AP European History Course Information
AP European History Simplified Course Syllabus
This class introduces students to the political, economic, religious, social, intellectual, and artistic trends that shaped Europe from 1450 to the present. Students should acquire knowledge of the basic chronology of events and movements from this period as well as develop the ability to analyze historical documents and express historical understanding in writing. As part of the Advanced Placement program, the course prepares students for the AP European History exam. All students are expected to take the exam. Topics of study are listed towards the bottom of this page.
There will be limited issuance of passes to the bathroom and to see other teachers during class time, unless called out by the deans, office staff, or guidance. No bathroom pass will be issued during the first or last 15 minutes of class. There is nothing more important than staying in class and learning. After a call or two to the student's parents, all discipline will be handled by the Deans as set forth by the Polk County Code of Conduct.
Students will be expected to respect other people and property at all times. Students are also expected to do their own work to the best of their ability, come to class prepared, and take responsibility for their own actions.
If previously informed all tests, quizzes, projects, and assignments missed will be made up and turned in on the day returned. If not previously informed or the assignment was given on the day of absence, one additional day will be added for each day absent to have the assignment completed and turned in. All make-up work is the student's responsibility and should be completed in a reasonable time frame. You, the student, are responsible for checking the website to see what you have missed during your absence. Students choosing to “miss" class to go to the Choice Room for the period a project or an assignment is due, is still required to turn the assignment in on that day. Make-up work is only for students who miss the school day, not the period. So... earning a trip to the choice room, or accidentally missing class, does not excuse you from any assignment given in class that day.
Students should not come asking to make-up all work from a grading period because now he or she wants a higher grade. There will be no freebies or bailouts, nor will extra credit be given to improve a grade at the end of a grading period. Click here for grade recovery information.
As per the George Jenkins attendance policy, students have 3 school days upon returning to campus to request that their absence be excused. Students are allowed four unexcused absences in a 9 weeks before they will be denied credit for their makeup work.
I will be available after school on Wednesdays and Thursdays for make up work or extra help. If you have a low grade, this is the time to fix the problem! Zero class-time will be used to discuss missed work due to an unexcused absence.
Choice Room / Discipline action will be taken for the following infractions:
-- Lack of respect toward me or others
-- Tardies- If the tardy bell has rung, and you are not in class, proceed directly to the choice room unless you have a pass.
Electronic Device Policy
Rationale: Faculty, staff, and administration consistently observe that electronic devices (primarily cell phones) are a significant deterrent to student achievement. A more enforceable *electronic device policy will greatly eliminate student distractions during class time, will reduce academic dishonesty issues, and will reduce thefts on campus. The proposed policy will enable teachers to engage students in more rigorous academic tasks, with the goal of increasing student achievement.
*For the ease of discussion, “electronic devices” will be referred to as cell phones throughout the remainder of this document. However, tablets, personal laptops, mp3 players, etc. will all fall under the same policy.
Cell phone/tablet use may occur frequently for classroom educational purposes. Engaging in texting, social media, watching videos, or listening to music during class time is not permitted and will result in disciplinary action. Students shall not charge electronic devices in the classroom. Student should not have headphones on, or earbud in their ears, at any time when they come into class, regardless of whether or not they are plugged in or the electronic device is on.
1. Teachers will receive a supply pencil pouches for their classrooms. These pouches will be placed at every student work center in the classroom.
2. As soon as a student enters his teacher’s classroom for his assigned class period, he must place his cell phone in the pouch and zip it closed. The cell phone is to remain in the pouch, in the possession of the student, for the duration of the class period, or until a time that the teacher instructs the students that they may use their cell phones to complete an assigned instructional task. The cell phone is to be set to silent or turned off in the classroom.
3. Students do not have the option of keeping their cell phones in their pockets/purses/backpacks/etc.
4. It is George Jenkins’ policy that students are not permitted to listen to music, watch personal videos, or play games, consult the time on their phones during the class period, including ENN/Home Room, announcements, the last ten minutes of class, etc. The only time students are permitted to use their phones during the class period is to engage in an academic task, at the behest of the teacher.
5. Students are permitted to access their phones before/after school, at lunch, and during the transition from one class period to the next.
1. If a student refuses to put his phone in the envelope as soon as he enters the classroom, the student will be referred to the Choice Room.
2. If a student takes his phone out of the envelope during the class period without teacher or staff permission, he will be referred to the Choice Room.
3. If a student argues with the teacher/staff or otherwise detracts from the instructional class period due to accessing his electronic device or due to the device ringing/vibrating/etc., the student will be referred to the Choice Room.
4. Students referred to the Choice Room for electronic device infractions will be subject to the same progressive discipline measures as students sent to the Choice Room for other infractions.
This room is not the lunchroom.
Each assignment is weighted as listed below.
Quizzes and Homework 20%
Classwork and Daily Focus 20%
EOC's and EOY's will count as directed by current county or state policy. AP European History does not currently have an EOC/EOY, but a final/mid term exam will be administered. Finals and mid terms grades will be assessed as per county/school policy.
Other classroom procedures will be discussed in class as deemed necessary.
AP European History simultaneously:
1. Divides the material into four sections, which we will tackle in two parts accordingly:
◦ 1450–1648 (1450–1556, 1556–1648)
◦ 1648–1815 (1648–1750, 1750–1815)
◦ 1815–1914 (1815–1871, 1871–1914)
◦ 1914–Present (1914–1945, 1945–Present)
2. Explores Six Major Themes:
- Interaction of Europe and the World (INT)
- Poverty and Prosperity (PP)
- Objective Knowledge and Subjective Visions (OS)
- States and Other Institutions of Power (SP)
- Individuals and Society (IS)
- National and European Identity (NI)
3. Develops Four Historical Reasoning Skills:
- Skill 1: Contextualization- Understanding the larger context of a document or individual’s actions.
- Skill 2: Comparison- Understanding the similarities and differences between different accounts and periods.
- Skill 3: Causation- Recognizing causes or effects of a specific historical development or process.
- Skill 4: Continuity and Change over Time- Recognizing how continuity and change may both be present in any era.
Unit I: A Society Awakens, 1450 – 1556
• Renaissance Society: Political, Economic, Cultural Causes
• Major Voices: Machiavelli, Castiglione, Valla, Della Mirandola • Northern and Southern Renaissance Art Works
• New Monarchs and Their Tactics (Louis XI, Henry VII, Ferdinand and Isabella)
• European Exploration: Causes and Consequences (Columbian Exchange, Price Revolution) • Problems of the
• Voices of Reform: Erasmus, More
• Luther’s Reformation and the Growth of Protestantism (Calvin, Anabaptists, Henry VIII) • The Revolution in
Science: Copernicus Speaks from the Grave
• The Empire Strikes Back: The Catholic Church’s Counter Reformation—Jesuits, Trent, Index of Books • Protestant
Reformation’s Effect on Daily Life
Unit II: The Age of Religious Tension, 1556 – 1648
• Two Key Issues: Absolutism and Religious Uniformity
◦ French Wars of Religion, Bourbon Rule (Henry IV, Louis XIII)
◦ Elizabeth vs. Philip II
◦ The Stuarts vs. Parliament in Great Britain ◦ The Dutch Golden Age
◦ Thirty Years’War
• Business: Mercantilism, joint stock, rise of cities
• Scientific Inquiry: Kepler, Galileo, Newton, Vesalius, Harvey, Bacon, Descartes • Witch-hunting
• Mannerist/Baroque Art
Unit III: Society in Transition, 1648 – 1750
• Louis XIV’s Absolutist France
• Absolutism in the East: Prussia, Russia, Austria (and not Poland) • Rejecting Absolutism: Great Britain and
• Enlightenment Thinkers (Locke, Smith, Montesquieu, Voltaire, Diderot, Rousseau, Beccaria) ◦ Women’s roles in
◦ Enlightened absolutists in Eastern Europe • Rococo and Neo-Classical Art
• Compare the lives of the popular classes and the elite class • War of the Austrian Succession/Seven Years’ War
• Agricultural Revolution, cottage industry, banking
Unit IV: An Age of Revolution, 1750 – 1815
• Industrial Revolution in Great Britain
• Issues of Industrialization: Urbanization, Sanitation, Labor Movements • French Revolution
◦ Prelude: Three Estates, Debt, Discontent ◦ 1789
◦ Moderate achievements: Civil Constitution, Declaration of the Rights of Man, const. 1791 ◦ Radical politics:
Republic, Economic Policies, Cultural Revolution, CPS, Thermidor
◦ Napoleon: Child of the Enlightenment or Last Enlightened Despot • Congress of Vienna: Metternich and
Unit IV ½: Introduction to the Age of Isms, 1815 – 1830
• Continental Industrialization
• Conservatism, Interventionism ◦ Metternich
◦ Burschenschaften, Decembrist Revolts ◦ Tory vs. Whig (Peterloo Massacre)
◦ Greek Revolt • Liberalism
◦ Bentham, Mill, Malthus, Ricardo • Socialism
◦ Saint-Simon, Owen, Fourier • Romanticism
◦ Goethe, Shelley, Friedrich, Delacroix, Beethoven
Unit V: An Age of Change, 1830 – 1871
• British Reform 1832
◦ Factory Acts
◦ Corn Laws Revoked ◦ Chartist Complaints
• The Modern (Middle Class City) ◦ City Features
• 1848 Revolutions; History Fails to Turn • Louis Napoleon
◦ Economic Reform, Political Stability, Rebuild of Paris (Modern City) • Challenges to conventional thought: Marxist
Socialism, Darwinian theory
• Crimean War Destroys the Concert System, Allows for Unification Movements • Realist politics
◦ Cavour’s Italian Campaign ◦ Bismarck’s Realpolitik
◦ Hungarian Challenges to Austria; Dual Monarchy ◦ Alexander II’s Reform in Russia
• Medical Improvements: Pasteur, Lister • Realist Art and Literature.
Unit VI: An Age of Questioning, 1871 – 1914
• Second Industrial Revolution
◦ Economic Changes, Effects on Working Class, Gender Roles ◦ Conditions of the Modern City, Reform Movements
• Handling Discontent at Home
◦ Britain: Home Rule for Ireland?
◦ Germany: Kulturkampf, Rise of the Social Democrats
◦ France: Third Republic, Paris Commune, Dreyfuss Affair ◦ Russia: Conservative Rule
• Challenging Intellectual Conventions
◦ Atomic Age: Curie, Planck, Einstein ◦ Nietzsche
• Impressionist and Post-Impressionist Art
• Women’s Rights? Pankhursts, Fawcett, Emily Davison • Jews: Dreyfuss, Herzl
• Diplomatic Issues:
◦ Bismarck’s Alliances and the Balance of Power ◦ Bismarck Fired, Wilhelm II’s Rise
◦ Balkan Instability
• Imperialism: Motives, Proponents, Opponents, Technological Advantages, Resistance • Russian Revolution of 1905
Unit VII: A Time of Crisis, 1914 – 1939
• Long and Short Term Causes of the Outbreak of WWI
• Fighting of WWI (Technology, Tactics) ◦ Total war on the Home Front
◦ Social Causes Shelved (Women’s Rights, Irish Nationalism, Individual Rights) • Versailles Conference and Peace
• Russian Revolutions of 1917
◦ First and Second Revolutions
◦ Bolshevik Consolidation of Power/Civil War ◦ Rules of Lenin and Stalin
• Instability of the 1920s
◦ Economic Problems (Depression, Dawes Plan)
◦ Political Uncertainty (Versailles, League Of Nations)
◦ Fragile Coalition Governments Adopted Keynesian Economic Theories
◦ Totalitarian States Emerged (Fascist Italy, Nazi Germany, Franco’s Spain) • Culture of the 1920s (Lost Generation,
Dadaism, Surrealism, Bauhaus)
Unit VIII: A Time of Tragedy and Triumph, 1938 – 2010
• Aggression and Appeasement—Road to War
• Major Events of WWII
• Nazi Policies on Race and Conquered Territories ◦ Holocaust
• War Conferences: Seeds of the Cold War • US and Soviet Influences on Europe
◦ Truman Doctrine, Containment, Airlift, NATO
◦ COMECON, Warsaw Pact, Iron Curtain politics ▪ Khrushchev’s policies
• Decolonization: Algeria, India, Palestine
• European Economic Unity
• Society post 1945: Feminism, Cradle to Grave Care, Green Parties, Right Wing Movements • Collapse of the
Soviet Order (Gorbachev)
◦ Eastern Europe Collapses • Yugoslavia’s Ethnic Issues
• Putin’s Rule of Russia • Crisis in the Ukraine