AP European History Sample Syllabus 2017 Revised Curriculum · AP European History_Sample Syllabus_2017_ Revised Curriculum Nicki Griffin Course Overview: The AP European History

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:



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



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.



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





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



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:



● 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



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



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



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


● 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



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


● 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



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.



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



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



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



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


● 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



○ 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.



● 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


● 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.



● 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




● 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,



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


● 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:



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



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


● 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



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

https://en.wikipedia.org/wiki/En_Canot



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


● 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



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

