Your Year of Knowledge

At the Yalta Conference during WWII the Big Three are Winston Churchill, Franklin Roosevelt, and Joseph Stalin


    Napoleon looking majestic on a grand white horse

    Renaissance painting called School of Athens by Raphael

Video List

Pearl Harbor

Swing Kids

All Quiet on the Western Front

Animal Farm

Assassination of Trotsky



Hotel Rwanda

Robin Hood

Schindler's List (Made for TV)


Spy Game

The Pianist

Oliver Twist


Hope and Glory

Thirteen Days

Saving Private Ryan

Hotel Rwanda

Band of Brothers

Legends of the Fall


Red Dawn

Empire of the Sun


The Boy in the Stripped Pajamas

Life is Beautiful


AP European History Course Syllabus

Maria Carrillo High School (707) 528-5780

Email: or


Course Overview

This course is designed to provide students with a college level academic experience while in high school. This course 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knowledge of the basic chronology of events and movements from this period as well as develop the ability to analyze historical documents and express historical understanding in writing.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.

How is this course different from 10th grade World History?

-Student can take the Advanced Placement Test in May and can receive college credit.

-The workload for this course is designed to reflect a college level course.

-Students are expected to independently read approximately 20 pages per week in a college level textbook and take notes.  Much of the material in the reading will not be discussed in class but will be required for the quizzes and exams.  Students are responsible to know all assigned reading, primary and secondary resources, and lectures even if they are not covered during class time.

-All students are required to learn and complete SAQs, DBQs, and LEQs often throughout the school year.  Writing is a major component of this course and the AP exam in May.

Outline of Course Materials and Resources:

-Western Civilization, 9th ed. (2016) by Jackson Spielvogel

-Primary sources from various readers and internet sources

AP European History simultaneously:

I.  Divides the material into four periods:





II.  Explores Six Major Themes (G.R.I.P.E.D.):

Group Identity- National, cultural, political, European, social (National & European Identity- NI)

Relationships- Social & Cultural (Individual and Society- IS)

Intellectual Ideas (Objective Knowledge and Subjective Visions- OS)

Political/ Government (States and Other Institutions of Power- SP)

Economics (Poverty and Prosperity- PP)

Diplomacy (Interaction of Europe and the World- INT)

III.  AP History Disciplinary Practices

Practice 1: Analyzing Historical Evidence

Students will be assessed on their ability to …

Primary Sources:

• Describe historically relevant information and/or arguments within a source.

• Explain how a source provides information about the broader historical setting within which it was created.

• Explain how a source’s point of view, purpose, historical situation, and/or audience might affect a source’s meaning.

• Explain the relative historical significance of a source’s point of view, purpose, historical situation, and/or audience.

• Evaluate a source’s credibility and/or limitations.

Secondary Sources:

• Describe the claim or argument of a secondary source, as well as the evidence used.

• Describe a pattern or trend in quantitative data in non text-based sources.

• Explain how a historian’s claim or argument is supported with evidence.

• Explain how a historian’s context influences the claim or argument.

• Analyze patterns and trends in quantitative data in non-text-based sources.

  1. Evaluate the effectiveness of a historical claim or argument.

Practice 2: Argument Development

Make a historically defensible claim in the form of an evaluative thesis.

Support an argument using specific and relevant evidence.

Use historical reasoning to explain relationships among pieces of historical evidence.

Consider ways that diverse or alternative evidence could be used to qualify or modify an argument.

IV. AP History Reasoning Skills

Skill 1:


-Describe an accurate historical context for a specific historical development or process.

-Explain how a relevant context influenced a specific historical development or process.

-Use context to explain the relative historical significance of a specific historical development or process.

Skill 2:


-Describe similarities and/or differences between different historical developments or processes.

-Explain relevant similarities and/or differences between specific historical developments and processes.

-Explain the relative historical significance of similarities and/or differences between different historical developments or processes.

Skill 3:


-Describe causes or effects of a specific historical development or process.

-Explain the relationship between causes and effects of a specific historical development or process. Explain the difference between primary and secondary causes and between short- and long-term effects.

-Explain the relative historical significance of different causes and/or effects.

Skill 4:

Continuity and Change over Time

-Describe patterns of continuity and/or change over time.

-Explain patterns of continuity and/or change over time.

-Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.

Period One:  1450-1648 (Chapters 11-15)

Unit Zero:  The High Middle Ages (Ch. 11)

Unit One:  The Renaissance and the Growth of

                          New Monarchies (Ch. 12 & 13-

                                        P332-365, P368-369)

Unit Two:  The Age of Exploration (Ch. 14-


Unit Three:         The Reformation and Religious

                           Warfare (Ch. 13 & 15- P370-86,

                                            389-401, 387-89, 437-44)

Period Two:  1648-1815 (Chapters 15-20)

Unit Four:  Absolutism and Limited Monarchy

                                                (Ch. 15- P444-473)

Unit Five:  The Scientific Revolution and the

                          Enlightenment (Ch16 & 17-


Unit Six:Politics and War in the 18th Century

                                                    (Ch.18- P531-47)

Unit Seven:Economic, Social, and Cultural

                          Changes in the 18th Century (Ch.

                                17, 18 & 20- P516-28, 547-60)

Unit Eight:The French Revolution and

                          Napoleon (Ch. 19- P563-94)

Period Three:  1815-1914 (Chapters 20-24)

Unit Nine:The Industrial Revolution (Ch. 20 &

                                            22- P596-22, 677-87)

Unit Ten:The Isms and 19th Century

                           Revolution (Ch. 21, 22, & 23-

                                P624-55, 657-76, 716-20)

Unit Eleven:Second Industrialization and the

                          Growth of a Mass Society (Ch. 23-


Unit Twelve:       The Age of Modernity and Anxiety

                                                (Ch. 24- 723-44)

Unit Thirteen: Imperialism (Ch. 24- P745-55)

Period Four:  1914-Present (Chapters 24-30)

Unit Fourteen:WWI and the Russian Revolution

                                    (Ch. 24 & 25- P755-94)

Unit Fifteen:Between the Wars (Ch. 26-


Unit Sixteen:WWII (Ch. 27- P832-65)

Unit Seventeen:The Cold War 1945-1965 (Ch. 28-


Unit Eighteen:  The Cold War 1965-1985 (Ch. 29-


Unit Nineteen:After the Fall (Ch. 30- P927-59)

Class Rules:

  1. -Leave objects inappropriate for the classroom at home or in backpack:  iPod/mp3, food, phone, etc. (all electronic devices will be confiscated and turned into an administrator at the end of the school day unless the student is given specific permission to use it for an academic purpose).

  2. -Enter the classroom on time, calmly, and ready to work.

  3. -Respect everyone and everything in the classroom.

  4. -Obey the school rules.


Pencil, pen, highlighter, spiral notebook, daily planner, and completed work as assigned.

Make Up Work or Extra Help:

It is the responsibility of the student to conference with the instructor AFTER CLASS or during ADVOCACY whenever the student has missed any class time or needs extra help.  When a student has missed class time it is required that the student conference with the instructor about missed assignments, tests, and deadlines on the day the student returns to school.  Student and instructor will establish a reasonable deadline to make up the work.  It is the responsibility of the student to make up all work missed during the absence by the deadline.  Any work not made up by the deadline will be scored as a zero.  Test make ups can be taken at advocacy and must be arranged with the instructor.  The deadline to make up a test is one week from the day that the student returns to class.  If a student is absent the day something is due, it is due when the student returns to class.

Late Homework, Late Projects:

NO LATE WORK will be accepted.  Students must use Puma Points to turn work in late (see Puma Points description below).  Students that are absent will be given a reasonable amount of time to make up the work and must make arrangements with the instructor on the day they return to school.  Projects turned in late are penalized 10% per class period (a class period = every time the student’s class meets- Mon, Tues, Thurs or Mon, Wed, Fri).

Homework and Binder:

Homework will be assigned every class period.  Most homework assignments will consist of reading the textbook and answering questions or taking notes, also some document analysis.  Absolutely 100% of the homework assignment MUST be completed on-time in order for the student to receive full credit for the assignment.  All classwork will be recorded in the binder including lecture notes, film notes, and any other in-class assignments.

Office Hours:

  1. -Advocacy (must have Advocacy Pass)

  2. -Directly after the last period of the day (within 10 -minutes of the last bell)

***If possible, please notify the instructor of your planned attendance.

Puma Points

All students begin each semester with three Puma Points. Puma Points expire at the end of each semester and must be used before finals week begins.  On the Friday before finals all PP not used turn into 0.75% extra credit applied to your final grade.

  1. o1 point gets you: 

    1. -1 homework assignment accepted late for full credit anytime before the end of the semester

    2. -Drop lowest quiz

    3. -Turn in a project one class period late without penalty

    4. -10% extra credit on a test

  2. o3 points:  drop lowest unit test

***Note:  The best use of a Puma Point is to use it on a missing homework assignment.

AP European History Grading Policy

•Tests, essays, and major projects                       45%

•Assignments and minor projects                         35%

•Quizzes & Document Analysis                            20%

Academic Dishonesty

Academic dishonesty is completely unacceptable in any form and will not be tolerated.  All persons involved will receive a zero on the assignment and a referral to an administrator.  Violations include, but are not limited to, cheating, plagiarism, collusion, claiming work (no matter how small) that is not of your own creation, any act designed to give unfair advantage to a student or the attempt to commit such acts.  Plagiarism is failing to correctly indicate places where you are making use of the work of another person.  Please discuss with the instructor if you need information on quoting and citing properly.  Absolutely no copying-and-pasting!

Donations are always welcome and extremely appreciated!

We are especially in need of the following for classroom use:

•Kleenex/hand sanitizer  (biggest need)

•Poster size paper any color other than white

•Reams of blank paper any color other than white

By signing the following, I state that I have read and understand everything in the course syllabus for AP European History.  I acknowledge that this syllabus can be found on the homepage of Mr. Hitchcock’s website.  I also agree to contact Mr. Hitchcock as soon as possible if I have any questions about anything in this syllabus.

Student name (Print please) ___________________________________________

Student signature ___________________________________________

Parent signature ___________________________________________


AP Euro Course Syllabus