AP EURO EXAM INFO Section I: Multiple Choice/Short-Answer; 105 minutes Part A, Multiple-Choice: 55 Questions; 55 minutes; 40% of total exam score Part B, Short-Answer: 4 questions; 50 minutes; 20% of total exam score Section II: Free-Response; 90 minutes Part A, Document-based question: 1 question; 55 minutes (includes 15 minute reading period); 25% of total exam score Part B, Long essay question: 1 question (chosen from a pair); 35 minutes; 15% of total exam score

Monday, 2/13/17 POD – AP European History PPT 601a– Causes of WWI (ano Bismarck) Work on Chart #1 & Chart #2 JOURNAL ENTRY #6:1 To what extent and in what ways did nationalist tensions in the Balkans between 1870 and 1914 contribute to the outbreak of the First World War? (1998-4) HOMEWORK: Lesson #2 – Waging Total War (821-833) (Lesson’s 1a and 1b should be done) Finish Charts 1 and 2 for tomorrow Richard Wagner – RIDE OF THE VALKYRIES

AP EURO EXAM SIGN UP is about to close AP EURO EXAM SIGN UP is about to close! Today is the [extended] Deadline! Checks to GUIDANCE TESTING FUND - $95 Exam is (noon) Friday, May 12

Tuesday, 2/14/17 POD – AP European History PPT 601b– Causes of WWI (post Bismarck) Discuss Chart #1 & Chart #2 Work on Chart #3 Check notes 1a, 1b, 2, charts #1 and #2 JOURNAL 6:2 People needed to blame someone for the start of the First World War. Discuss three reasons for the formation of conflict or the outbreak of all out war. HOMEWORK: Notes on Russian Revolution (p. 833-838) Finish chart #3 Joseph Handel Messiah (Halleluia Chorus)

Wed, Thurs, Mon, 2/15-21/17 POD – AP European History Movie: Nicholas and Alexandra JOURNAL 6:2 none HOMEWORK: Notes on Russian Revolution (p. 833-838) Finish chart #3

Wednesday, 2/22/17 POD – AP European History PPT 602: Fighting of WWI Discuss the diagram (next slide, then answer journal) Discuss Chart #3 Check completion of Chart #3 and Lesson #3 PPT 603: Russian Revolution JOURNAL ENTRY #6:3 Discuss how this image (“Who Did This”) displays the emotions at the start of WWI. Include each character, & the woman up top. HOMEWORK: Notes on Treaty of Versailles (p. 839-848) We should have a quiz Friday, too… on vocab from lessons 1-4 Peter Tchaikovsky Swan Lake: Waltz

Thursday, 2/23/17 QUIZ DAY tomorrow on vocab from lessons 1-4 POD – AP European History Discuss yesterday’s journal Finish PPT 603, and then… PPT 604: Treaty of Versailles Complete Chart #4 (Treaty of Versailles) JOURNAL ENTRY #6:4 What impact did the war have on society in Russia and France? Why did Russia and France HATE Germany so much? Why was USA not in agreement? HOMEWORK: Notes on Lesson #5 (New Philosophies) and Lesson #6 (New Arts) (p. 854-871) Finish chart #4 (Treaty of Versailles) QUIZ DAY tomorrow on vocab from lessons 1-4 Franz Shubert Ave Maria

Artifact Assignment Describe what you have Each artifact has specific direction… focus on that, too How does this artifact help us to better understand the era and people of the era?

Happy National Tortilla Chip Day! Friday, 2/24/17 POD – AP European History Quiz on lessons 1-4 Check chart #4 – on Versailles and Lessons 5-6 (Philosophies and Art) Finish PPT 604 (Treaty of Versailles) PPT 605 New Philosophies PPT 606 New Arts – Art packet JOURNAL ENTRY #6:5 Compare and contrast the efforts to ensure European collective security that were made by the victorious powers between 1815 and 1830 (after the Napoleonic Wars) with those made by the victorious powers between 1918 and 1933 (after the First World War). (1985-7) HOMEWORK: Notes on Search for Stability in the 1920s (p. 871-883) Antonín Dvořák Symphony no. 9 4th movement Allegro con fuoco (guy with nutty hair playing for the Pope) Happy National Tortilla Chip Day!

Monday, 2/27/17 POD – AP European History Art PPT PPT 607 – The 1920s JOURNAL ENTRY 6:6 Historians speak of the rise of mass politics in the period from 1880 to 1914. Define this phenomenon and analyze its effects on European politics in this period. (2005-5) HOMEWORK: Notes on Lesson #8 – Dictators and Depression of the 1930s (p. 888-900) Quiz Friday on Lessons 4-8 (PPT 605, 606, 607, 608) Edvard Grieg Peer Gynt Suites

Tuesday, 2/28/17 POD – AP European History Finish PPT 607 (1920s) PPT 608 – 1930s and the Rise of Dictators JOURNAL ENTRY 6:7 Analyze the factors that contributed to the instability of the Weimer Republic in the period 1918-1933. (2010) HOMEWORK: Notes on Lesson #9 – Hitler’s rise to Power (p. 900-909) Hector Berlioz Symphonie fantastique (1830)

Wednesday, 3/1/17 Notes on Lesson #10 (World War II (p. 909-919)) POD – AP European History Homework check Lesson #7 (1920s) Lesson #8 (1930s) Lesson #9 (Hitler’s Rise to Power Chart #5 - Comparing 1920s ideologies Chart #6 – Contrasting leaders of 1930s Finish PPT 608 (1930s) PPT 609 (Rise of Hitler) JOURNAL ENTRY 6:8 Compare and contrast the ways that 17th century absolute monarchs and 20th century dictators gained and maintained their power. (2004b-6) HOMEWORK: Notes on Lesson #10 (World War II (p. 909-919))

Thursday, 3/2/17 POD – AP European History Journal Finish PPT 609 Start PPT 610 on WWII JOURNAL ENTRY 6:9 Compare and contrast the French Jacobins use of terror during the French Revolution in order to create their desired society to Stalin’s use of terror and purges to achieve state goals prior to WWII. (2001-7) HOMEWORK: Quiz tomorrow I’ll be checking lesson #10

Friday, 3/3/17 POD – AP European History Quiz #2 Journal Finish PPT 610 DBQ practice JOURNAL ENTRY 6:10 WWI and WWII are considered “watersheds” for western society, shifting us to a new way of thinking. What makes them so impressive? What was the result of these conflicts? What changed? (free write) HOMEWORK: Start studying – SCANTRON IS TUESDAY

Monday, 3/6/17 Scantron tomorrow POD – AP European History Discuss essay expectations Discuss test expectations Questions practice JOURNAL ENTRY 6-11 Analyze the participation of European women in the economy and in politics from 1914 to 1939. Use examples from at least TWO countries. (2004-b) Analyze the ways in which technology and mass culture contributed to the success of dictators in the 1920s and 1930s. (2004-3) HOMEWORK: Scantron tomorrow Starbucks study time will be 6:00-7:30.

Practice Question Refer to the following passage: “Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing – as he wills to be after that leap towards existence. Man is nothing else but that which he makes of himself. That is the first principle of existentialism.” Jean-Paul Sartre, existentialist philosopher and writer, Existentialism is a Humanism, 1946

Refer to the following passage: “Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing – as he wills to be after that leap towards existence. Man is nothing else but that which he makes of himself. That is the first principle of existentialism.” Jean-Paul Sartre, existentialist philosopher and writer, Existentialism is a Humanism, 1946 Existentialism, as depicted in the above passage, developed most directly from which of the following? Individuals confident in human reasoning Societies content with philosophical contemplation Philosophers searching for a meaningful purpose in life Civilizations disillusioned by war and technological progress  

Refer to the following passage: “Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing – as he wills to be after that leap towards existence. Man is nothing else but that which he makes of himself. That is the first principle of existentialism.” Jean-Paul Sartre, existentialist philosopher and writer, Existentialism is a Humanism, 1946 Sartre’s views, as depicted in the passage, most closely reflect which of the following? People’s inability to make choices The importance of individual actions Human struggles with moral uncertainties Societies needing a deeper spiritual essence

Refer to the following passage: “Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing – as he wills to be after that leap towards existence. Man is nothing else but that which he makes of himself. That is the first principle of existentialism.” Jean-Paul Sartre, existentialist philosopher and writer, Existentialism is a Humanism, 1946 Sartre’s views, as depicted in the passage, most closely reflect which of the following? People’s inability to make choices The importance of individual actions Human struggles with moral uncertainties Societies needing a deeper spiritual essence

Refer to the following passage: “Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing – as he wills to be after that leap towards existence. Man is nothing else but that which he makes of himself. That is the first principle of existentialism.” Jean-Paul Sartre, existentialist philosopher and writer, Existentialism is a Humanism, 1946   The development described in the passage best reflects a movement away from which of the following? The objectivity of science and rational thought Faith based spiritual beliefs and practices Definitions of human nature based on behavior Concepts of reality not determined by past experiences

Refer to the following passage: “Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing – as he wills to be after that leap towards existence. Man is nothing else but that which he makes of himself. That is the first principle of existentialism.” Jean-Paul Sartre, existentialist philosopher and writer, Existentialism is a Humanism, 1946   The development described in the passage best reflects a movement away from which of the following? The objectivity of science and rational thought Faith based spiritual beliefs and practices Definitions of human nature based on behavior Concepts of reality not determined by past experiences (Decisions based on self, rather than rationality)

Refer to the following passage: “Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing – as he wills to be after that leap towards existence. Man is nothing else but that which he makes of himself. That is the first principle of existentialism.” Jean-Paul Sartre, existentialist philosopher and writer, Existentialism is a Humanism, 1946   Supporters of the ideas expressed in this passage would most likely have also called for which of the following? The deeper spiritual development of humanity Beliefs in the human inability to change the world Diminished faith in the miracle of modern progress Plans for living in a hostile world

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Reminder: Monday, 3/6/17 Scantron tomorrow POD – AP European History Discuss essay expectations Discuss test expectations Questions practice JOURNAL ENTRY 6-11 Analyze the participation of European women in the economy and in politics from 1914 to 1939. Use examples from at least TWO countries. (2004-b) Analyze the ways in which technology and mass culture contributed to the success of dictators in the 1920s and 1930s. (2004-3) HOMEWORK: Scantron tomorrow Starbucks study time will be 6:00-7:30.

Tuesday, 3/7/17 POD TEST DAY BEST OF LUCK TODAY! DIRECTIONS Cell phone out Cell phone off Cell phone on counter / chalk rack On scantron: name, Subject (Early 20TH Cent), Period: 02 or 07 Put name on test questions, too REMINDER #1: BLUEBOOK IS THURSDAY REMINDER #2: JOURNALS COLLECTED THURSDAY

Wednesday, 3/8/17 POD – AP European History Argue Day Put all pencils and blue highlighters away Look for scantron errors as soon as you get your test We’ll go page by page If your argument makes sense to me, I could give everyone the point back If #4 (above) is the case, circle/highlight the question, raise your hand, and spin the test so it faces me; point to it when I arrive – you’ll get a “blue mark of happy” (blue/green highlighter) Homework: Bluebook is shifted FRIDAY

Thursday, 3/9/17 POD – AP European History Essay practice Discuss last bluebook Talk about expectations Practice… Brainstorm Write opening paragraph Plan terms you’ll use Homework: Bluebook is FRIDAY Bring in your journals!

Compare and contrast the ways that 17th century absolute monarchs and 20th century dictators gained and maintained their power. (2004b-6) Brainstorm terms:

Thursday, 3/9/17 PEN ONLY!! POD – AP European History Take out your DBQ from Tuesday Review (on next slides) some hints What makes a good thesis What makes a good POV What it means to analyze Write DBQ 2009 Hand in at the end of class JOURNAL ENTRY NONE HOMEWORK: Both charts should be done! (Neo-Imperialism & Shifts in Gov.) Start reviewing for scantron (Wednesday, Feb 18) Look over all 21 journals (last one is Tuesday) Superquiz #3 will be on Tuesday, Feb 24, 2015 Be sure to sign up for the AP Exam PEN ONLY!!

Monday, 3/13/17 PEN ONLY!! POD – AP European History DBQ 2003 Discuss Documents Discuss POV, Contextualizing and Synthesis Discuss expectations JOURNAL ENTRY NONE HOMEWORK: Finish DBQ PEN ONLY!!

What makes a good thesis Show you understand all parts of the question Show you can glean some ideas to show some analysis from the docs in opening paragraph Fill up a page with your analysis

What makes a good [analysis of] POV The “relating author: has TWO elements: Show that the source has some bias, AND How his words in THIS article are showing that bias Tone – should be described referring back to where tone was shown, and THAT his tone effected his words Reliability – that his reliability is in question, or that he IS reliable, why, and how he shows it Purpose of Docs – describe what the purpose is, and how his words show that purpose

Example: Authorial Good: “Prince Leopold discussed how Belgium are capable of owning colonies, and how they help make a state powerful. As heir to the Belgian throne, it is not surprising that Prince Leopold supported imperialism since he wanted to increase the power and prestige of the country he would one day rule (doc. 1).” Bad: “Louis Bernard was a French colonial official who, in his memoir, stated that he felt France got over its humiliation by conquering Algeria (doc. 12).”

Example: Authorial Good: “Joseph Chamberlain discussed how important colonies are to Britain. Since Chamberlain was a British industrialist, he naturally supported imperialism since he probably stood to gain economically from the continued growth of the British Empire (doc. 4).” Bad: “Benjamin Disraeli encouraged taking Suez Canal as a political move, rather that purchasing it as a business venture. Since Disraeli is a politician, he must be biased (doc. 2).”

Example: Reliability Good: “The resolution from the German Social Democratic Party Congress is probably a biased source since as socialists they would naturally condemn a capitalist agenda (doc. 9).” “Merlin is a governor general of a colony so his pro-imperialist point of view is not surprising since his job was dependent upon the success of French imperialism.”

Example: Docs have dif. purpose Good: “Since Benjamin Disraeli was delivering a speech to the House of Commons, he probably chose his words carefully to persuade members to support his political agenda (doc. 2).” “Lord Rosebery was writing a letter to a newspaper, which was clearly a public forum; therefore, this document could be viewed as a form of propaganda (doc. 8).” Bad “Since Archibald Philip Primrose is writing a letter, he is being honest (doc. 8).” Why is this unacceptable? This statement fails to account for the fact that Primrose is writing a letter for a newspaper, which is a very public document, not a private correspondence.

Example: Tone “Because Bismarck was most concerned with power politics on the European continent, his comments regarding imperialism seem somewhat satirical (doc. 3).”

What it means to analyze docs Show you know what the intention of the document is, in relation to the question DO NOT QUOTE Show you’re using the document to prove your thesis

What it means to group docs Goal is to have three docs in a paragraph That way, you can mess one up, and still have two Start each paragraph with an explanation as to why you grouped those docs together If you have four docs in a paragraph, split, and make two separate paragraphs

Final clean-up Put numbers of docs in outside margin Label POV in same margin where you attempted POV Verify you used a majority of the docs Verify you attempted POV and groupings more than three times (more is better!) Extra points for: Using outside information (integrating it) Using more POV or groupings or docs Showing super deep analysis of docs or question TIME YOUR PLAN