1. Monday, 3/13/17 POD – AP European History DBQ 2003 Discuss Documents
Discuss POV, Contextualizing and Synthesis
Discuss expectations
Thesis
Docs
POV (purpose, tone, reliability, attribution, bias, etc)
Contextualization of subject (not just individual docs, although that’s good, too)
Outside information
Synthesis
JOURNAL ENTRY
NONE
HOMEWORK:
Finish planning out DBQ 2003

2. DBQ PREP

3. DBQ 2003 German Civil Peace

4. Step #1 – source analysis
Look for caveats for each source
Circle anything that stands out
Make notations in RIGHT margin of DBQ
This is anything that shows the writer has some kind of bias or purpose
purpose, tone, reliability, attribution, bias
Examples:
Look at the picture in doc #2 – see any tone? How do you know?
What is the purpose for doc #1 – how do you know?

5. Step #2 – document analysis
Look for ways the document can answer the question
In this case, you’re looking for a change in the view toward the “civil peace”
First off, what IS this “civil peace”
Then, show attitude toward it
You should find support in the beginning, waning support as the war drags on, and anger toward the end
See if the docs support that…
Make these notations in the LEFT margin

6. Step #3 – Organize documents
Choose three (or more) “chunks”
In this DBQ, I’d go for three periods of time which show a change in view
Group docs into three boxes
Number them together
Then, label the boxes: why did you group them like you did?

7. Step #4 – Thesis development
What is a direct answer to the question?
Develop an opinion which clearly answers the question, but is NOT a statement of fact
Be ready to describe what you mean. This, and your contextualization will be your opening paragraph

8. Step #5 – Contextualize What is the bigger picture?
How does this subject fit into time and development of the era?
How might this subject fit into a larger picture of Europe at this time?
Prepare to slide this into your opening paragraph

9. Step #6 – Synthesize What is similar to this subject?
What is a quick description of that event?
What similarities does it have with this subject?
Be prepared to discuss this in several sentences. This will become your conclusion

10. Step #7 – Outside information
What else is going on at this time that is NOT mentioned in these docs?
What can be mentioned to help support ideas presented, but was not presented?
Be prepared to do two things with this info:
Be ready to describe it in several sentences
Tie it into the subject and show connections
Example:
What do you know about William II’s attitude?
What do you know about the Shlieffen Plan?
What do you know about trench warfare?
Can any of this support any ideas in this DBQ?

11. Homework: Have all these done: Thesis Contextualization
POV markings for each doc on right side
DOC analysis for each doc on left side
Three boxes
Label each box
Outside information (at least a full sentence)
Synthesis (a sentence AND commonalities)

13. 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

14. 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

15. 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).”

16. 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).”

17. 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.”

18. 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.

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

20. 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

21. Other elements Contextualization Outside Information Synthesis
Show how this subject fits into a larger picture
Make this CLEAR AND OBVIOUS
(Include this in opening paragraph)
Outside Information
Make this it’s own paragraph
Make the opening sentence a clear reference to outside information
Synthesis
Make this your conclusion paragraph
Compare this subject to something unrelated, then show who they have common elements

22. 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
Label Contextualization
Label Outside information
Label Synthesis

23. Thursday, 3/16/17 POD – AP European History Homework check
Thesis
Docs in boxes (boxes labeled), and each doc marked on margins
POV (purpose, tone, reliability, attribution, bias, etc) on right margin
How doc fits into question in left margin
Plan for Contextualization of subject of DBQ
Plan for including “Outside information”
Plan for Synthesis
Discuss Documents, POV, Contextualizing and Synthesis
Look at student sample
Score student sample
Fix the issues
JOURNAL ENTRY
NONE
HOMEWORK:
Notes for Section #1 – Origins of Cold War ( ) – due on Monday

24. Friday, 3/17/17 POD – AP European History
Find an agreement with your group for:
Outside information
Contextualization
Synthesis
Write DBQ
AT LEAST SIX PARAGRAPHS
1. Intro (Thesis and Contextualization) (2-3 sentences each)
2. Main body paragraph #1 (intro opinion sentence, followed by evidence)
- the “evidence” is using docs to prove intro sentence
- try to include POV for each document
- introduce each document by the source name, NOT the #
3 and 4. Main body paragraphs #2 and #3 (you can have more main body paragraphs)
5. Outside Information (2-3 sentences)
think of this like “document 13”
be sure you did not talk about this info anywhere else
6. Conclusion, which should include 2-3 sentences synthesis
HOMEWORK:
Finish writing DBQ 2003, and…
Notes for Section #1 – Origins of Cold War ( ) – due on Monday

25. Monday, 3/20/17
POD – AP European History
Peer grading DBQ (use the other side of the grade sheet you have, and grade a group member, while they grade you)
Holocaust Activity
It’s important to remember that 6 million is a big number, and it’s hard to imagine that THAT many Jews were murdered, systematically. Instead of trying to think of how big that is, think of each Jew as an individual: they were mothers and fathers, sons and daughters, teachers and scientists, doctors and musicians. Think of them as individual as the person sitting across from you or next to you in class, and their only “crime” was simply BEING Jewish.
Your task: work with a partner – choose an article and answer questions
Be SURE your answer to the final question is deep and contemplative
Share your answer to the final question with your group
Discuss as a class
JOURNAL ENTRY 7-1
Considering the period 1933 to 1945, analyze the economic, diplomatic and military reasons for Germany’s defeat in the Second World War. (2006-7)
HOMEWORK:
Notes for Section #1 – Origins of Cold War ( ) (we’ll do this on Thursday)

26. Something to think about…
Questions often get asked when dealing with Germany and the Holocaust, like:
How could this have happened?
How could people have been so cruel?
Why didn’t anyone do anything?
Why didn’t we do more?
Why did no one stop Hitler, Himmler and the Nazi leadership?
I’m hoping by the end of this week, you might be better equipped to come up with answers to these questions.

27. Tuesday, 3/21/17 POD – AP European History
Discuss your findings from yesterday’s activity
You must have questions… please ask
Journal
Start SWING KIDS – Day #1 will take us to 35m. when Peter joins the HJ.
EXTRA CREDIT ON NEXT SLIDE
Questions often get asked when dealing with Germany and the Holocaust, like:
How could this have happened?
How could people have been so cruel?
Why didn’t anyone do anything?
Why didn’t we do more?
Why did no one stop Hitler, Himmler and the Nazi leadership?
I’m hoping by the end of this week, you might be better equipped to come up with answers to these questions.

28. Tuesday, 3/21/17 POD – AP European History
Discuss your findings from yesterday’s activity
You must have questions… please ask
Journal
Start SWING KIDS – Day #1 will take us to 25m.
EXTRA CREDIT ON NEXT SLIDE
JOURNAL ENTRY 7-2
Imagine you are a 16 year old living in Germany in 1938, a nation only recently freed from financial ruin and the humiliation of Versailles by this new dynamic and highly successful leader, Chancellor Hitler, who came to power 10 days after FDR in In just five years, he’s created full employment during a global depression, and rekindled national pride. But, Germany has become WAY too nationalistic and sycophantic for this “furer.” You find that going along is popular and easy, and refusing to can get you arrested, even thrown into “correctional camp,” (concentration camp). What do you do on the morning after the Night of the Broken Glass (Nov, 1938)? (free write)
(You’ve not been persecuted, but you’re a witness and you saw people who did destroy property in the previous night, and you are now witnessing German soldiers yelling at Jews who had their property destroyed to clean it up.)

29. Third Marking period Extra Credit
Do some research on the “real” SWING KIDS.
Provide a one page response with an answer to one (or more) of these questions:
Who were the Swing Kids, what did they do, and where/how did they do it?
Why were the Germany authorities opposed to the Swing Kids?
How did Swing Kids set themselves apart from regular German society?
All answers must include where YOU would be in all this… would you have joined the Swing Kids, or would you be more inclined to avoid these rebels?
10 points out of one for a full page typed response

30. EXTRA CREDIT AND WAVE HOMEWORK WILL BE DUE FRIDAY
Wednesday, 3/22/17
POD – AP European History
Discuss yesterday’s journal
Today’s journal is best answered during or at the end of class today.
Start at 27m with the HJ whistling the code for Swing Kids
Continue the movie SWING KIDS
Day #2 will take us to scene with Peter and Thomas at the HJ meeting (1:10)
JOURNAL ENTRY 7-3
Three friends living in Nazi Germany are a part of an underground society called the “Swing Kids.” They’re your age, and come from middle class families. Would you join the HJ (Hitler Youth)? Remember, they get “stuff,” including items and privileges. Rebels have to rebel in hiding, or risk being “sent away.” What would it look like and feel like? Why did you choose the avenue you chose?
Homework for Friday
Research the movie THE WAVE, the 1981 short film.
Find out what it was, what it did, and what became of it.
Write in your journal an entry, and title it HOMEWORK ON 3/23 (Journal 7-5)
We’ll be watching it Friday.
EXTRA CREDIT AND WAVE HOMEWORK WILL BE DUE FRIDAY

31. Thursday, 3/23/17 POD – AP European History
Students should write down journal at start of class, so that they can…
…write today’s journal response as the movie progresses.
And, excuse Peter’s inappropriate language and Thomas’ totally racist attitude… they’re both bad today.
Start movie at 1:10 – Day #3 starts with the three friends splintering under the pressures of 1939 German society. Germany is at its zenith, on the verge of starting WWII.
JOURNAL ENTRY 7-4
What did you think of Arvid’s outburst at the Bismarck?
What did Peter learn by the end? What changed him?
What had Thomas become? Did Thomas finally get it?
Homework – Journal 7-5
Research the movie THE WAVE, the 1981 short film.
(NOT the modern movie THE WAVE; look for the 1981 version. )
Find out what it was, what it did, and what became of it.
We’ll be watching THE WAVE tomorrow.
EXTRA CREDIT HOMEWORK WILL BE COLLECTED FRIDAY; AND WAVE JOURNAL SHOULD BE IN JOURNAL BY FRIDAY

32. Friday, 3/24/17 POD – AP European History Discuss yesterday’s journal
Arvid’s outburst: was is appropriate? Was he right?
Thomas’ transition: why did he become such a monster? How so?
Peter’s transformation: what was the tipping point? How did he come to that conclusion, to remain loyal to the Swing culture and ideals?
Discuss the movie THE WAVE
The movie THE WAVE
JOURNAL ENTRY 7-6
A question often asked about the Holocaust and about Nazi Germany is
WHY would so many Germans remain complicit in a society so middle class dominated, successful, and much like ours?
Two aspects to think about:
Germany was finally “back”
Germany is a very obedient society
(example: social rules and Jacoby’s jay-walking story)
TURN IN YOUR [OPTIONAL] EXTRA CREDIT SHORT ESSAY
WAVE JOURNAL (7-5) SHOULD BE IN LOADED INTO JOURNAL BY TODAY

34. Monday, 3/27/17 POD – AP European History
PPT #701– the origins of the Cold War
JOURNAL ENTRY 7-7
Describe and analyze economic policies in Eastern and Western Europe after (2006b-3)
HOMEWORK
Read/notes for Lesson #2
from p for Thursday

35. Tuesday, 3/28/17 POD – AP European History Finish PPT #701
the origins of the Cold War
JOURNAL ENTRY 7-8
Compare and contrast the social and economic roles of the state in 17th and 18th century Europe (before 1789) to the social and economic roles of the state in Europe after the Second World War (2006-5)
HOMEWORK
Read/notes for Lesson #2 from p for Thursday

36. Wednesday, 3/29/17 POD – AP European History
With your group, list the top most important 20 events in European history. At least TWO need to come from each unit
choose at least one from each unit to become a part of your newscast
Start planning NEWSCAST FROM THE PAST (Due April 19)
Where will you film
When will you film
Who will create scripts
Plan setting, costuming, etc.
DUE DATE is in three weeks,
the Wed AFTER Spring Break ends)
JOURNAL
None today
HOMEWORK
Read/notes for Lesson #2 from p for Thursday
UNITS
Renaissance and Reformation
Age of Absolutism
Age of Enlightenment
French Revolution
Age of Nationalism
Early 20th century
(the era of the World Wars )
The Cold War

37. Units Renaissance and Reformation Age of Absolutism
What were the key events in European history?
Renaissance and Reformation
Age of Absolutism
Age of Enlightenment
French Revolution
Age of Nationalism
Early 20th century – the era of the World Wars
The Cold War

38. Units Renaissance and Reformation Age of Absolutism
What were the key events in European history?
Renaissance and Reformation
Age of Absolutism
Age of Enlightenment
French Revolution
Age of Nationalism
Early 20th century – the era of the World Wars
The Cold War

39. Thursday, 3/30/17 POD – AP European History
PPT #702 – Western Renaissance and Eastern stagnation
BREBATE in class
Read the two sided discussion with a partner
Decide together the merits of Britain staying in the EU, and the reasons to leave. Which is more convincing?
Decide if Britain shoulda stayed, or it was a good idea to “BR-EXIT”
(provide evidence for your decision)
JOURNAL ENTRY 7-9
Analyze the factors that led to the expansion of the welfare state in Western Europe in the mid-twentieth century. (2013-6)
HOMEWORK
Read/notes for Lesson #3 from p for Monday
Also, know about the KITCHEN DEBATE discussed in the “green” section of the book

40. Friday, 3/31/17 POD – AP European History Discuss BREXIT
Sample newcast from students
3. Work on NEWSCAST FROM THE PAST
- decide where and when you’ll film
- start working on details for your section
(costuming, scripts, backdrop, what you’ll be doing…)
JOURNAL
NONE
HOMEWORK
Read/notes for Lesson #3 from p for Monday

41. Newscast Project HOW TO GET STARTED -
YOU are responsible for one “story”
You’ll need to organize your story from its basic foundations, to a finished product
First, brainstorm facts about your subject, then decide how it’ll be presented
Example #1: SUBJECT: the English Revolution
I want to present this as an interview with Henry and his first and second wives
I’ll list about TEN facts on the subject, and…
I’ll make a script for them to discuss
But, to make sure it’s interesting, I’ll have them “on a set” like it’s one of those late night talk shows where they argue, there’s a paternity test for Anne Boleyn, Catherine will point out her family relations and Charles V’s connection with the Pope, the special dispensation they got married with, etc.

42. Newscast Project ANOTHER IDEA -
KEYS TO THINK ABOUT:
Keep it fun and interesting
Do NOT just be frivolous: include factual information
Example #2: SUBJECT: the THIRTY YEARS WAR
I want to present this as a weather report
I’ll list about TEN facts on the subject, and…
I’ll make a script that uses weather patterns as a metaphor for the battle scenes
I’ll bring up a “Hurricane Roundhead” with a storm front ahead of it called “Tropical Storm Cromwell” with such wind force, it’s like a “NEW MODEL ARMY,” as powerful as last year’s “Hurricane Gustavus” from the north that pounded the Empire with hail like small cannon of a loyal army.

43. More Ideas: Sports report
Anchorman describing, then an on the scene report or acting out
Editorials and interviews, like “The O’Riely Factor”
INCLUDE BACKGOUND, MUSIC, COSTUMING, ETC. AS NEEDED…

45. Monday, 4/3/17 POD – AP European History Homework check (Lesson #3)
PPT #703 –
Khrushchev’s policies and issues
JOURNAL 7:10
Analyze the ways in which Western Europe nations have pursued European economic and political integration from 1945 to the present, referring to at least two nations. (2011-7)
HOMEWORK
Read/notes Lesson #4 from p for Wednesday

46. Tuesday, 4/4/17 POD – AP European History Finish PPT #703 –
Khrushchev’s policies and issues
JOURNAL 7:11
Analyze various factors that contributed to the process of decolonization in the period 1914 to (2012-7)
HOMEWORK
Read/notes Lesson #4 from p for Wednesday

47. Wednesday, 4/5/17 POD – AP European History Homework check (Lesson #4)
PPT #704 – Reform and Protest of the 1960s
JOURNAL 7:11
Analyze various factors that contributed to the process of decolonization in the period 1914 to (2012-7)
JOURNAL 7:12
Analyze the causes of and responses to the 1968 crisis in France. (2009b)
HOMEWORK
Read/notes Lesson #5 (1970s) ( )

48. Thursday, 4/6/17 POD – AP European History
Finish the activity from yesterday about Nuclear Proliferation
PPT #705 – Changing Consensus in Western Europe during 1970s
JOURNAL 7:13
Describe and analyze the resistance to Soviet authority in the Eastern bloc from the end of the Second World War through Be sure to include examples from at least TWO Soviet satellite countries. (1997-4)
HOMEWORK
Read/notes Lesson #6 (1980s) ( )

49. Friday, 4/7/17 POD – AP European History
PPT #706 – The Brezhnev Era and Gorbechev Era
Read ELECTIONS, SOVIET STYLE
FILL IN CHART #1 TO THE BEST OF YOUR ABILITY
JOURNAL 7:14
Analyze the factors working for and against European unity from (2004-4)
HOMEWORK
Read/notes Lesson #7 for the Tuesday after Spring Break ( )
HAVE A GREAT WEEK OFF!!!
NEWSCAST IS DUE THE WEDNESDAY AFTER WE RETURN
SCANTRON WILL BE THAT FRIDAY

51. Monday, 4/17/17 POD – AP European History LMC
Check out Newscast – does it work?
PLAN OUT ALL SCRIPTS, LOCATION OF FILIMING, SETS, ETC.
If Jacoby comes to your group, you must be done this and ready to show it, or be working on it diligently!!!
JOURNAL
none
HOMEWORK
Read/notes Lesson #7 for tomorrow (1990s) ( )
NEWSCAST IS NOW DUE NEXT MONDAY (NEW DUE DATE)!!
SCANTRON Friday

52. Tuesday, 4/18/17 POD – AP European History
Finish PPT #706 – The Gorbechev Era
JOURNAL 7:15
Analyze the political and economic effects of changing population patterns in Western Europe in the period circa 1950 to the present. Cite specific examples from at least TWO countries. (2010b-5)
HOMEWORK
Read/notes Lesson #8 for tomorrow (2000s) ( )
NEWSCAST IS DUE MONDAY!!
SCANTRON Friday
Bluebook Tuesday
Journals due Tuesday

53. Wednesday, 4/19/17 POD – AP European History
PPT #708 – Modern Issues in Europe
Work on Chart #1 - chart of European leadership
(sorry, I never posted lesson #8 – so, don’t worry about it)
JOURNAL 7:16
Discuss the evolution of the four main Soviet leaders. What did they stand for, that was a shift from the previous ruler? What did they have to deal with as leader of the USSR? (free write)
HOMEWORK
Finish chart #1
NEWSCAST IS DUE MONDAY!!
SCANTRON Friday
Bluebook Tuesday
Journals due Tuesday

54. Thursday, 4/20/17 POD – AP European History Finish PPT #707
Review all lessons
Discuss chart
Homework check: Chart #1 and notes on Lesson #7
Starbucks review time:
5pm-6pm
HOMEWORK
Friday: SCANTRON
Monday: Argue Day; NEWSCAST IS DUE MONDAY
Tuesday: Bluebook and Journals due
Wed/Thurs: review all vocab
Friday: SUPERQUIZ #4 (all vocab of the entire year!)

55. Friday, 4/21/17 POD – AP European History Scantron today SUBJECT
LATE 20TH CENTURY EURO
HOMEWORK
Monday: Argue Day; NEWSCAST IS DUE MONDAY
Tuesday: Bluebook and Journals due
Wed/Thurs: review all vocab
Friday: SUPERQUIZ #4 (all vocab of the entire year!)

57. POD – AP European History LMC JOURNAL none HOMEWORK
Monday, 4/24/17
POD – AP European History
LMC
JOURNAL
none
HOMEWORK