1. AP EUROPEAN HISTORY MRS. BRAUN

2. 2 ► AP European History simultaneously divides the material into four sections, which we will tackle in two parts accordingly: ► ◦ 1450–1648 ► ◦ 1648–1815 ► ◦ 1815–1914 ► ◦ 1914–Present (2005)

3. 3 ► The course is divided into two semesters. The first semester covers the High Renaissance (1450) to the effects of the Industrial Revolution (1848). The second semester covers The Age of Nation States (1850) to the present (2005). There are 11 Units paced over the weeks leading up to the AP Exam. They are as follows – ► Unit 1: Introduction. End of Feudalism and The Renaissance – includes humanism, new monarchs, Age of Exploration ► Unit 2: Reformation and Religious Wars ► Unit 3: Age of Absolutism and Constitutionalism ► Unit 4: New Directions of Thought and Culture – includes Scientific Revolution, Transatlantic Economy, and The Enlightenment ► Unit 5: French Revolution, Napoleonic Era and Romanticism ► Unit 6: The Industrial Revolution and Reform ► Unit 7: The Age of Nation States, The Building of European Supremacy, and The Birth of Modern European Thought ► Unit 8: Imperialism, Alliances, and World War I ► Unit 9: Political Experiments of the 1920’s and The Great Depression of the 1930’s ► Unit 10: The Rise of Dictatorships and World War II ► Unit 11: 1945 to the Present

4. 4 Snapshot: Current vs. revised AP Euro History Course FeaturesCurrentRevised Chronological scope c. 1450 to the presentc. 1450 to t2005 Periodization model none4 historical periods with 19 key concepts Themes3 themes: political/diplomatic social/economic cultural/intellectual 5 themes: Interaction of Europe and the World Poverty and Prosperity Objective Knowledge and Subjective Visions States and Other Institutions of Power Individual and Society SkillsNone explicitly definedNine historical thinking skills Clear targets of assessment None explicitly defined69 Learning Objectives

5. 5 1. Greater emphasis on using the course themes throughout the course to help students make connections across units and periods 2. Specific targets of assessment outlined in the learning objectives 3. Greater emphasis on using and synthesizing historical evidence 4. Greater emphasis on skills, especially analyzing sources and analytical writing that includes a thesis supported by evidence 5. New skills of synthesis, periodization, and interpretation are challenging to many teachers as the tools and resources needed to teach them (e.g. secondary sources) are less familiar to teachers Major differences in Curriculum

6. 6 Snapshot: Current vs. Redesigned Exam Format and Item Types Features of Exam Current ExamRedesigned Exam Multiple- Choice Section 80 questions55 questions 55 minutes 50% weight40% weight Short Answer none4 questions 50 minutes 20% weight DBQ 10 to 12 documents Bringing in “outside” knowledge beyond documents is one of several ways to earn points in expanded core 5 to 7 documents Requires bringing in “outside knowledge’ beyond documents 60 minutes55 minutes 22.5% weight25% weight Long Essay Two sets of three questions each—students select one question from each set Students select one of two questions 70 minutes35 minutes 27.5% weight15% weight

7. 7 1. All multiple-choice questions will require analysis of historical sources (included as the stimulus material for each set); questions require application of historical thinking skill, conceptual knowledge, and knowledge of required historical developments, processes, events, etc. 2. Set format requires multiple ways of approaching/interpreting the stimulus material 3. Secondary sources now explicitly included as stimulus material 4. Short-answer questions that target a primary skill are completely new format 5. DBQ now requires students to connect the documents to required concepts in the curriculum framework 6. DBQ requires deeper analysis of fewer sources focusing not just on point-of-view (POV) but also context, audience, and purpose 7. Less weighting to multiple-choice questions and more weighting on free-response questions 8. New exam includes six writing tasks (previously three) Major differences in Assessment

8. 8 1. Expose students to a wide variety of types of evidence (including and especially non- textual). 2. Help students learn to read sources carefully and analyze the source’s point-of-view. 3. Help students learn to analyze first what an essay question is asking for and carefully plan/outline how to respond in an organized essay format. 4. Help students learn how to write an effective thesis. 5. Help students learn how to select and use evidence that accurately relates to the topic of the question (students often include evidence in their essays that may pertain to the general topic but are out of the chronological scope of the question). 6. Help students understand the difference between narrative and analysis in writing essays, and learn how to analyze instead of summarize. Summary of Recent Chief Reader Comments