 17th and 18th Century (Life in Age of Expansion)
6-8 Days
Chapters 17-18
Instructional Activities:
● DISCIPLINARY PRACTICES/REASONING SKILLS: Students work cooperatively in
teams of 3-5 students to plan and present a “Crossfire” Discussion on the positive and
negative changes that occurred in Europe in the 17th and 18th centuries. Assign students
to present a positive and negative view of the major changes associated with the period
including: Enclosure Movement, Putting Out System/Rural Industry, Urban Guilds,
Population Explosion, Atlantic World/Global Trade. Set up the front of the room with
tables for each side in the Crossfire debate. One student in each group acts as the group’s
moderator and presents questions that the participants on the positive and negative sides
of the debate must address. Direct students to prepare questions that utilize the Historical
Thinking Skills of causation, change and continuity over time, contextualization, and
comparison. Encourage students to make connections to previous time periods.
○ McKay, page 547: Arthur Young on the Benefits of Enclosure
○ McKay, page 550: Image, The Plague at Marseilles
○ McKay, pages 554-555: Rural Industry: Progress or Exploitation?
○ McKay, page 558: Adam Smith on the Division of Labor”
○ McKay, page 564: The Remaking of London”
○ McKay, page 567: Olaudah Equiano’s Economic Arguments for Ending Slavery
● THEMATIC ACTIVITY: Have students work in cooperative groups to complete a
gallery walk based on seven key concepts from the AP Curriculum for Individuals in
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 11
Society using Chapter 18 (McKay). The key concepts should be written in the form of
questions on the center of seven large pieces of bulletin board or poster paper. Post the
poster paper with the key concepts around the room so that student groups can rotate
through the questions. Each group of students is assigned one color of marker to
represent their contributions to addressing the question in the form of a thinking web.
Student groups are also given a black marker (or color of teacher’s choice) to make
connections to other time periods or units of study. As the student groups move from
question to question, they must expand on the evidence that they find, or add new threads
of evidence to address the question. The key concepts to focus on in this activity are:
Explain the characteristics, practices, and beliefs of traditional communities in
preindustrial Europe and how they were challenged by religious reform.
Explain how the growth of commerce and changes in manufacturing challenged the
dominance of corporate groups and traditional estates.
Analyze how and why the nature and role of the family has changed over time.
Evaluate the causes and consequences of persistent tensions between women’s role and
status in the private versus the public sphere.
Evaluate how identities such as ethnicity, race, and class have defined the individual in
relationship to society.
Assess the extent to which women participated in and benefited from the shifting values
of European society from the 15th century onward.
Analyze how and why Europeans have marginalized certain populations (defined as
“other”) over the course of their history.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Students will create an
illustration to show life for Europeans in 1650 versus in 1800. Provide students with
specific topics to illustrate including (but not limited to): attitudes towards sex, marriage
patterns, marginalized groups, child care, education, leisure activities, consumer
behavior, religious authority, piety, medicine. After creating their illustrations, group
students together to share their illustrations and ask the groups to generate a list of ways
that life in 1800 showed both change and continuity from life in 1650.
● SOURCE ANALYSIS: Present students with Pieter Bruegel’s The Fight between
Carnival and Lent to initiate a discussion of Life in 16th-18th century Europe. While the
painting was created in 1559, it illustrates many characteristics of life among commoners
in Europe throughout this period. Use the painting to discuss the theme of Poverty and
Prosperity and the Individual in Society in this era. Have students identify elements from
the work that would be evident in 1800 as well as in 1650. Have students identify how a
“copy” of this painting would be different if it were created in 1800. (Alternate
assignment: have students work as a whole class to recreate the painting to reflect
changes typical of a northwestern city in Europe in 1800. This could be done by
sectioning off the work and then giving students smaller sheets of paper and assigning
them one portion of the painting to recreate. After creating their “piece” of the work,
assemble the pieces to illustrate life in Europe in 1800.) Other works by Bruegel could
be used as appropriate for students and discussion.
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 12
Assessment:
● Unit 5 Test: Test will consist of stimulus-based multiple choice questions, SAQ, and
LEQ in one 90 minute block
● Unit 4-5 DBQ
Unit 6: Enlightenment and Revolution
10 Days
Chapter 16 & 19
Instructional Activities
● DISCIPLINARY PRACTICES/REASONING SKILLS: Students will create an
illustrated timeline of the Scientific Revolution indicating explanations of causation,
correlation, and contradiction. Students are required to include simple illustration for
each entry on their timeline to show the effect of the event on Europe. This effect can be
social, political, economic, cultural or artistic. Students will be encouraged to draw
causation relationships between all events on the timeline so that the first event can be
traced to the last event. After completing this assignment, students will be asked to
determine the degree to which the Scientific Revolution was a turning point for European
society and culture.
● THEMATIC ACTIVITY: Have students focus on the Historical Theme of Objective
Knowledge and Subjective Vision by conducting a gallery walk in small groups that
center around the Scientific Revolution and the key concepts. (Follow the directions for
the gallery walk activity in Unit 5). Questions to consider from the key concepts include:
OS-1 Account for the persistence of traditional and folk understandings of the cosmos
and causation, even with the advent of the Scientific Revolution. OS-4 Explain how a
worldview based on science and reason challenged and preserved social order and roles,
especially the roles of women. OS-5 Analyze how the development of Renaissance
humanism, the printing press, and the scientific method contributed to the emergence of a
new theory of knowledge and conception of the universe. OS-11 Explain how and why
religion increasingly shifted from a matter of public concern to one of private belief over
the course of European history. IS-9 Assess the extent to which women participated in
and benefited from the shifting values of European society from the 15th century onward.
● SOURCE ANALYSIS: Provide students with a variety of sources from the period
including excerpts from Galileo, Copernicus, Bacon, Newton, etc. Ask students to
analyze the documents and to engage in extended analysis by identifying historical
context, audience, purpose and point of view for each document.
● ESSAY PRACTICE: Provide students with a DBQ on the Scientific Revolution in the
new DBQ format. Ask students to work for 15 minutes to read and analyze the
documents, write a thesis, and organize an outline for an essay in response to the prompt.
After this time exercise, put students into groups of three and have them explain their
thesis and reasoning to each other. As a group, students are to formulate a consensus
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Based on the Fall 2017 AP® European History Curriculum Framework. 13
thesis statement and outline. Students should include a strong introduction with
contextualization.
● THEMATIC ACTIVITY (Individual in Society): Engage students in a simulation of an
Enlightenment Salon. Assign each student to be one individual from the Enlightenment.
Be sure to include women (especially those who were salon organizers; I assign these
roles to students I know can lead small groups in the simulation). Allow students several
days (or time in class) to research and prepare for the salon. Students will produce a
“business card” for their individual that they bring copies of to hand out to their
“colleagues” during the salon. The business cards can then be used as study aids for
remembering the philosophes. Organize students to bring in finger foods, coffee, tea, etc.
(as your school policy allows) to make the salon more authentic. Students can be broken
into smaller groups to allow for greater discussion; just make sure to carefully assign
salon leaders.
● SKILL DEVELOPMENT: Engage students in a competitive event called the
Enlightenment Hall of Fame. The idea is that the Enlightenment Hall of Fame can only
allow in one person. Students will work in groups and be assigned one Enlightened
Despot. The task is to convince a panel of judges that their assigned leader is the one who
should be elected to join the Hall of Fame. The panel of judges can be a group of
students, an outside panel recruited from teachers, administrators, etc., or the teacher. At
the end of the presentation of leaders, all students in the class will have a vote on adding
one leader to the Enlightenment Hall of Fame.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Engage students in a simulation
of “Coffeehouse Culture”. Follow the procedures for the Enlightenment Salon but assign
students historical figures as well as “personalities” that could represent different social
classes and groups in 18th century cities. Use this simulation to have groups of students
compare the actions, goals, and influences of the Coffeehouse to the Salon.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Provide students with a handout
or short reading on Crane Brinton’s Anatomy of a Revolution. Create a chart that allows
students to compare the American Revolution and the French Revolution based on
Brinton’s thesis. Ask students to discuss and determine the validity of Brinton’s
arguments regarding revolution.
● THEMATIC ACTIVITY: Have students work in cooperative groups to address this
question from the Historical Theme “States and Other Institutions of Power”: In what
ways and why have European governments moved toward or reacted against
representative and democratic principles and practices? For this assignment, assign each
group of students a specific nation to analyze: France, England, Netherlands, Austria,
Holy Roman Empire. (Consider including British colonies as a comparative event to the
French Revolution.) Groups share their analysis. Guide the whole class in developing a
thesis statement that responds to the thematic question.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Engage students in an analysis
of a secondary source. Provide students with an excerpt from a historian on the French
Revolution and/or Napoleon (suggestion: excerpt from Nicholas Atkins, Priest, Prelates
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Based on the Fall 2017 AP® European History Curriculum Framework. 14
and People: A History of European Catholicism, 2003). Allow students to determine the
historical argument, evidence that supports the argument, and evidence that might
challenge the historical argument.
● SOURCE ANALYSIS: Provide students with excerpts from Cahiers de Doleances from
1789. Ask students to create a list of grievances based on the cahiers. Then, provide
students with the Declaration of the Rights of Man and Citizen. Ask students to evaluate
the degree to which the signing of the Declaration was a turning point for the people of
France. Have students relate the cahiers and Declaration to the “Liberté, Fraternité,
Egalité” motto of the French Revolution to determine if the motto was a valid
representation of the French Revolution.
● SOURCE ANALYSIS: Guide students through a look at the art of the Baroque, Roccoco,
and Neoclassical Periods, and Dutch Art. Have students treat each work as a primary
source and identify the historical context, intended audience, purpose and point of view.
● ESSAY PRACTICE: Have students work cooperatively in small groups to work through
a DBQ (suggestion: DBQ on Revolutionary Calendar). Provide students with a piece of
poster paper. Have students write the prompt at the top. Then, have students cut up the
documents so that each can be moved around on the poster paper. Give students a
colored sheet of paper to cut into four small slips of paper. Have students read the
documents and brainstorm outside information to place on colored slips of paper. The
group should write their thesis statement on the poster under the prompt and organize
their documents and outside information in a T-chart format on the poster. At the bottom
of the page, students should write a contextualization paragraph based on their thesis.
Have groups present their poster and discuss their organization of evidence. Guide the
students in making Argument Development connections where appropriate with the
documents and outside information that show corroboration, qualification, and
contradictions.
Assessment:
● Unit 6 Test: Test will include stimulus-based multiple choice, SAQ, and LEQ.
● Unit 6 DBQ (optional based on success with Essay Practice Activity)
Period 3: 1815-1914
This period of history will focus students’ attention on the processes of Industrialization and
Urbanization in Europe and its impacts on society, culture, politics, as well as the economy. In
addition, students will analyze the ways in which the changes associated with the French
Revolution, Industrial Revolution, and urbanization led to the rise of many new ideologies in the
19th century. Finally, students will examine the changing relationship of Europe and the World
in the era of European dominance. Students will evaluate the impact of this era on European’s
relationship with the world and their views of ethnicity, race, and human rights.
Pacing: 22 Days
Chapters 20-24
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Based on the Fall 2017 AP® European History Curriculum Framework. 15
KEY CONCEPT 3.1
The Industrial Revolution spread from Great Britain to the continent, where the state
played a greater role in promoting industry.
KEY CONCEPT 3.2
The experiences of everyday life were shaped by industrialization, depending on the level of
industrial development in a particular location.
KEY CONCEPT 3.3
Political revolutions and the complications resulting from industrialization triggered a
range of ideological, governmental, and collective responses.
KEY CONCEPT 3.4
European states struggled to maintain international stability in an age of nationalism and
revolutions.
KEY CONCEPT 3.5
A variety of motives and methods led to the intensification of European global control and
increased tensions among the Great Powers.
KEY CONCEPT 3.6
European ideas and culture expressed a tension between objectivity and scientific realism
on one hand, and subjectivity and individual expression on the other.
Unit 7: Industrial Revolution and Urbanization
8 Days
McKay Chapters: 20 & 22
Instructional Activities
● INTRODUCTORY ACTIVITY: Engage students in a simulation activity called the
“Urban Game” (can be accessed at thecaveonline.com). This simulation takes students
through a quick-paced and effective simulation of the urbanization process that
accompanied the Industrial Revolution. (Keep these posters for use in later activity.)
● DISCIPLINARY PRACTICES/REASONING SKILLS: Ask students to assess the
degree to which the Industrial Revolution in Great Britain fostered change as well as
maintained continuity in the 19th century. To address this Historical Thinking Skill, ask
students to work in cooperative groups to backward design a DBQ for this question.
Students are to find and source seven documents related to this prompt (one can be visual
and one can be statistical). As an extension of this activity, students can switch DBQs
and process through their peer-created DBQ.
● SOURCE ANALYSIS: Students will examine a variety of primary source documents
related to the question: Was the Industrial Revolution a blessing or a curse in the 19th
century? Students can use documents related to child labor, working conditions, changes
for women and families, impact on cities, and legislation. Use analysis to make a
historical argument in response to the question
○ McKay pages 670-671: The Testimony of Young Mine Workers
○ McKay page 668: Image, Women Workers on Break
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○ McKay page 669: Image, Child Labor in Coal Mines
○ McKay page 667: Debate over Child Labor Laws
○ McKay page 674-675: Making the Industrialized Worker
● DISCIPLINARY PRACTICES/REASONING SKILLS: Utilize the “Looking Back
Looking Forward” section of McKay (page 679) to engage in a class discussion based on
the questions on page 680. Ask students to relate the questions to the reasoning skills.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Provide students with a large
piece of poster paper. Direct the students to work collaboratively to draw out a map of
Europe. Students may use the textbook or online maps to draw a map of Europe. It is not
important to draw the map exactly, but to have a good conceptual understanding of the
location of the different nations. Then, have students trace the expansion of the Industrial
Revolution into Europe. Have students mark points on the map that indicate industrial
expansion. Require students to include explanation with the markers on the map. You
can have students draw in major railroad lines, canals, etc. to show the spread of
transportation changes.
● THEMATIC ACTIVITY: Divide the class into eight groups. Groups will create a
presentation for their classmates on one of the following topics: urbanization, changes in
social structure, changes in family with emphasis on roles of women, and Realism. Since
two groups will be working on the same topic, assign the groups different Themes of
History to use as the focus of their presentation. For example, one group will analyze
urbanization from the lens of Poverty and Prosperity, while the second group analyzes
urbanization from the lens of States and Other Institutions of Power. Assign topics and a
theme to each groups. Students create presentations and then present them to classmates.
Provide students with a chart to use to record notes during the presentations.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Lead a brief lecture/discussion
on the Public Health Movement. Provide students with the posters they created in the
Urban Game in the Introductory Activity. Ask students to “revise” their poster based on
the changes and ideas associated with the Public Health Movement and efforts at city
planning in the 19th century. Ask them to note what has to be “removed” from their city
and consider what this would mean for the population. Also ask students to consider the
cost and role of government in making the changes they identify in their cities.
○ McKay page 724: Modern Sewage Systems
○ McKay page 726: The Modernization of Paris, ca. 1850-1870
● DISCIPLINARY PRACTICES/REASONING SKILLS: Provide students with a chart
that asks students to think about social classes in Europe in the 17th, 18th, and 19th
centuries. The categories on your chart can include (but are not limited to):
classification/name of social classes, most common occupations, most common
problems, methods of dealing with changes, role of women, and nature of the family.
Assessment:
● Unit 7 Test: Test will consist of stimulus-based multiple choice questions, SAQ and
LEQ.
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● Unit 7 DBQ (optional: may wait to give one with Period 3 Exam OR use as a take-home
assessment)
Unit 8: Ideologies and Nationalism
8-10 Days
McKay Chapters: 21 & 23
Instructional Activities
● INTRODUCTORY ACTIVITY: Students often have wrong or confused understanding
of some of the basic ideas that are critical to understanding the unit. Start the unit by
writing the words liberalism, conservatism, and socialism on the board. Ask students to
write down their definition of each word BEFORE there is any discussion of the terms.
As students not to talk as they are writing their definitions. Guide the class in a
discussion by having students share their definitions and pointing out the misconceptions
and common confusion regarding these terms in the 19th century versus their use in the
United States today.
● THEMATIC ACTIVITY: Ask students to work collaboratively in a group to analyze the
characteristics of assigned ideology based on the following Themes of History: Poverty
& Prosperity, Objective Knowledge & Subjective Vision, Individual and Society, States
& Other Institutions of Power, and National and European Identity. Each group can be
given poster paper on which they write the assigned ideology in the middle. Students can
then place the themes around the center in a web format. Students will then analyze
sources (textbook, secondary, and primary sources) to identify the characteristics of the
ideology under each theme. Students can then post their posters around the room so that
all the groups can complete a gallery walk. During the gallery walk, students from other
groups may add connections to the ideologies they analyzed to show corroboration,
contradiction or qualification.
● LECTURE/DISCUSSION: Lead students in a lecture/discussion that traces the
development of the ideologies through the period 1815-1914. This unit has so many
“isms” for students to understand, that a guided timeline discussion is critical for students
to see the connections, continuity, and change associated with the rise of all the
ideologies.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Students work in collaborative
groups to create a NATIONAL ARCHIVE REPORT for 1831 for assigned nations.
Students are to act as a committee of leaders from an assigned country (France, Great
Britain, Austria, Russia, Ottoman Empire, Prussia, Papal States) who are composing a
report on the foreign policy and national interests of their assigned nation from 1815-
1831. Students are asked to specifically consider the following: Congress of Aix-la-
Chapelle, Congress of Troppau and Laibach, Congress of Verona, Greek Independence,
Treaty of London (1827), Treaty of Adrianople, Treaty of London (1830). Students
create a presentation that utilizes primary sources, maps, and images. Students are
required to include a “prediction of future issues” to face their assigned nation based on
the report.
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● DISCIPLINARY PRACTICES/REASONING SKILLS: Students must examine the
turning point year of 1848 by rewriting the lyrics of the song “Big Bang Theory” by Bare
Naked Ladies. This is a song many students are familiar with from the TV show by the
same name. Play the short song by Bare Naked Ladies for students. Inform students that
they must rewrite the lyrics of the song to explain the way in which the year 1848 was or
was not a turning point for an assigned country (France, Prussia, Austria, Great Britain,
Ottoman Empire, Russia, etc. as needed). Students use a music-only version of the song
to record their own song. Songs can be uploaded to YouTube and played for the class.
Students must submit their song lyrics for classmates to read. Students stay in groups and
compare the impact of 1848 on various nations in Europe.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Have students work in pairs to
create a “Recipe for Modernization” based on the development of Russia and the
Ottoman Empire in the 19th century. Students are to develop a recipe complete with
description, ingredients, and step-by-step directions. Students must point out to the
“cook” where it is easy to run into problems with the recipe and steps that might be
optional based on the available materials the “cook” has to work with in a given place.
Students compare their recipe to other classmates. Lead a summary discussion of this
activity by emphasizing where the recipes agree and disagree and the areas of confusion
regarding modernization.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Have students create a color
coded timeline that traces political party development in the 19th century in France, Great
Britain, Prussia, and Russia (other nations can be added). Ask students to use two similar
colors for each country to represent liberal and conservative movements (for example use
light green and dark green for Germany; dark blue and light blue for Great Britain, etc.)
Students can use red to represent radicalism where it arises. Ask students to explain the
main goals/platform of each party and indicate where they gain power in their respective
nations. In a culminating discussion, ask students to identify and explain similarities and
differences between nations and parties in this period.
● SOURCE ANALYSIS: Provide students with a variety of sources that illustrate different
strains of socialism and Marxism. Ask students to HIPP each document by pointing out
historical context, intended audience, purpose, and point of view. Use the board to make
a list of the varieties of socialism and Marxism. Students should use their document
analysis to define each ideology in a way that clearly differentiates them from each other.
Assessment:
● Unit 8 Test: Test will include stimulus-based multiple choice questions, SAQ and LEQ.
● Unit 8 DBQ
Unit 9: Europe Dominant
4 Days
Chapter 24
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Based on the Fall 2017 AP® European History Curriculum Framework. 19
Instructional Activities:
● INTRODUCTORY ACTIVITY: Divide students into groups and provide each with a
visual image that reflects European views of non-Europeans in the 19th century. Ask
students to make historical arguments regarding the attitudes of Europeans towards other
parts of the world. Consider using the following images:
○ McKay page 793: Image, Life on the Imperial Frontier
○ McKay page 797: Image, Commissioner Lin Zexu Overseeing the Destruction of
Opium
○ Paul Gauguin, Barbarous Tales
○ Rudyard Kipling, The White Man’s Burden
○ Eugene Delacroix, Women of Algiers in Their Apartments
● DISCIPLINARY PRACTICES/REASONING SKILLS: Engage students in a simulation
called “World Congress of 1910.” Explain to students that this is an imaginary meeting
between European nations and non-European nations in an effort to discuss and debate
Imperialism. Assign student to represent nations in Europe, nations in Africa, nations in
Western Hemisphere, nations in Asia, as well as specific European intellectuals, labor
leaders, and party leaders. Each student should have a specific identity for which they
will create a name placard to display at the Congress. Organize the class into two
semicircles that face each other. Have the Europeans on one side and non-Europeans on
the other side. Allow students to engage in a discussion as their assigned character. The
teacher acts as moderator/leader for the Congress to guide discussion and insure a variety
of perceptions are included. The activity culminates with proposing resolutions.
Resolutions can be proposed by either side but require a ⅔ vote to “pass.” Record the
resolutions on the board or on chart paper. After the simulation, have students evaluate
the activity and consider how the resolutions compare to European actions in the 19th
century.
Assessment:
● Period 3 Exam: This exam will consist of stimulus-based multiple-choice questions from
Units 6, 7, and 8. This exam will include either 3 SAQs or one LEQ as determined by
student need.
● Period 3 DBQ
Period 4: 1914 - present
The final period of European History will focus students’ attention of the dramatic changes that
occurred in Europe as a result of the World Wars and the changing relationship of Europe to the
United States and to the world. In this period, students will study the forces that led Europe into
the First World War and the impact of that struggle on the politics, culture, economy, and society
of Europe including the artistic, literary, and philosophical expressions in the Age of Anxiety.
Students will delve into the processes and events that led Europe into the Second World War and
the Cold War that followed. Finally, students will trace the economic, political, social, cultural,
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and intellectual changes as Europe moved into the Post War Era including the attempts of
European Powers to unify and navigate in a world dominated by the United States and Soviet
Union as world superpowers. This unit will culminate with a study of the end of the Cold War
and the questions facing Europe in the 21st century.
Pacing: 25 - 27 Days
Chapters 25 -30
Key Concept 4.1
Total war and political instability in the first half of the 20th century gave way to a
polarized state order during the Cold War, and eventually to efforts at transnational union.
Key Concept 4.2
The stresses of economic collapse and total war engendered internal conflicts within
European states and created conflicting conceptions of the relationship between the
individual and the state, as demonstrated in the ideological battle among liberal
democracy, communism, and fascism.
Key Concept 4.3
During the 20th century, diverse intellectual and cultural movements questioned the
existence of objective knowledge, the ability of reason to arrive at truth, and the role of
religion in determining moral standards.
Key Concept 4.4
Demographic changes, economic growth, total war, disruptions of traditional social
patterns, and competing definitions of freedom and justice altered the experiences of
everyday life.
Unit 10: Great War and Age of Anxiety
Days: 9-10
Chapters 25-26
Instructional Activities:
● DISCIPLINARY PRACTICES/REASONING SKILLS: To help students understand the
forces that led European nations into World War I, engage students in a Six Degrees of
Separation activity in which students will work in groups to analyze the events over time
that led European nations to war in 1914. Student groups will be assigned a nation. They
will be given a starting event and the end of their analysis is the nation's entry into World
War I in 1914. Groups must identify and explain four events between the starting event
and 1914 that help explain how the nation entered World War I. In their Six Degrees of
Separation, they should show how the assigned nation was influenced by nationalism,
militarism, imperialism, and systems of alliances through the events they choose to focus
on. Students will ultimately produce a timeline of six events that explain the causes of
World War I in relationship to assigned nation. Students create this on poster paper that is
explained and displayed. Lead the whole class in a discussion looking for comparisons
between nations by 1914. Events to use for each nations:
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Nations: Starting Event: Ending Event:
France 1789 - Fall of the Bastille 1914 - WWI Begins
England 1815 - Battle of Waterloo 1914 - WWI Begins
Austria-Hungary 1740 - Pragmatic Sanction 1914 - WWI Begins
Germany 1714 - Treaty of Utrecht 1914 - WWI Begins
Italy 1800 - Napoleon Crossed the
Alps
1914 - WWI Begins
Russia 1795 - Third Partition of
Poland
1914 - WWI Begins
Ottoman Empire 1827- Battle of Navarino 1914 - WWI Begins
● DISCIPLINARY PRACTICES/REASONING SKILLS: Students will research the events
associated with the Russian Revolution 1917-1918. Below are listed 10 CRITICAL
DAYS in this event. Student groups will create four “broadsides” that might have
appeared in European newspapers over the course of this event. Each broadside must be
from a specific point of view: Bolshevik, Monarchist, Menshevik, Republican (students
must create one from each point of view). The events can include: Nicholas II Goes to
the Front, Murder of Rasputin, Abdication of Nicholas II, Alexander Kerensky Becomes
Prime Minister, Army Order No. 1 is Issued, Vladimir Lenin Returns to Russia, Trotsky
Takes over Petrograd, Suspension of the Constituent Assembly, Treaty of Brest-Litvosk
is Signed, Re-establishment of the Cheka.
○ McKay page 850: Peace, Bread, and Land for the Russian People
● SOURCE ANALYSIS: Assign students to groups and assign each group a nation that
was represented at the Versailles Peace Conference in 1919. Provide each nation with a
copy of excerpts from the Treaty of Versailles. Ask students to evaluate the Treaty of
Versailles from the point of view of the nation that they are assigned to represent. To
insure students understand the power of various nations, make sure to organize the groups
so that Great Britain, France, and United States have the largest groups. Next, make sure
Germany, Italy, and Russia have the smallest groups. Inform students that they are to
read and analyze the Treaty of Versailles and then propose changes to the Treaty based
on wishes, goals, and actions of their assigned nation. Encourage student groups to talk
to each other as they analyze IF they were allies in the conflict. Once student groups
have made their list of desired changes with justifications, the groups will present them to
the class. Then inform students that the delegations will vote on any changes. It should
become obvious to students that the wishes of Germany and Russia will not carry much
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weight. After students have discussed and voted, lead a class discussion about the Treaty
of Versailles and its impact on different nations.
○ McKay page 854: Territorial Changes After World War I
● THEME ACTIVITY: Engage students in a discussion of the Age of Anxiety through a
simulated symposium. Assign each student to assume the identity of a person of the era
as an attendee to the symposium. This symposium will focus on the following questions
(list is suggested): Is human society progressing? Has human history been a story of
progression? What is “truth”? How can it be known? What is the proper role of religion
(organized and otherwise) in human society? What is the proper role of science and
technology in human society? What is the proper role of government in human society?
How should society weigh the benefits and possible challenges of science? Can objective
knowledge be trusted? What is the role of the individual in society? Require students to
create a name placard to display on their table during the symposium and to bring in
excerpts from primary sources by their assigned person. Encourage students to arrive in
costume for their person and to bring props to make the symposium simulation as
realistic as possible. The teacher acts as the moderator of the simulated symposium and
directs students to address the assigned questions. As a follow up to the simulation, ask
students to write an essay that addressed the following question: To what degree did the
Age of Anxiety in European History foster change as well as maintain continuity in the
view of the individual in society?
○ McKay page 870: Friedrich Nietzsche Pronounces the Death of God
○ McKay page 878: Futurist Manifesto”
○ McKay page 876: Modern Design for Everyday Use
○ McKay page 884: The Radio Age
● DISCIPLINARY PRACTICES/REASONING SKILLS: Students complete a chart
comparing the reaction of various nations or regions of Europe and the world to the Great
Depression. Students will compare the reactions and policies of Great Britain, France,
Scandinavia, United States, Soviet Union, and Germany. Require students to look at the
impact of the Great Depression, economic policies in reaction to Depression, political
impact of policies, and impact of society. Work in this activity may overlap into Unit 11.
Unit 11: World War II and Cold War
Days: 10 Days
Chapters 27-28
Instructional Activities:
● ESSAY PRACTICE: Provide students with a set of primary sources that includes
propaganda posters from the Five Year Plans, images from famines and purges, and
documents by Stalin and other Soviet leaders and/or dissidents. Students will analyze the
documents including an extended analysis that shows HIPP (historical context, intended
audience, purpose, and point of view). Inform students that their job is to create a DBQ
prompt that could be used with the provided documents. Since students were provided
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Based on the Fall 2017 AP® European History Curriculum Framework. 23
with more than seven sources, require students to decide which seven documents they
will assign with their DBQ prompt. Then require students to create a key for their DBQ
with at least two sample thesis statements and a key to the analysis and HIPP for each
document.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Provide students with an
excerpts from a variety of sources including Stalin’s speech justifying the Five-Year Plan
(McKay page 910), image of life in London in the Blitz (McKay page 929), George
Orwell on Life on the Dole (McKay page 894), and Futurist Manifesto (McKay page
878). Ask students to work with a partner to create 3-4 stimulus-based multiple-choice
questions in the AP format. Require that each question be based on a Theme of History
and a key concept. When students have completed the questions, have groups exchange
their question sets and work on answering the questions.
● SKILLS DEVELOPMENT: Students work in collaborative groups to evaluate the impact
of World War I and Treaty of Versailles on Western Europe, Middle East, United States,
Eastern Europe, and Soviet Union. Students must examine primary source documents,
maps, and secondary sources to create a thesis statement that explains the impact of WWI
and Treaty of Versailles on their assigned regions. Students create a presentation that
explains the impact using at least four of the Themes of History and a variety of
Historical Thinking Skills. Student presentations are used for completing a chart on
Impact of World War I and Treaty of Versailles.
● SOURCE ANALYSIS: Engage students in analysis of various works of art as reflections
of Europe during and after World War I and World War II. Require students to identify
the artist and their nationality. In their analysis, students should provide discussion of the
content of the work, impact of philosophies from the Age of Anxiety, relationship of the
work to events in World War II, and the influence of the work on Europe and the world.
Works to include, but not limited to: Guernica, En Canot (Im Boot), Self-Portrait as a
Soldier, White Crucifixion.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Students engage in a simulation
of the Yalta Conference. To prepare for the simulation, students will work in teams to
investigate the World War II Conferences to determine the goals, actions, and conflicts
between the Allied powers in World War II. After students have researched the
relationship between nations, reorganize students into different groups and assign the
groups one of these roles: Soviet Union, United States, Great Britain, and France. Engage
in a simulation of the Yalta Conference. Provide students with excerpts from the
agreements made at Yalta to guide their discussion.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Provide students with a
comparative chart that requires students to analyze the decolonization process in Asia,
Africa, and the Middle East. Require students to include a map with their chart to
illustrate the territorial changes in each region as a result of decolonization.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Provide students with images of
women in Europe from Period 1, Period 2, Period 3 and Period 4. Lead a discussion of
the implications of each image for the role of women in society, economy, politics, and
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 24
culture. For each period, direct students into a discussion of women before and after the
period. Ask students to use the images in response to the following prompt: Analyze the
degree to which World War II was a transformative event for women in Europe.
○ McKay pages 972-977
○ McKay pages 992-998
● ESSAY PRACTICE: Provide groups of students with quantitative data that illustrates the
impact of the Marshall Plan on both western Europe and eastern Europe after the
introduction of the Marshall Plan and the Molotov Plan. Ask student groups to draw
conclusions about the impact of the US and the USSR on the development of Europe
after World War II. List the conclusions and ideas on the board. Next, provide students
with quantitative data, primary sources, maps, and/or secondary sources that show
distinctions between eastern and western Europe prior to World War II. Ask students to
develop a thesis and outline to respond to the following prompt: To what degree was the
Marshall Plan a turning point in the development of eastern and western Europe.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Students work in collaborative
groups to create a timeline illustrating the context in which the unification of Europe
occurred from 1945 to the present (this assignment will cross into Unit 12). Each group
must include a minimum of 10 events on the timeline with at least one event per decade
from 1940s to present. Events must be explained using causation, change and continuity
over time, and comparison.
○ McKay page 953: Western European Recovery and the Promise of Prosperity
Assessment:
● Unit 10 Test: Test includes stimulus-based multiple choice questions, SAQ and LEQ
● Unit 10 DBQ
Unit 12: End of Cold War and Globalization
Days: 6-8
Chapters 29-30
Instructional Activities
● DISCIPLINARY PRACTICES/REASONING SKILLS: Engage students in a study of
the 1960s by creating a collage of images that characterize the period in Europe.
Students can use images printed from internet sources, magazines, newspapers, etc. The
collage should be produced on poster paper or with a digital tool. Students must provide
a numbered key to their collage that explains each image and its relationship to the 1960s.
Students post or upload their collage to allow other students to view and analyze. As
students look at the collages, they should develop generalizations that explain the
changes in the 1960s and differentiate the changes in western Europe, eastern Europe,
and the United States.
● DISCIPLINARY PRACTICES/REASONING SKILLS: Divide students into groups to
investigate the development of an assigned nation before and after the end of the Cold
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 25
War. Students should investigate the economic, political, and cultural developments in
Poland, Hungary, Romania, France, Great Britain, East Germany, and Western Germany.
Students create a presentation that illustrates the changes and continuities in these nations
before and after the Cold War. Students take notes on a chart as students present.
● SOURCE ANALYSIS: Students work in groups to explain the development of feminism,
environmental activism, human rights movement, nationalist movements, and reactions to
immigration in Europe in the period since 1960. Students create outlines that explain the
origin, goals, and actions associated with each movement.
○ McKay page 996: Margaret Thatcher”
○ McKay page 1002: The New Environmentalism
○ McKay page 1010: Democratic Movements in Eastern Europe
○ McKay page 998: Simone de Beauvoir’s Feminist Critique of Marriage
○ McKay page 984: Human Rights Under the Helsinki Accords
● DISCIPLINARY PRACTICES/REASONING SKILLS: Students create a political party
timeline from 1960 to present. Assign a specific color to each of the following nations:
France, Great Britain, Germany (East and West), USSR/Russia, Spain, Austria, and
Poland. Require students to list the political goals/platform of each party on the timeline
and illustrate how parties change or modify over time. Students must devise a system to
illustrate which political party was in power over the course of their timelines. Provide
student groups with bulletin board paper that is exactly the same size and direct students
how to construct the timeline so that the timelines match. When timelines are complete,
display the timelines together so that students can make comparisons and draw
conclusions about the development of parties across the nations. Ask questions that
require students to identify causation, change and continuity over time, and comparisons.
● SKILLS DEVELOPMENT: Engage students in a seminar focused on Europe 2017
(current year). Require students to locate and research a minimum of seven sources
related to the current issues in Europe. Based on their research, each student is to
develop an argument that illustrates the most pressing problems facing Europe today.
Students engage in a seminar discussion based on their view of issues facing Europe. As
seminar moderator, require students to refer to sources in their arguments.
○ McKay page 1044: The Conservative Reaction to Immigration and Islamic
Terrorism
○ McKay page 1030: The Euro”
○ McKay page 1029: The European Union, 2016 Map
○ McKay page 1023: President Putin on Global Security
○ McKay page 1042: William Plaff, will the French Riots Change Anything?
Assessment:
● Period 4 EXAM to include stimulus-based questions from Units 10, 11, and 12, SAQs,
and one LEQ
● Period 4 DBQ
TEACHER’S RESOURCE MATERIALS | A History of Western Society for the AP® Course, 12e © 2017 Bedford, Freeman & Worth Publishers
Based on the Fall 2017 AP® European History Curriculum Framework. 26