1. AP European History
Mr. Vincent Spina

2. Overview Course Introduction (Handout) Course Description (Handout)
Materials (Handout)
Grading (Handout)
Rules and Expectations (Handout)
Student/Parent Contract
Practice Test (What do you know? What should you expect to know? Is this course for you?)
AP Euro
-Topics (Website)
(6) Skills of History (Class discussion)
SPRITE Analysis Framework (Class discussion)
Historical Empathy (Class discussion)

3. Six Skills of history RECALL INTERPRETATION APPLICATION ANALYSIS
SYNTHESIS
EVALUATE

4. SPRITE Analysis framework
Social
Political
Religious
Intellectual
Technological
Economic

5. Historical Empathy
Analyze source by completely examining all of its parts. (Author, Date, Tone, Background)
Develop a sense of multiple perspective through the analysis of multiple documents.
Determine the validity of a source based on the investigation of the other sources.
Develop a sense of what YOU think is true.
Don’t be afraid to say or write what you think.

6. Historical Empathy
Consider the thoughts and beliefs of people in the past.
Understand and appreciate the circumstances of those who lived in the past.
Understand predicaments, appreciate circumstances.
Reflect on the consequences of an individual’s or group’s actions.
Think critically about past occurrences.

7. Historical Empathy Empathy is NOT imagination.
Empathy relies on inquiry and evidence
NOT to be confused with sympathy, which we sometimes develop as a result of empathy.
Empathy is understanding why people of the past acted as they did.
To understand actions we must be familiar with key events, personalities, and cultures of the period under investigation.
Empathy involves an appreciation of the consequences of the actions of those in the past and our ability to reflect on those consequences.
Empathy is recognizing that the past is different from the present.
Using our own experiences to understand the past.

8. Writing Guidelines
Assignments may be written in class or typed at home
Class assignments
Ammunition for discussion
Assessment on reading assignments
Preparation for AP test (Essays and DBQs)
Home assignments
Essays and DBQs
Review questions. (5 points each)

9. Essays and Dbqs Asks you to organize your response logically.
Years, events, or movements.
Depend on a clear understanding of the question, especially directive words.
Analyze
Assess/Evaluate
Compare
Contrast
Describe
Discuss
Explain
Identify
To what extent

10. Essays and Dbqs Always evaluated using a rubric
(Essay and DBQ) Thesis that directly addresses all parts of the question.
(Essay and DBQ) Support for thesis.
(Essay and DBQ) Organization.
(DBQ) Discusses a majority of the documents
(DBQ) Demonstrates an understanding of a majority of documents.
(DBQ) Supports thesis with appropriate interpretations of a majority of the documents.
(DBQ) Analyzes documents by explicitly grouping them in appropriate ways.
(DBQ) Always takes into account the source of the documents.

11. Essays and Dbqs Essay Rubric
Relevant Thesis
Addresses all parts of the questions
Supports thesis with specific evidence
Well organized
All typed assignments will be done using 12-font, Times-New Roman, double spaced, and one-inch margins. MLA format is expected whenever possible.

12. AP Test May 6, 2016 Final Exam Part One: Part Two:
55 Multiple Choice Questions (50 minutes)
4 Short Answer Questions (50 minutes)
Part Two:
1 Long Essay Question (35 minutes)
1 Document Based Question (55 minutes)

13. AP European Historical Periods
Period One: c to c (Semester One)
Period Two: c to c (Semester One)
Period Three: c to c (Semester Two)
Period Four: c to the Present (Semester Two)

14. AP European History Themes
1. Interaction of Europe and the world.
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 societies?

15. AP European History Themes
2. Poverty and prosperity.
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?

16. AP European History Themes
3. Objective knowledge and subjective visions.
What roles have traditional sources of authority (church and classical antiquity) played in the creation and transmission of knowledge?
How and why did Europeans come to rely on the scientific method and reason in place of traditional authorities?
How and why did Europeans come to value subjective interpretations of reality?

17. AP European History Themes
4. States and other institutions of power.
What forms have European governments taken, and how have these changed over time?
In what ways and why have European governments moved toward or reacted against representative and democratic principles and practices?
How and why di changes in warfare affect diplomacy, the European state system, and the balance of power?
How did the concept of a balance of power emerge, develop, and eventually become institutionalized?

18. AP European History Themes
5. 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 have tensions arisen between the individual and society over the course of European history?
How and what has the status of specific groups within society changed over time?

19. AP European History Skills
Chronological reasoning. This includes cause and effect, coincidence, correlation, and the relationship between historical events.
Patterns of continuity and change over time. Students need to be able to recognize how and when changes occur.
Periodization. Students need to recognize how the flow of history can be divided into various time periods in order to model and understand historical concepts.

20. AP European History Skills
Comparison. Students must be able to compare and contrast events, people, trends, and themes across different time periods and/or geographical areas.
Contextualization. Students should be able to place events in the context of the time and place in which they occur.
Historical argumentation. This includes making a central argument and using evidence effectively to support that argument.

21. AP European History Skills
Appropriate use of historical evidence. This includes evaluation of the merit of the sources,both primary and secondary, and recognizing the impact of bias, intended audience, purpose, format, and other factors.
Interpretation. Students must recognize that different historians can construct different interpretations of historical time periods, events, and figures.
Synthesis. Students must be able to develop meaningful understandings of the past by using the previously mentioned historical thinking skills.