AP European History

AP European History

AP European History An Introduction K. Merino 2019-2020 The exam will be on Wednesday, May 6th, at 12:00 pm. Test Informati on Exam time: 3 hours 15 minutes The AP Exam questions measure students knowledge of European history and their ability to think historically. Questions are based

on key and supporting concepts, course themes, and historical thinking skills. The Exam Format & Explanation Exam Sections: Section 1: Part A (40%) Multiple Choice, 55 questions, 55 minutes Exam Format Part B (20%) Short Answer, 3 questions, 50 minutes

Section 2: Part A (25%) DBQ, 1 question, 60 minutes Part B (15%) LEQ, 1 of 3 questions, 40 minutes Section I: Part A Multiple Choice Exam Breakdo wn: Multiple Choice | 55 Questions | 55 Minutes | 40% of Exam Score

Questions appear in sets of 25. Students analyze historical texts, interpretations, and evidence. Primary and secondary sources, images, graphs, and maps are included. Section I: Part B Short Answer | 3 Questions | 40 Minutes | 20% of Exam Score Questions provide opportunities for Exam Breakdo wn: SAQs

students to demonstrate what they know best. Some questions include texts, images, graphs, or maps. The SAQ section includes: Question 1, required: 1600-2001 Question 2, required: 1600-2001 Choose between Question 3, covering periods 1 & 2 or Question 4, covering periods 3 & 4 Section II: Part A Document Based | 1 Question | 60 Minutes (includes 15 minute reading period) | 25% of Exam Score

Exam Breakdo wn: DBQ Analyze and synthesize historical data. Assess written, quantitative, or visual materials as historical evidence. 1600-2001 Section II: Part B Long Essay | 1 Question | 40 Minutes | 15% of Exam Score

Students select one question Exam Breakdo wn: LEQ among three. Three options on the same theme: Period 1 Periods 2-3 Periods 3-4 Explain and analyze significant issues in European history. Develop an argument supported by an analysis of historical evidence.

Historical Reasoning Skills Describe an accurate historical context for a specific historical development or process. Explain how a relevant context Contextualiza tion influenced a specific historical development or process. Use context to explain the relative historical significance of a specific historical development or process.

Describe similarities and/or differences between different historical developments or process. Explain relevant similarities and/or Comparis on differences between specific historical developments and processes. Explain the relative historical significance of similarities and/or differences between different historical developments or

processes. Describe causes or effects of a specific historical development or process. Explain the relationship between Causatio n 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. Describe patters of continuity and Continui ty and Change over Time change over time. Explain patterns of continuity and change over time.

Explain the relative historical significance of specific historical developments in reflection to a larger pattern of continuity and/or change. Historical Themes INSPEC T Motivated by a variety of factors, Interacti on of Europe and the World (INT)

Europes interaction with the world led to political, social, and cultural exchanges that influenced both European and non-European societies. Why have Europeans sought contact and interaction with other parts of the world? What political, technological, and intellectual developments enabled European contact and interaction with other parts of the world? How have encounters between Europe and the world shaped European culture, politics, and society? What impact has contact with Europe had

on non-European Society? Definitions and perceptions of National and Europea n Identity (NEI) regional, cultural, national, and European identity have developed and been challenged over time, with varied and often profound effects on the political, social, and cultural order in Europe. Why have certain definitions and

perceptions of regional, national, and European identity developed? How have these identities been challenged over time? How do art, literature, and philosophy reflect or challenge these identities? Economic, political, and cultural Social Organizati on and Developm ent (SCD)

factors have influenced the form and status of family, class, and social groups in European history, affecting both the individual and society. What forms have family, class, and social groups taken in European history, and how have they changed over time? How and why has the status of specific groups within society changed over time? States and Other Instituti

ons of Power (SOP) European states and nations developed governmental and civil institutions from 1450 to the present to organize society and consolidate political power, with a variety of social, cultural, and economic effects. What forms have European governments taken, and how have these changed over time? In what ways and why have European government moved toward or reacted against representative and democratic principles and practices? How did civil institutions develop apart from

governments, and what impact have they had upon European states? How and why did changes in warfare affect diplomacy, the European state system, and the balance of power? How did the concept of balance of power emerge, develop, and eventually become institutionalized? Economic development, especially the Economic & Commercia l

Developme nts (ECD) development of capitalism, played an important role in Europes history, often having significant social, political, and cultural effects. How has capitalism developed as an economic system? How has the organization of society changed as a result of or in response to the development and spread of capitalism? What were the causes and consequences of economic and social inequality?

How did individuals, groups, and the state respond to economic and social inequality? The creation and transmission of knowledge, Cultural and Intellectual Developme nts (CID) including the relationship between traditional sources of authority and the development of differing world views, had significant political, intellectual, economic, cultural, and social effects

on European and world societies. What roles have traditional sources of authority (church and classical antiquity) played in the creation and transmission of knowledge? How did the major Western philosophical traditions reflect the changing European economic, political social, and cultural climate? How did the changing European economic, political, and social climate of Europe affect the European cultural and intellectual movements?

How and why did Europeans come to value subjective interpretations? Scientific and technological Technologi cal and Scientific Innovation (TSI) innovations have increased efficiency, improved daily life, and shaped human development and interactions, having both intended and unintended consequences. How did Early Modern Europeans

challenge the nearly sacrosanct Classical understanding of the world? How did technological and scientific innovations affect European culture, social order, economic development, and political climate? Periodization Renaissance to Peace of Period 1 14501648 Units 1 &2 Westphalia

Humanism New Monarchies Age of Exploration Renaissance Art Reformation Counter-Reformation Baroque Wars of Religion Thirty Years War Peace of Westphalia to Congress of Period 2 16481815 Units 3, 4, & 5 Vienna

Absolutism Bourbons, Stuarts, & Hapsburgs Constitutionalism Scientific Revolution Enlightenment Balance of Power Wars of Louis XIV

Dutch Republic English Civil War French Revolution Napoleon Congress of Vienna to World War I Period 3 18151914 Units 6 &7

Concert of Europe Industrial Revolution The Isms Darwin New Imperialism Nationalism Communist Manifesto Revolutions 1848 Crimean War Unification of Italy & Germany

Realpolitik World War I to the Present Period 4 1914Present Units 8 &9

Total War World Wars 1 & 2 Age of Anxiety Fascism Cold War NATO vs Warsaw Pact European Union Physics, Psychology, Medicine Resources College Board Course and Exam Description AP Classroom (Personal Progress Importa nt

Resourc es Checks) AP Euro class page Tom Richeys review videos (as well as review videos created by others) Relevant Crash Course videos Khan Academy www.aucapeuro.wordpress.com How to join: Class Website

Go to website In the right margin, enter your email where indicated, and click Follow. Make sure to use an email that you check regularly. This is the primary means of communication for this course. Video links, readings, assignments, handouts, etc. will be posted here. Any Questions?

Recently Viewed Presentations

  • Consuls Presentation - Library Technology Guides

    Consuls Presentation - Library Technology Guides

    Zportal / Xportal (FDI) WorldCat Link Resolver. All Legacy ILS. VDX. WorldCat. WorldShare. Speculative. Overarching concern. Library success depends on technical infrastructure well aligned with its strategic missions. A broad view of library automation. Must go beyond the scope of...
  • Communicating with faculty & staff, the media and the community

    Communicating with faculty & staff, the media and the community

    Panther ID. Title (ie Assistant Professor) Email. Department ID. Date hired. Date in current position title. Employment status (FT/PT, Inactive, Staff) Year started. Tenure status. Gender. Ethnicity. Faculty Rank. Next Steps. Units collect CV and Faculty confirm system CV.
  • Projecting Future Canadian Forest Fire Regimes and Impacts ...

    Projecting Future Canadian Forest Fire Regimes and Impacts ...

    Circumboreal Forest Fire Activity Annual burned area: 5-15 million hectares Primarily Canada, Russia and Alaska Russian stats underestimated - should be 5 to 10 times higher Area burned shows great inter-annual variability Continental climate, extreme weather/fire danger conditions, multiple ignitions,...
  • Zumdahl's Chapter 2 - Midland Independent School District

    Zumdahl's Chapter 2 - Midland Independent School District

    Chapter Contents. History of Chemistry. Mass & Proportions. Dalton Theory. Subatomic Particles. Structure of the Atom. Molecules and Ions. Periodic Table. Symbols and Organization
  • PowerPoint-Präsentation


    Charakterisierung des Angeklagten Eichmann „Doch in Israel, in den ersten Sitzungen mit Polizeihauptmann AvnerLess, der ihn etwa 35 Tage lang verhörte und dann 3564 Schreibmaschinenseiten, die Nachschrift von 76 Tonbändern, vorlegte, war Eichmann in Hochstimmung, voll Begeisterung über diese einmalige...
  • Putting the Pieces Together - henrystreeths.ddsb.ca

    Putting the Pieces Together - henrystreeths.ddsb.ca

    Website. Embedded (in-text) citation: Quotation and Paraphrase. It is true that we are fooled by fiction, it is lies, "Yes, carefully constructed lies that suck you in and make you care deeply about characters and settings and plot.
  • Metals/Non-Metals/Metalloids - East Aurora

    Metals/Non-Metals/Metalloids - East Aurora

    Metals. Lose electrons during reactions. Form Ionic Bonds. Over 80% of the elements on the table. Most metallic elements are at the bottom of the group
  • The Important Role of Equivalence Scales: Household Size ...

    The Important Role of Equivalence Scales: Household Size ...

    Equivalence scales are estimated using subjective well-being data . Better capture household welfare than satisfaction data (Ravallion and . Lokshin, 2001 & 2002) Only one study used subjective well-being panel data for Russia (Ravallion and . Lokshin, 2002) Effect of...