• AP European History
    Mr Bartlett

    Students enrolled in Advanced Placement European History are expected to:

    • develop and demonstrate an understanding of changes in the social, political, religious, intellectual, artistic, technological and economic trends and forces that shaped European History from approximately 1450 to the present
    • understand and account for the above changes in relation to the chronology of major events, and leaders as well as social and special interest groups
    • discover and account for the various factors leading to changing zeitgeists in elite and popular culture
    • regularly analyze, interpret and apply primary source evidence and literature in addition to reading college level texts
    • develop and demonstrate effective writing and oral communication skills

    Miscellaneous: My schedule is listed below.  If you ever need extra help, have questions, etc, come find me.  I am usually in the building from 7:25 am til 2:20 pm until the end of swim season- then I am here in room 106 til 2:45 (when track starts).  My email is dbartlett@newpaltz.k12.ny.us.  I check it often.  You can also contact me by voice mail.  Dial 256-4000; enter 69503 when prompted.

    Period: A Days:                           B Days:

    1/2     Prep                                 AP US rm 106                   

    3/4     AP US rm 106                  Prep

    5/6     AP Euro rm 106                Economics

    7/8     Prep                                  prep


    Palmer, R.R., Joel Colton, and Lloyd Kramer. A History of the Modern World. Ninth Edition, New York: Knopf Publishing Group. © 2002

    Spielvogel, Jackson J. Western Civilization. Vols. 1 & 2. Belmont, CA: WadsworthPublishing. © 2006

    Primary Source Readers and Websites:

    Gregory, Candace. Documents of Western Civilization. Vol. 2. Belmont, CA: WadsworthPublishing.


    Perry, Marvin, Joesph R. Peden, and Theodore H. Von Laue. Sources of the Western Tradition.  New York. Houghton Mifflin Company.


    Schlesinger, Roger et.all. Global Passages: Sources in World History. Vol. 2. New York. Houghton Mifflin Company.





    Throughout the year students in this course are required to research and prepare for a variety of assignments including:

    • Unit exams including either a thematic or document based essay
    • Weekly quizzes
    • Bi-weekly DBQ’s or thematic essays
    • Research papers
    • Quarterly oral reports
    • Debates
    • Cooperative projects

    Throughout the year documents will be used for insight and analysis of the social, economic, religious, intellectual, artistic & political expectations and conditions of the time. A list of these documents follows the topic lists for each Unit.


    1st Quarter

    Unit I: Renaissance and Reformation

    • Feudalism: agriculture, guilds, kings versus nobles, kings versus popes, popes versus cardinals
    • Renaissance and the roots of Humanism – Petrarch, Dante
    • Individualism and the Man of Virtu
    • Northern Humanism
    • Art and reflections of culture
    • Machiavelli and the New Monarchs in England, France and Spain.
    • Doctrines of Luther and Calvin compared to the Roman Catholic Church
    • Causes of the Reformation – the spark and the issues – religious, political
    • Political religious and social consequences of Reformation
    • The Henrican Reformation
    • Diet of Worms, Schmalkaldric League
    • Catholic Reformation and Council of Trent
    • Peace of Augsburg and consequences for the Holy Roman Empire

    Documents and other primary sources:

    Castiglione: The Book of the Courtier, Machiavelli: A Handbook for Princes, Erasmus: In Praise of Folly, Luther: the Ninety-Five Theses / On the Robbing and Murdering Hordes of Peasants,  Calvin: Institutes of the Christian Religion, Alessandra Strozzi: Letters on Marriage, Luther / Zwingli: Excerpts from the Marburg Colloquy, Inatius of Loyola: Rules for Thinking with the Church, Council of Trent: Selected Deciscions regarding doctrine and procedure, Isabella D’Este: Selected Letters of Diplomacy, William Shakespeare: Selected sonnets, Mirandello: Oration on the Dignity of Man, Laura Cerata: Defense of the Liberal Instruction of Women, DaVinci: selected sketches, paintings and letters, Selected artwork by Raphael, Michelangelo, Brueghel, Artemesia Gentileschi,


    Unit II: Exploration and Commercial Revolution

    • Economic, technological and political causes for exploration
    • Discovery of the Americas by Europeans
    • Siglio D’oro
    • Elizabethan Renaissance
    • Commercial Revolution, joint stock companies, expansion of banking, bullion, subversion of guild laws, mercantilism
    • Reasons for the decline of Spain

    Documents and other primary sources:

    Queen Elizabeth: The Golden Speech / various points of legislation, Albuquerque: The Conquest of Malacca, Cortes: On the Conquest of Tenochtitlan, de Las Casas: The Tears of the Indians, Qianlong: Letter to the British Government, Various letters and diary excerpts re: Spanish Conquest of the Americas


    Unit III: Wars of Religion & State building

    • France – St. Bartholomew’s Day Massacre, the War of Three Henrys and consequences (Edict of Nantes).
    • Politiques
    • Revolt of the Netherlands
    • Causes and effects of the 30 Years War
    • How important was religion as a cause of the 30 Years War?
    • Stages of the 30 Years War through to Westphalia
    • Philip II and the Decline of Spain
    • Richelieu and the strengthening of the monarchy
    • The Witch Craze

    Documents and primary sources:

    Various writings and commentaries on witches from private citizens, Luther, Calvin, The Hammer of Witches, trial accounts, Grimmelshausen: Simplicius Simpliccissimus, Henry of Navarre: Edict of Nantes,


    Unit IV: Religious and Political Tensions and Consequences: England

    • The Stuart Dynasty and Divine-Right: James I, Charles I
    • Parliamentary resistance, 19 Propositions, Petition of Right, English Civil War
    • Cromwell, New Model Army, Commonwealth, Instrument of Government
    • Domestic and foreign policy in Stuart Restoration
    • Constitutionalism
    • Glorious Revolution
    • Changes in religious toleration in England
    • New political theories in historical context: State of Nature, Social Contract, Natural Rights - Hobbes and Locke

    Documents and primary sources: Hobbes:

    Excerpts from Leviathan, Locke: Essay Concerning Human Understanding / Two Treatises on Government, The English Bill of Rights, James I: On the Powers of the Monarch


    Unit V: Absolute Monarchies: Louis XIV and Peter the Great

    • Definition and examples of absolutism under Louis XIV
    • Bossuet
    • Mazarin, the Fronde & reaction – childhood trauma and the rise of the Sun-King
    • Louis XIV’s domestic policy, intendants and changing role of nobility
    • Wars of Louis XIV
    • Louis’ social and economic problems
    • War of Spanish Succession & Balance of Power politics
    • William of Orange (III), the Grande Alliance and Treaty of Utrecht
    • Peter the Great – Centralizing Policies
    • Westernization

    Documents and Primary Sources:

    Louis XIV: Edict of Fontainebleau / Memoirs for the Dauphin, Duc de Saint-Simon: Memoirs, Jean Rousset de Missy: On the Policies of Peter of Russia


    Unit VI: Scientific Revolution

    • Causes of Scientific Revolution
    • What was revolutionary about the Scientific Revolution
    • Political, military, economic and religious implications of the Scientific Revolution
    • Galileo and the Papacy – a Case Study
    • Important people and ideas of the Scientific Revolution
    • Patronage and Exclusivity (how is speech and opportunity limited by patrons, gender etc.)

     Documents and Primary Sources:

    Copernicus: On the Revolutions of the Heavenly Spheres, Galileo: the Dialogue / The Starry Messenger, Kepler / Galileo: Selected Letters, Newton: Selections from Principia, Cavendish: Thoughts on the Patronage and Training of Women in the Sciences, Descartes: Discourse on Method, Pascal: Pensees, Paracelsus: letters to a rival


    Unit VII: Enlightenment

    • What is Enlightenment?
    • Links from the Scientific Revolution to the Enlightenment
    • Idea of Progress through History
    • The Philosophes and major writings
    • New religious theory & arguments -  Deism – the Divine Watchmaker, Paine, Spinoza, Pascal
    • The Querrelles des Femmes
    • Political theory, Social progress
    • Physiocrats -  Adam Smith & Laissez-Faire
    • Enlightened Despots: Catherine the Great, Frederick the Great, Maria Theresa, Joseph II – to what extent were they “Servants of the State” or self serving
    • Catherine the Great- ideals vs. Actions - Pughachev’s Rebellion

    Documents and Primary Sources:

    Gibbon: The Decline and Fall of the Roman Empire, Moliere: The Would Be Gentleman, Montesquieu: Spirit of the Laws, Voltaire: The Ignorant Philosopher, Candide, Selected Essays / Poem on the Lisbon Earthquake, Alexander Pope: An Essay on Man, Rousseau: The Social Contract, Letter to Voltaire, Emile, Beccaria: On Crime and Punishment, de la Bretonne: Nocturnal Spectator, Hume: On Miracles, Mary Wollstonecraft: A Vindication of the Rights of Women, Paine: The Age of Reason, Frederick II: Selections from the Anti-Machiavellian, Catherine the Great: Memoirs, Diderot: Selected Works, Spinoza: A Political Treatise on the Position of Women, Selected Letters from the Querrelles des Femmes, Declaration of Independence, Preamble of the US Constitution / US Bill of Rights. Smith: The Wealth of Nations


    1st Quarter Projects:

    Solo Project:

    Oral Report on the life, times and Impact of a Historical Figure or Issue of the Renaissance / Reformation Era – Students will lead the class through a discussion and exploration of the impact of a figure from the era on Social, Political, Religious, Intellectual, Artistic, Technological, and or Economic issues of the day. Students will make use of primary sources throughout their report and make cross-temporal, cross-cultural connections regarding the impact and influence of their person or issue.


    Group Project:

    17th Century Conflict in a 20th Century context.

    Students must research the struggle to change government in the 17th century and present that struggle in a modern context. Each team will select a specific country and conflict from France, Russia or England. Teams must present this struggle in a 5 – 8 minute time period. It may be filmed or performed live. Presentations must be based on research of primary and secondary sources and an MLA style source list must be submitted on presentation day.



    Two thematic Essays and Two document based essays will be required each quarter. Topics will vary according to the needs of the class. Essays will be graded in accordance with the guidelines on the AP European DBQ and FRQ Rubrics. In this quarter students are expected to revise their essays and the revision grade will replace the initial grade given.


    2nd Quarter


    Unit VIII: French Revolution

    • The Old Regime: social, economic, and political circumstances of the 3 estates
    • Crane Brinton’s Theory of Revolutions – What they have in common – courses they tend to take
    • The Estates General, Abbe Sieyes, Cahiers, Tennis Court
    • Popular reaction – the First Wave
    • Government Power, factions and legislation in each period
    • Committee of Public Safety and Reign of Terror
    • Enduring consequences of the Revolution
    • Rise of Napoleon: causes and consequences
    • Napoleon’s foreign and domestic policy
    • Birth of nationalism
    • Congress of Vienna and reaction
    • Neo-Classicism vs. Romanticism in Art, Literature and Music and its connections to political / social events in the 18th and 19th century


     Documents and Primary Sources:

    Crane Brinton: Anatomy of a Revolution, Young: Travels in France 1787, 1788, 1789, Declaration of the Rights of Man and the Citizen, deGouge: A Declaration of the Rights of Woman and the Female Citizen, The Three Estates (political cartoons), Abbey Sieyes: What is the Third Estate?, Robespierre: On the Use of Terror / On the Republic of Virtue, Napoleon Bonaparte, Selected letters, speeches, journal entries, Goya: The Third of May, Delacroix: Liberty Leading the People. Freidrich: Man and Woman Gazing at the Moon, Wordsworth: Selected Poems, Blake: Selected poems, Mary Shelley: Selections from Frankenstein


    Unit IX: Industrial Revolution

    • Agrarian Revolution & Enclosure
    • Industrial Revolution: causes and development - inventions and inventors
    • The Dismal Science and Laissez-Faire Capitalism - Ricardo and Malthus
    • Utopian Socialists – Fourier, Owen etc.
    • Liberalism and how it changed over the course of the
    • Utilitarianism: John Stuart Mill and Jeremy Bentham
    • Corn Laws, Peterloo and Chartist movement
    • Labor Conditions and factory legislation
    • Manchester – A Case Study
    • Effects of Industrial Revolution
    • Sadler Committee & Labor Laws

     Documents and Primary Sources:

    Malthus: Essay on the Principle of Population, Ricardo: The Iron Law of Wages, Chartists: The People’s Charter, Yorkshire Cloth Workers Petition, Engles: On Manchester, Blake: The Chimney Sweeper and other Poems of the Industrial Revolution, Various testimony to Ashley’s Coal Mine Commission / Various reports of the Saddler Committee - Parliament: John Russell: A plea for Redistricting, Mill: On Liberty


    Unit X: Post Congress Nationalism in Europe

    • Reactionary Measures of the Concert of Europe: Protocol of Troppau & Carlsbad Decrees
    • 1830’s France – and the Citizen King
    • Marxism
    • 1848 – France, Prussia & Frankfort Assembly, Austria-Magyar agitation, Italian Risorgimento –and aftermath
    • Napoleon III
    • Unification of Italy Cavour, Garibaldi
    • Realpolitik
    • Bismarck and the Unification of Germany
    • Bismarck’s domestic policy, suffrage, Kulturkampf, and socialism
    • Bismarck’s foreign policy – 7 Weeks War  - Franco-Prussian War - consequences
    • Dual Monarchy
    • Russian modernization attempts Alexander II – Alexander III
    • Russification, Autocracy and resistance, pogroms

     Documents and Primary Sources:

    Metternich: Memoirs, Marx & Engels: The Communist Manifesto / Das Capital (excerpts), Selected Newspaper articles regarding: Garibaldi, Napoleon III, Bismarck, Bismarck: Blood and Iron Speech / Selections of speeches to the Reichstag, Alexander II: Imperial Decree Emancipating the Serfs


    Unit XI: Evolution of Democracy and Labor in Britain (and International)

    • Disraeli & Gladstone – democratic reforms
    • Rise of the Labour Party & Unions
    • Revisionist Socialism and the First International
    • J.A. Hobson & V. I. Lenin – Imperialism necessitated by Capitalism
    • Evolutionary Socialism: the Fabians, Bernstein, Juarez, George Bernard Shaw etc.
    • Feminism & Women’s Suffrage Movements

     Documents and Primary Sources:

    Disraeli: Sybille, Macauley: Speech in support of the Reform Act 1832, Bernstein: Evolutionary Socialism, Octavia Hill: Homes of the London Poor, Elizabeth Poole Sanford: Woman in Her Social and Domestic Character, Dickens: Selections from A Christmas Carol & Oliver Twist, J.A.Hobson: the New Imperialism, Lenin: The Highest from of Capitalism


    Second Quarter Projects:

    Solo Project:

    Oral Report on the life, times and Impact of a Historical Figure or Issue of the French Revolution / Napoleonic / Industrial Era – Students will lead the class through a discussion and exploration of the impact of a figure from the era on Social, Political, Religious, Intellectual, Artistic, Technological, and or Economic issues of the day. Students will make use of primary sources throughout their report and make cross-temporal, cross-cultural connections regarding the impact and influence of their person or issue.


    Group Project:

    Debate – Laissez Faire vs. Government intervention regarding Labor Conditions in the 19thcentury. Students will prepare evidence from primary source testimony from Laborers, Physiocrats, and Factory Owners in groups and debate Labor issues before “Parliament.”



    Two thematic Essays and Two document based essays will be required each quarter. Topics will vary according to the needs of the class. Essays will be graded in accordance with the guidelines on the AP European DBQ and FRQ Rubrics. In this quarter students are expected to have improved their writing skills and are more familiar with the AP rubrics. Students may revise their essays and the revision grade will be averaged with the initial grade given.


     3rd Quarter


    Unit XII: The New Imperialism, Science and changing Zeitgeists in the late 19thCentury, Early 20th

    • Scramble for Africa and other imperialist rivalries
    • Kipling and White Man’s Burden
    • Case Studies: India: Sepoys, Belgian Congo, Opium Trade
    • Berlin Conference
    • Ambitions of the Imperial Powers and Agitation: Berlin to Baghdad, Capetown to Cairo, Fashoda, Suez Canal, Boer War
    • Russo Japanese War and Russian Aftermath
    • Economics of the “New Imperialism” and how it was different from the
    • old imperialism
    • Fueling the “Second” Industrial Revolution
    • Theories and Intellectual Revolutions: Freud, Einstein, Pavlov etc.
    • Impact of Darwin to Social Darwinism
    • Anti-Semitism – the Dreyfus Affair
    • Nietzsche

     Documents and Primary Sources:

    Stanley: Account of Meeting Livingstone / Human Life in the Congo, Kipling: White Man’s Burden, Kenyatta: An African view of European Imperialism, Lse-tse: On the Poisonous Drug, King Leopold: Address to the Berlin Conference, Zola: I Accuse!, Selections from Freud, Nietzsche & Huxley. Twain: The Battle Hymn of the Republic Brought Down to Date, Starr: Terror in the Congo, Smith-Dorrien: Account of the Zulu Attack at Rorke’s Drift, Various political cartoons, advertisement and works of art of the period.



     Unit XIII: World War I and Domestic Consequences

    • Alliance Systems
    • Expectations and Anticipations on eve of war
    • Impact of Neitzschean thought & Social Darwinism
    • Charge of the Light Brigade vs. Dulce and Decorum
    • Arms Race
    • Role of nationalism in provoking the war, especially in the Balkans
    • Failure of the Schleiffen Plan
    • Technology
    • Versailles Treaty
    • Consequences of the Versailles Treaty (also evaluation of Versailles Treaty)
    • Brest-Litovsk

     Documents and Primary Sources:

    Tennyson’s Charge of the Light Brigade(for comparison), Owen: Dulce et Decorum est / Disabled, Bernhardi: Germany and the next War, Liebknecht: Militarism Impedes Progress in Civilization, The Black Hand: Manifesto, Doregeles: That Fabulous Day, Zweig: That Rushing Feeling of Fraternity, Remarque: Selections from All Quiet on the Western Front / the Lost Generation, Selected recollections of the Christmas “Armistice,” Sassonn: Base Details, The Zimmerman Note, Wilson: Fourteen Points, The Treaty of Versailles,


    Unit: XIV: Russia 1905 – 1930’s

    • Labor and industrial conditions in Russia
    • Revolution of 1905
    • Stolypin’s Reforms
    • Role of Intelligentsia and  radical groups
    • Events leading up to February / March  and October /November Revolutions
    • Revolution of 1917
    • Lenin and the Bolsheviks and Peace Land Bread
    • Lenin’s domestic and foreign policies, including “War Communism”
    • White and Red Army
    • Trotsky & Stalin
    • NEP
    • Stalin, the Five Year Plans, Ukraine, Kulaks & Purges
    • Stalin’s foreign policies

    Documents and Primary Sources:

    Lenin: Announcement of the Bolshevik Revolution / Peace Land Bread! / Deathbed Warning, Stalin: The Hard Line/Liquidation of the Kulaks, Dolot: Execution by Hunger, Avdienko: The Cult of Stalin


    Unit XV: Europe between the Wars

    • Rise of Socialism in England and France
    • The Weimar Republic and “Diktat” Peace
    • Locarno Accords and Optimism
    • World Economy in the Interwar Period
    • Role of the Great Depression in leading up to the war
    • Did Versailles contribute to the start of WWII
    • Anti-Semitism, Nuremberg Laws, Krystalnaut  and the Holocaust
    • Guernica and Hitler’s repudiation of Versailles (contrary actions)
    • Rise of Fascism in Italy
    • Appeasement & Events leading up to the outbreak of World War II

     Documents and Primary Sources:

    Mussolini: On Fascism, Hitler: Selections from Mein Kampf / On Lebensraum,  Hamilton: Hitler’s Youth, Stark: “Jewish Science” vs. “German Science,” Selected letters and news accounts regarding Kristallnacht, Appel: Memoirs of a German Jewish Woman, Koestler: On Conversion to Fascism, Chamberlain: In Defense of Appeasement, Churchill: A Disaster of the First Magnitude


    Unit: XVI: World War II

    • Chronology and Events of the War
    • Compare and contrast the origins of World War I with the origins of World War II.
    • Peace settlements after World War II—compare and contrast to World War I.
    • Division of Germany

     Documents and Primary Sources:

    Hitler: Speech to Journalists after Invasion of Poland, Churchill: Blood, Toil, Tears & Sweat, Selections from Nazi Propaganda Pamphlets, Graebe: On Slaughter of Ukrainian Jews, Hoess: Recollections of Auschwitz, Wiesel, Reflections of a Survivor / Selections from Night, Stalin: The Elimination of the Kulaks


    Group Project: Late 19th Century Newscast

    Students will use primary sources to research various aspects of life in the late 19thcentury. Each group will represent a particular country and be responsible for representing the domestic and international affairs of that country with a focus on social and political changes and tensions, technological advances, changes in philosophy and religion in elite and popular culture, artistic trends and economic relationships. Students will assign roles of producers, anchors, props coordinator etc. as necessary.

    Solo Portion: Each student will be responsible for researching and scripting two stories for their group and be required to collaborate on additional elements of the newscast. Sources must be submitted for each story in MLA format.



    Two thematic Essays and Two document based essays will be required each quarter. Topics will vary according to the needs of the class. Essays will be graded in accordance with the guidelines on the AP European DBQ and FRQ Rubrics. In this quarter students are expected to be comfortable with the AP rubric and must submit their best work. The grade on these submissions is final.


    4th Quarter


    Unit: XVII: The Cold War

    • Origins of the Cold War, Truman Doctrine, Marshall Plan, Warsaw Pact, Comecom, United Nations, Arms Race, Space Race policy of “containment”
    • Military conflicts in the Cold War -  Berlin Airlift to the Berlin Wall, Korea, Cuba, Vietnam in terms of containment
    • Benelux - Treaty of Rome and moves toward European economic unity. Rise of the EU.
    • Comparison of Economic recovery in East Germany and West Germany
    • Student Movements of ‘68
    • Détente
    • French politics and the role of de Gaulle
    • Efforts to oppose Russian domination in Eastern and Central Europe
    • Social and economic policy in Britain, France, and Germany
    • Khrushchev’s “de-Stalinization” policy
    • Russia under Brezhnev through Gorbachev
    • The End of Imperialism, dismantling of colonial empires, and independence movements


    Documents and Primary Sources:

    The Warsaw Pact, Khrushchev: Secret Speech, Churchill: The Iron Curtain,Djilas:The New Class, Heller: The Hungarian Revolution, Selections from the Treaty of Rome, UN Charter, Universal Declaration of Human Rights, Gorbachev: On Glasnost, Nehru, Marxism, Capitalism & Non-Alignment, Solzhenitsyn: What I learned in the Gulag, Budapest Students: Sixteen Political, Economic, and Ideological Points, Paris May 1968:An eyewitness account from Solidarity, The Maastricht Treaty


    Unit XVIII: The Post Soviet World / Europe through 2001

    • The dismantling of the Berlin Wall
    • The collapse of the Soviet Union/rise of nationalism in Russia and Eastern Europe
    • Impacts in the Balkan Region religious and political conflicts 1990’s to 2001
    • The unification of Germany


     Documents and Primary Sources:

    Excerpts from the Dayton Accords, Biermann: Dideldumm, Various News clips, Balkan Crisis, News accounts regarding the dismantling of Berlin Wall,  New York Times articles re: Sarajevo.Gerhard Rempel: Revolution in Eastern Europe: 1989.



    Research:  Students will research and write a on various topics throughout the year. Topics must be pre-approved to ensure they align and connect with the AP curriculum.



    Two thematic Essays and Two document based essays will be required each quarter. Topics will vary according to the needs of the class. Essays will be graded in accordance with the guidelines on the AP European DBQ and FRQ Rubrics. In this quarter students are expected to be comfortable with the AP rubric and must submit their best work. The grade on these submissions is final.

Last Modified on September 24, 2018