AP European History2017

NAME: ______________________________________

Parent’s Signature: ____________________________

Date: August 21st,2017

COUNTDOWN to the AP European History EXAM May 18th, 2018---270 DAYS!

Academic Dishonesty: Students are expected to be academically honest at all times. No forms of dishonesty will be permitted. Cheating of any kind, including sharing homework and plagiarism violates our school policy. Students who are guilty of academic dishonesty will receive no credit for the assignment, the incident will be documented on the student record, and parents will be notified. For further detail, please see the Student Handbook.

Attention: Students will be given a COLOR coded Bonus sheet for each quarter. All bonus points will be added on October 16th!August 25th AM or PM Review (+5)—7-7:45 or 3:15-4:00

Bring review text and we will discuss strategies for success (Pages 10-20)

September 1st AM or PM Review (+5)—7-7:45 or 3:15-4:00 Bring review text and we will discuss strategies for success (Pages 22-34)

September 8th and 22nd (AM or PM---+5) Bring review text and we will discuss WRITING strategies (Pages 34-46) ---

September 8th Bring review text and we will discuss THEMES and Key Concepts strategies

(Pages 47-57) --- September 22nd (and preview THEME projects)October 3rd or 4th (AM BOTH Days!) ----+5 each day. (So +10 possible)--Bring Review Text—TEST REVIEW

MODEL UN Meeting #1---Club Dues 10.00 (August 31st at downstairs picnic tables—outdoor classroom). NOTE: +10 for any student who donate 12 drinks

for the meeting. Students DO NOT need to be in Model UN. This is a ONE time per quarter opportunity.MODEL UN Meeting #2 and #3---September 7 th : Last day to pay dues. We will also have elections at this meeting. September 28 th pizza and drinks meeting and learn about expectations for DIMUN.

MODEL UN Meeting # 4 and #5---October 12 th and October 26 th .Pizza and Drinks. Discuss parliamentary procedure and resolution writing/statements of intent.

SUPPLIES NEEDED for AP European History:

1. Black and Black pens2. WIDE RULE notebook paper3. #2 pencils (for multiple choice test days ONLY)4. Kagan TEXT: The Western Heritage Since 1300: AP Edition (11th Edition)5. Review Text (2017 AP Achiever—Chris Freiler): ACHIEVER Exam Prep for AP

European History: ISBN-978-0-07-897642-16. EACH QUARTER students will start another 3 ring binder (1 and ½ inch). By

the end of the year they will have 4-1 and ½ inch binders representing period 1,2,3, and 4 of European History.

7. 3X5 note cards8. Highlighters9. 12 new dividers PER quarter10.Stapler (at home—so work is ready to turn in at the start of class)11.MULTI Colored Ball Point Pens (for example BIC Crystal BOLD Colors---24

pack is 5.00)

NOTEBOOK DIVIDERS should be LABELED as 1-12 according to the list on the next page. We will organize notebooks on AUGUST 25th. PLEASE have 3 ring binder, dividers, and multicolored pens in class on Friday August 26th! DO NOT label dividers at home. We will do this in class on FRIDAY, so all student notebooks will be organized the same way. Notebooks will be checked TWICE each quarter. These will be POP notebook checks worth 25 points each. Students should bring notebooks to class EACH day. Students should also bring REVIEW text each day. Kagan texts can be kept at come unless the syllabus says bring Kagan to class.

NOTEBOOK LIST:

1. Signed Syllabus2. Key Concepts3. Terms and Dates4. Looking Back5. MAPS6. SQIDs or One Pagers—dated and in order of date assigned7. NOTES and UNIT Work: Class notes, History Sage Notes, Quiz Notes

Other Assignments (all must be in order according to date assigned)8. Multiple Choice Practice9. Short Answers10.Long Essay Questions (and practice) and Document Based Questions (and

sourcing practice)11.AP Themes and HTS (Historical Thinking Skills)12.LOOKING AHEAD

Objectives and Activities for August 21st through September 1st

MINI-UNIT 1: HOW it all ENDS!

DIFFERENTIATE between primary and secondary sourcesANALYZE sources for the following: historical context, intended audience, author’s purpose, and author’s point- of view (HIPP analysis)PRACTICE the art of historical detection.EXPLAIN how and why political forms of European governments have changed over time.LIST ways that the status of specific groups within European society has changed over time.IDENTIFY the ways that the Cold War played out on a larger stage and involved propaganda, covert actions, limited wars, and an arms race.DESCRIBE the steps involved in post WWII decolonization.

August 21st—short class

1. Prayer and Roll Call.2. Discuss DUTY assignments and make 1st assignments. Get 1st quarter

syllabus.

3. TAKE UP: Summer Work4. Intro Activity: INTERVIEW a student and then WRITE one paragraph

describing another student in the class. 5. PREVIEW all upcoming class and homework activities in case some students

want to get ahead on map and chapter homework.6. HOMEWORK:

a. RETURN signed syllabus (5 points)b. Return parent/ student questionnaires.c. COMPLETE: “What’s in His Wallet” Activity (Students will use

hypothetical list of wallet contents to create a character sketch. The final product will be one well- developed paragraph. 5 points)

d. Students should write in BLACK ink on the front side ONLY of the paper. HEAD the paper in the following way and on the TOP left hand corner of the paper.

NAMEDATECLASS PERIOD

August 22nd and August 23rd

1. STUDENT led prayer, roll call, and homework collection.2. 2 DAY SOCRATIC SEMINAR on the origins of the Cold War.3. HOMEWORK DUE on AUGUST 24th:

a. WATCH the following Cold War mini-lecture (11:25 minutes) and answer the following questions:

Cold War Explained: World History Review - YouTube

HIP HUGHES COLD WAR Questions:WRITE questions and answers. Questions in BLACK and answers in BLUE.

HEAD PAPER as follows:NAME: Class Period:Hip Hughes Cold WAR: Period 4 (1914-the present)

TOTAL POINTS: 10

1. How did the Cold war develop out of WWII?2. Who does Hughes call the “Red Devil”?3. EXPLAIN the term “frenemy” as it relates to Stalin.4. What happened at Yalta and how did the events of Yalta lead to

the Cold War? 5. Why was the Cold war called the Cold War?6. What is the MAIN ideological difference between the US and

the USSR?7. LIST and describe 3 specific Cold War events discussed in the

video.8. What was the purpose of containment?9. What does MAD mean?

10. What were the years of the Cold War? 11. Who was the last leader of the USSR? 12. Who was the US President in the 1980s? 13. How many political parties were in the USSR? 14.What is the difference between a command economy and a laissez faire economy. (LINK each economic theory to EITHER the US or the USSR) 15.DEFINE: glasnost 16.DEFINE: perestroika 17.HOW does Hughes explain the US victory in the Cold War? 18.WHO was the face of the reform movement in the USSR?

19.What happened to the USSR? 20.LIST 2 symbolic events linked to the END of the Cold War. 21.HOW does Hughes describe the USSR-Afghanistan War.

ALSO WATCH the following John Ruddy Cold War VIDEO (9:42 minutes) and create a COLD WAR TIMELINE. DIRECTIONS: Turn paper sideways and use one sheet PER DECADE (1940s, 1950s, 1960s, 1970s, 1980s,1990s. NOTE: there will be less information on the 1940s and 1990s decade pages).

HEAD the 1st pages of the timeline as follows:NAME: Class Period:JOHN Ruddy: Cold WAR: Period 4 (1914-the present)

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiZoua1lPPUAhWBOCYKHXrhDX8QyCkIIzAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DwVqziNV7dGY&usg=AFQjCNHiMZPnGZMIZ8scuwOuyFB47Q5K-A

August 24th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. INTRODUCTORY ACTIVITY: Read aloud 2 or 3 interesting character sketches

from the “What’s in his Wallet” activity. (NB Section-1)3. THESIS THURSDAY: POP Prompt on the Cold War (5 points)4. DISCUSS SOURCING: What questions should historians ask when examining

primary and secondary sources.5. HOMEWORK:

a. Bring NOTEBOOK and Supplies for notebook organizationb. WATCH: DECOLONIZATION John Green Video and Answer the following

questions. Write questions and answers. (15 points)

HEAD PAPER as follows: NAME: Class Period: Decolonization and Nationalism Triumphant Crash Course World History #40 (12:48 minutes) Period 4 (1914-the present)

Decolonization and Nationalism Triumphant: Crash Course World ...

Name at least 2 other times when empires fell. How were the Allies fighting imperialism during WWI? How was WWII linked to decolonization? How many nations were formed from post British Empire India? What 3 places were formed from French Indochina? The Dutch East Indies became __________. What were similar characteristics of decolonization which occurred in a

variety of areas?

Decolonization often involved ______________. What place was nonviolent with decolonization and when did this

independence movement begin? India is hugely__________. DESCRIBE: Gandhi Who worked with Gandhi? What did they believe? Who Muhammad Ali Jinnah? List the 3 countries that formed from British India. How many died during Indian independence? Why was Gandhi assassinated? Name 3 groups that used hunger strikes? EXPLAIN: CULTUURSTELSEL How did WWII affect Indonesia? DESCRIBE: Sukarno DESCRIBE: Khmer Rouge DECRIBE: Ho Chi Minh DESCRIBE: Vietnam War How did money figure into Egyptian independence? DESCRIBE: Nasser What was the problematic legacy of colonialism (and what is

meant by the term “problematic legacy”)? Who lives in Rwanda? What did Europe claim about the colonization of Africa? What did

Europe really want in Africa? How was Africa when the Europeans left? How were African rulers viewed after Europe left Africa? List 4 African dictators. Describe problems in Africa. Describe recent positive changes in Africa.

August 25th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. READ aloud and discuss Cold War Intro Paragraphs (NB Section 10)3. DISCUSS Notebook Setup4. EXPLAIN SOURCING and DISCUSS HIPP analysis for 8 documents on

decolonization and revolution.

5. WEEKEND HOMEWORK: Read and answer questions on 8 documents associated with decolonization and complete steps 1-4 for essay preparation. (20 points)

END of 1st Week of AP Euro

August 28th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. BELLRINGER: 2 Stimulus Based Multiple Choice Questions on French

Women’s’ Soccer Team3. Interaction Theme Quiz (10 points)4. DISCUSS--KEY CONCEPTS for PERIOD 4 (post-WWII Era)—NB #25. LINK Key Concept discussion to Cold War Power Point Palooza, John Ruddy

TIMELINES, HIP Hughes Cold War Video, and John Green Decolonization Video Questions and Answers. (NB #12)

6. HOMEWORK: Theme 1 Questions and Answers (NB #11)—see below. NAME: ___________________ NB SECTION #11

THEME #1: Interaction of Europe and the WORLD (INT) THIS theme is about causes of European exploration and colonization as well as long term consequences. WRITE QUESTIONS and ANSWERS (questions in BLACK and answers in BLUE)

1.In what century did the interaction between Europe and the world begin?

2.What motivated interactions between Europe and the world? 3.DEFINE: indigenous 4.DEFINE: periphery 5.How was interaction with Africa and Asia different from

interaction with the Americas? 6.How did European interaction with Africa, Asia, and America

impact Africa, Asia, and America? 7.How did European interaction between Africa, Asia, and the

Americas impact Europe? 8.How did the concept of race emerge? 9.How was race linked to slavery?

10.DESCRIBE: Middle Passage 11.When did opposition to slavery emerge? 12.What arguments did abolitionists (DEFINE: ABOLITION) use to

oppose slavery? 13.How was the Enlightenment linked to abolitionism? 14.What revolutions are linked to the Enlightenment? 15.Empire building is linked to what century? 16.Colonialism (AKA New Imperialism) is linked to European

conquest of _________ and ____________. 17.PUT in your own words: “The scale and pace of conquest

intensified because of asymmetries in military technology, communications, and national rivalries among Great Powers”.

18.How was new Imperialism linked to WWI? 19.DEFINE decolonization (in your own words). 20.Following decolonization, how did non Europeans affect

Europe?

August 29th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. BELLRINGER: Timeline Tuesday (10 points)3. DISCUSS AP HISTORICAL THINKING SKILLS and THEMES4. WRAP UP Chapter 21 Discussion5. HOMEWORK: THEME 2: Poverty and Prosperity -Q and A

SEE BELOW:NAME: ______________________NB SECTION #11

WRITE QUESTIONS and ANSWERS (questions in BLACK and answers in BLUE)

Theme #2: Poverty and Prosperity (PP)

a. When was the Commercial Revolution?b. List 3 aspects of the Commercial Revolution.c. How did the Commercial Revolution impact Europe?d. List 3 facets of the preindustrial economy.e. How did commercial wealth lead to government intervention in the

economy?

f. DEFINE: Mercantilismg. Who wrote The Wealth of Nations?h. What is capital?i. What is capitalism?j. How did the Agricultural Revolution affect Europe?k. When was the second Industrial Revolution?l. Why did some people criticize capitalism?m. How did capitalism impact production? Is this an issue today?

Explain. (WHY is this BAD for Europe and NOW for America)n. Describe socialism.o. Describe communism.p. What is meant by the term Keynesian?q. What part of Europe had an economic miracle?r. Describe post WWII Europe.

August 30th and 31st

1. STUDENT led prayer, roll call, homework collection, and paper return.2. TWO Day Discussion of the END of the Cold War. We will discuss student

work from Chapter 22 and watch the following videos during our 2 day discussion. We will also read 2 handouts on the impact of immigration on Europe and the US.a. AP Euro Fun Sized---create a graphic organizer while watching/ taking

notes on this short video (10:13 minutes)https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwjCmp-ulvjUAhVIeSYKHcrXBFoQtwIIJDAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dlx2eAnu9I9s&usg=AFQjCNFZ6-3E85H3V7sBCamTM_p9x2Lc-Q

b. JOHN GREEN (6:58) ---Understanding the Ukraine: The Problems Today

and some Historical Contextualization. Students will complete the bulleted list while watching.

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwj8wtaltPnUAhWGGz4KHVeyA7YQtwIIKDAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DA2nklduvThs&usg=AFQjCNEer-hOC3CdsuaEBPZs2p4q6UlRZA

Define: CONTEXTUALIZATION. Students should create a timeline of important events from the information

presented in the video. List 2 current problems of the Ukraine. Explain the meaning of the word Ukraine. What does the Ukraine need? How does John Green explain the 2 narratives for the situation in the

Ukraine?

c. What is the European Union anyway? (Students should list 10 facts while watching.

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiV4tXfuvnUAhVCdT4KHUpQD0oQtwIIJTAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DhrRAYqHAPac&usg=AFQjCNEQMJSl6HQdEehWhVkrt4U5cy6NmQ

d. Finally, we will watch 2 short BREXIT VIDEOS listed below. Students should define BREXIT in their own words and then start create a T chart with a list of the pros and cons of BREXIT.

1st: BREXIT BRIEFLY (6:57 minutes) 2nd: BREXIT: The Animated Movie (3:20 minutes)https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0ahUKEwi74pDQvfnUAhUC7D4KHUlrAMQQyCkIIzAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dm3_I2rfApYk&usg=AFQjCNFfyJhpnbavts4SjUW7BgB8E92gLQ

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwj1hN_CvfnUAhWGNj4KHZW5CnoQtwIIITAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dj0pwXLtvt2w&usg=AFQjCNGw-l8YnQbe6fuPcaufj4RU1gMr9A

e. Read an article on the impact of immigration on Europe and use the following literacy strategy. (read aloud, brief oral summary, identify difficult words, annotate the text, create a graphic organizer, answer a question in one paragraph)

f. HOMEWORK: DUE on FRIDAY September 1st

1. Read 10 PRO-CON statements on US Immigration Issues and write a one sentence summary of EACH view (KNOTT will give an example of the 1st issue). (20 points—20 sentences)

2. FIND and PRINT 4 Political Cartoons (PRO-CON Immigration to Europe, PRO-CON Immigration to USA). Explain the view of each cartoon on a separate paper. KNOTT will provide an example. (10points). Also save political cartoons on IPAD for possible air drop discussion.

September 1st

1. STUDENT led prayer, roll call, homework collection, and paper return.2. WRAP UP Immigration Discussion with a discussion of PRO-CON summary

sentences and political cartoons

END OF WEEK 2—LONG LABOR WEEKEND. NO HOMEWORK—Spend time with family and friends and get some rest! You’ve earned it. Objectives and Activities for September 5th through September 8th

UNIT 2: Where it all BEGAN(MAJOR TOPICS: Middle Ages, Renaissance, Reformation, New Monarchy, Age of Exploration)

ANALYZE the reasons why the Renaissance began in Italy.COMPARE and CONTRAST the Middle Ages with the Renaissance.INVESTIGATE Italy’s political decline in the 14th and 15th centuries.EXAMINE a stimulus to answer an AP style multiple choice question.COMPARE and CONTRAST Renaissance views on men and womenIDENTIFY reasons why Machiavelli wrote The Prince.

TUESDAY September 5th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. INTRO Activity Watch: THE PLAGUE SONG and write one paragraph on a

specific question about the plague (5 points)

3. Introduction to the Middle Ages: Watch JOHN GREEN The Dark Ages: How Dark Were They, Really? Students should list facts about the Middles Ages and the Renaissance (if applicable) on a chart provided by Mrs. Knott

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiv4dj45_rUAhWE0iYKHSDpCkQQyCkIKjAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DQV7CanyzhZg&usg=AFQjCNGAoNsbzrVPZJpeqQVJGOROM1tTzQ

4. 5 minutes) –one practice stimulus based multiple choice question set on the Middle Ages ALOUD.

5. RETURN Summer map activity and DISCUSS Kagan Chapter 1 6. Intro NOTES in class on the Middle Ages using Power Point Palooza.7. HOMEWORK for Wednesday:

Take notes in outline form for a reading quiz on pages 59-68 of Kagan.1st reading quiz on Wednesday. (2 page MAX COLOR CODED outline)

8. HOMEWORK: DUE on THURSDAY Use chapter 1 work, review text pages 59-62, and Kagan 2 to

gather evidence to define 2 historical time periods (The Middle Ages and the Renaissance). List information on charts provided by Knott.

Wednesday September 6th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. Spend 10 minutes wrapping up details about the Middle Ages (Kagan

outlines, student periodization charts, Mercado notes)1. GET out reading quiz notes and take READING QUIZ #12. WATCH: John Green Crash Course World History #22: The Renaissance was

it a thing? Students should take notes while watching. These notes can be additions to Kagan reading quiz notes and CAN be used on the reading quiz. (12 minutes). Students can also fill in info on Middle Age/Renaissance Chart.https://www.youtube.com/watch?v=Vufba_ZcoR0

3. READING QUIZ #1. After the quiz students will predict their score, analyze reasons for success or failure, and develop a strategy for success on the next reading quiz (3 sentences)

September 7th ---SCHOLAR’S BOWL/ KNOTT OUT

1. STUDENT led prayer, roll call, homework collection, and paper return.2. STUDENT ASSIGNMENTS with SUBSTITUTE—DUE TODAY!

GENERAL DIRECTIONS: Write questions in black and answers in blue.Head paper: Name Class Period Period 1 (1450-1648) NB #7

Silently read page 8 and excerpt from The Prince (THIS will be on page 8 of SHERMAN readers and complete the following activities.a. HIPP analysis of The Prince (Historical Context, Intended

Audience, Purpose, Point of View).b. How did The Prince reflect the values or practices of the

Renaissance?c. How might these same principles be applied to 21st century

politics? Silently Read an EXCERPT from Castiglione’s The Courtier

(THIS will be on page 9 of SHERMAN readers) and complete the following activities: a. WRITE a one sentence description of Castiglione.b. Explain why Castiglione considers noble birth important.c. LIST talents Castiglioni considers important for a courtier’s

success.d. DESCRIBE how a woman’s path to success at court was

different from a man’s path to success at court.

3. RETURN and DISCUSS yesterday’s quiz.4. DISCUSS SQIDS: 1st 4 SQIDS due on MONDAY5. HOMEWORK: Read and Outline pages 68-75 for a quiz on FRIDAY(2 pages

MAX—COLOR CODE)

September 8th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. INTRO activity: DISCUSS page 78. (Machiavelli Excerpt on page 78---TAKE

a picture of page 78 with IPAD before class today).3. Discuss Renaissance and Exploration T and D4. READING QUIZ: on pages 68-75 (30 points)5. HOMEWORK: 4 SQIDS on the END of chapter 2 (30 points total)

END of WEEK 3 of AP European History----Keep up the good work!

OBJECTIVES and ACTIVITIES for September 11st through September 15th

INVESTIGATE Italy’s political decline in the 14th and 15th centuriesCRITIQUE the actions of New Monarchs from 1445 to 1550EXAMINE a stimulus to answer an AP style multiple choice questionILLUSTRATE themes in one chapter of THE PRINCEEXPLAIN a quote from The Prince Monday September 11th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. INTRO activity: PRACTICE stimulus based MC set on the Renaissance3. DISCUSS Reading Quiz from page 68-75.4. WRAP UP Renaissance NOTES ----and link to SQIDS5. Homework: Read an article about Machiavelli “The Florentine” and answer

questions (write Questions in BLACK and answers in BLUE)(HEAD and label with Period 1-1450-1648/NB #7)

Tuesday September 12th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. INTRO: Renaissance Song (Blister in the Sun) and TIMELINE TUESDAY

activity. Students will be given 10 events from the Middle Ages through the Renaissance to put on a timeline

3. Class discussion on ITALY during the Renaissance. Students will be called upon to discuss information from “The Florentine” Article

4. DISCUSS The Prince Assignment listed below. Chapter assignments will be given tomorrow---these should NOT be told to anyone in the class.

The Prince ASSIGNMENT:

EACH student will be assigned one chapter of The Prince. Each student will be expected to complete the following activities for his chapter. The teacher will model he assignment by completing and demonstrating assignment expectations for chapters 1-2. (50/50 for summary, book cover, illustrations--+5 for covers correctly linked by peers)

Read the chapter. SUMMARIZE the chapter in 1-2 paragraphs in YOUR OWN

WORDS. This should be typed. PICK one important quote from the chapter that illustrates the

main point of the chapter. It should be typed at the TOP of the chapter summary. Leave all other chapter titles and numbers off the summary/quote page as well as the illustrated book cover. Do not put your name on the book cover or on the chapter summary.

CREATE a book cover that illustrates the quote and chapter summary WITHOUT using any words.

BOOK cover illustrations will be displayed around the classroom in a gallery walk fashion.

DURING the first 5 minutes of class, students will be given a random chapter summary and quote to match with the illustrated book covers.

For the rest of the period, students will briefly explain the images on their book covers and link the images to the events discussed in the assigned chapter.

Students will not be allowed to use notes during this discussion and thus should be very familiar with Machiavelli’s message in their assigned chapter. (2-4 minutes per presentation—20 points). At the end of the first quarter students will write the following LEQ in class. Students are encouraged to begin compiling notes and evidence on rulers from 1450 to 1600. Students will be allowed to use a 1page outline (no sentences)

when writing their LEQs. Students can make appointments to discuss thesis statements prior to the date of the in class essay. Machiavelli says that in order for a ruler to succeed he/she should behave “like a lion” and “like a fox”. Compare the policies of any two European rulers from 1450 to 1600 indicating the degree to which they successfully followed Machiavelli’s suggestion. 5. HOMEWORK: Make Flash Cards for Renaissance and Exploration T and D and FIND a BOX for T and D cards for AP Euro

September 13th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. TIMELINE TUESDAY: Students will be given 10 events from the Middle Ages

through the Renaissance to put on a timeline. During activity, KNOTT will hand out chapter assignments for The Prince.

3. WATCH 1st few minutes of The Prince Video (7:55 minutes). KNOTT will have a video guide.

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0ahUKEwiWhMrrr_zUAhVKSyYKHZLNAeMQtwIIQzAG&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D5IGBKu6qM7Y&usg=AFQjCNEpy_uCgEz0BETRZ2WoqG-vudiAjQ

4. Begin discussing NEW MONARCHY (KNOTT Outline—fill in notes!)5. HOMEWORK: Work on The Prince Project

Thursday September 14th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. THESIS THURSDAY: POP Thesis Writing Activity (5 minutes)3. FINISH: The Prince Video (link listed above) with KNOTT Q and A4. HOMEWORK: Work on The Prince Assignment (Due tomorrow!)FRIDAY September 15th

1. STUDENT led prayer, roll call, homework collection, and paper return.

2. IN CLASS The Prince presentations and gallery walk.3. HOMEWORK: Study T and D for Renaissance and Exploration (T and D TEST

on MONDAY) T and D BONUS OPPORTUNITY :

Watch the FOLLOWING 2 Videos on Exploration. Bonus questions will be included at the end of the T and D test based on these 2 short videos. VIDEO notes can be handwritten on FRONT and BACK of 2 3X5 cards.Crash Course World History #21: Columbus, Da Gama, and Zheng He,

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiHm5vKtPzUAhWNUSYKHb7gCScQyCkIJzAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DNjEGncridoQ&usg=AFQjCNG0vO4IZ9xu9MBdVSCMx0sPh0TvSQ KATY PERRY—Exploration Song (Roar Song)

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiTj5yutfzUAhUDOyYKHa_EBpAQtwIIITAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DUoQ2F0EMjVM&usg=AFQjCNFI-GweyEdA-C6_OEgH5vPfiGZlfg

END of WEEK 4----WOW! --- Progress Reports will go out Wednesday September 20th!

Objectives and Activities September 18th through September 22nd

DESCRIBE the spread of Protestantism and its impact on Europe.TRACE the development of Protestantism in England.ANALYZE the impact of the Protestant Reformation on women in Europe.DIFFERENTIATE between the Catholic and Counter Reformation.

Monday September 18th---BRING KAGAN TEXT TODAY

1. STUDENT led prayer, roll call, homework collection, and paper return.2. Renaissance and Exploration T and D TEST3. AFTER T and D TEST: Begin Reading and taking Notes on Chapter 3

upcoming reading quizzes:

Pages 96-115 (30 point quiz on WEDNESDAY) ---4 page outline MAX Pages 115-133 (30 point quiz on FRIDAY) ---4 page outline MAX

Tuesday September 19th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. WATCH: Manic Monday: Reformation SONG3. DISCUSS Reformation T and D4. Intro NOTES the Reformation (KNOTT OUTLINE—fill in)5. HOMEWORK: Reading Quiz TOMORROW

Wednesday September 20th----GET Progress Reports!

1. STUDENT led prayer, roll call, homework collection, and paper return.2. WATCH: John GREEN Reformation Video and fill in hand out provided by

KNOTT.3. Chapter 3 pages 96-115 Reading Quiz (30 points)4. Continue discussing Reformation.5. HOMEWORK: Return Signed PR and read for next quiz!

Thursday September 21st

1. STUDENT led prayer, roll call, homework collection, and paper return.2. THESIS THURSDAY: POP Prompt!3. Protestant Reformation Notes and Discussion—Power Point Palooza and

History Sage4. HOMEWORK: READING QUIZ on the END of Chapter 3!

Friday September 22nd

1. STUDENT led prayer, roll call, homework collection, and paper return.2. READING QUIZ—end of Chapter 3 (30 points)3. WEEKEND HOMEWORK : Make T and D cards for REFORMATION T and D.

STUDY for REFORMATION T and D TEST on MONDAY! BONUS Questions for this T and D TEST will come from John

Green Crash Course on Charles V (VIDEO notes can be handwritten on FRONT and BACK of 2 3X5 cards. (CC World History # 219)

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwixnp_A2PzUAhUHMyYKHUONBHMQtwIIJTAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DMRYzW3BSj0I&usg=AFQjCNEW9sMai4oYZ-Lb8TFXJGtvnKq5nA

END of WEEK 5---WOW!OBJECTIVES and ACTIVITIES for September 25th through September 29th

EVALUATE the extent to which, over time, religion shifted from a matter of public concern to one of private belief.EXPLAIN how the relationship between states and ecclesiastical authority changed over time.IDENTIFY significant details linked to European Wars of Religion.PRACTICE writing AP style short answer questions.

Monday September 25th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. MC Monday---Practice a STIMULUS BASED MC set on the Reformation3. Reformation T and D TEST4. DISCUSS ONE PAGERS (KNOTT will provide an example). 5. HOMEWORK: READ pages 134-136 and answer the following question:

How did religious conflict in Europe evolve over the 2nd half of the 16th century.

6. BEGIN WORKING on Chapter 4 One Pagers on the FOLLOWING TOPICS: French Wars of Religion Spanish Wars of Religion English Religious Policy (Mary I vs. Elizabeth I) 30 Year’s War

Tuesday September 26th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. Timeline Tuesday Activity---Middle Ages-Reformation (10 points)3. PREVIEW Wars of Religion----KNOTT notes4. WATCH: Tom Richey and French Wars of Religion and complete a video

guide. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwi4wcHk0_zUAhXCLSYKHQw_B34QtwIIJTAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DBMmNKYrp-4U&usg=AFQjCNHViBjf5mOdzZYKiizlqFkjvErAgg

5. DISCUSS study techniques for FIRST Major TEST! (Bring Review TEXT TODAY).

6. DO 2 practice short answer questions as a class.

Wednesday September 27th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. MORE Wars of Religion DISCUSSION with Tom Richey Video Guide and

KNOTT notes! (15:55 minutes)https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiyx-6n1vzUAhVCTCYKHfsUAAgQyCkIJzAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DB18zwAVO4q0&usg=AFQjCNHuWkX6JCmWJoN0JmV__nSNCarSPQ

3. SHORT ANSWER practice as a class

Thursday September 28th—KNOTT OUT/Scholar’s Bowl

1. STUDENT led prayer, roll call, homework collection, and paper return.2. READ THEME descriptions of the following AP Euro Themes and complete

Questions and Answers. Each theme Q and A should be on its OWN paper. If necessary, students can finish for HOMEWORK. (NB #11)

Objective Knowledge and Subjective Visions States and Other Institutions of Power Individual and Society National and European Identity

3. HOMEWORK: One Pagers (35 points) and Theme Work (20 points) DUE tomorrow!

Friday September 29th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. Students will SHARE and DISCUSS One Pagers.3. WEEKEND HOMEWORK: Q and A on Key Concepts Summaries (NB #2,

questions in black and answers in blue, PERIOD 1-1450-1648) and watch JOHN GREEN Columbian Exchange Video and COMPLETE 6 degrees of separation as well as a graphic organizer (NB #7)

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwjN5JKy_PzUAhXI1CYKHRA8BTsQtwIIKDAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DHQPA5oNpfM4&usg=AFQjCNH9odLQ2om7UvQSzn87FEXSwnOFNw

4. BEGIN studying for 1st MAJOR TEST:

SHORT ANSWER---3 questions on the following topics EXPLORATION, COLD WAR, END of the COLD WAR (30 points TOTAL) ---OCT.4th

55 Multiple Choice Questions : TOPICS: Middle Ages- Wars of Religion—Chapters 1-4 KAGAN (Practice by reading review text pages 64-81 and doing practice MC questions and by studying review text pages 85-102----110 points (WEDNESDAY October 5th)

TIMED ESSAY: on one of the following prompts (4-5 paragraphs)COMPARE and CONTRAST the motivations and actions of Martin Luther and Henry VIII.COMPARE and CONTRAST the Northern and Southern Renaissance.COMPARE and CONTRAST the causes and impact of two Wars of Religion. (FRIDAY OCTOBER 6th—50 points)

END of WEEK 6----NEXT WEEK 1st Major TEST!

Objectives and Activities for October 3rd through October 7th

LINK illustrative examples to Key Concepts from Period 1.USE a STIMULUS to answer AP multiple choice question sets.COMPARE and CONTRAST events associated with the Renaissance and the Protestant Reformation.

Monday October 3rd

1. STUDENT led prayer, roll call, homework collection, and paper return.2. DISCUSS Columbian Exchange work.3. USE BLANK key concepts along with Key Concept Power Point to REVIEW

for test on WED, THUR, and FRIDAY!4. HOMEWORK: STUDY for UPCOMING TEST

Tuesday October 4th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. USE BLANK key concepts along with Key Concept Power Point to REVIEW

for test on WED, THUR, and FRIDAY!3. DISCUSS Compare and Contrast ESSAY format.4. HOMEWORK: STUDY for UPCOMING TEST

Wednesday October 5th-Friday October 7th----3 DAY TEST (BRING NB ready to be graded)

1. STUDENT led prayer, roll call, homework collection, and paper return.2. October 4th---Short Answer TEST3. October 5th—Multiple Choice Test4. October 6th---ESSAY TEST

END of WEEK 7----You survived the first MAJOR test! WOW. Relax—no homework this weekend!

Objectives and Activities for October 9th through October 13th

IDENTIFY important details about the lives of significant individuals for the last millennium.RECOGNIZE people and events associated with the Ages of Exploration, Absolutism, Constitutionalism, Renaissance, and Reformation.ANALYZE personal essays to identify areas of strength and weakness.USE primary sources, secondary sources, and outside information to write a short essay.

Monday October 9th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. Multiple Choice MONDAY---10 minutes of discussion of the 1st test MC

questions.3. RETURN and DISCUSS Short Answer Questions from last test.4. BEGIN WATCHING and TAKING NOTES on the Biography of the Millennium.5. LOOKING AHEAD to WEEKEND HOMEWORK :

COMPLETE SQIDS on the GOLDEN AGE of the Netherlands, European Absolutism, Stuart Rulers, English Civil War, and the Glorious Revolution (pages 167-179 DUE October 16th/30 points)

Tuesday October 10th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. TIMELINE TUESDAY: 10 Events/ 10 Points3. 10 MINUTES on last test multiple choice discussion.4. MORE: Biography of the Millennium5. HOMEWORK DUE FRIDAY : Dissect ESSAY from last test. Students will take a

COPY of the last essay home and using color coding annotate each aspect of the LEQ to assign a score. KNOTT will provide essay copies as well as a sample annotated LEQ.

Wednesday October 11th

PSAT—Some of this may be done either on Tuesday or Friday depending on how many students are taking the PSAT and which classes are disrupted.

1. STUDENT led prayer, roll call, homework collection, and paper return.2. WOMEN Wednesday ACTIVITY---Primary Source DBQ on Elizabeth I. HIPP

analysis over a couple of Wednesdays.3. 10 MINUTES on last test multiple choice discussion.4. MORE: Biography of the Millennium5. HOMEWORK DUE FRIDAY : Dissect ESSAY from last test. Students will take a

COPY of the last essay home and using color coding annotate each aspect of the LEQ to assign a score.

Thursday October 12th

BRING KAGAN TEXTKNOTT OUT Scholar’s Bowl

1. STUDENT led prayer, roll call, homework collection, and paper return.2. LOOK a documents on page 309-310 in KAGAN. Write a short essay using

documents and texts, review book, etc.…. just no technology (IPAD).25 points—DUE TODAY!

3. HOMEWORK DUE FRIDAY : Dissect ESSAY from last test. Students will take a COPY of the last essay home and using color coding annotate each aspect of the LEQ to assign a score.

Friday October 13th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. READ aloud and DISCUSS sample well written LEQs.3. WATCH MORE: Biography of the Millennium and take notes from the video.4. WEEKEND HOMEWORK : COMPLETE SQIDS on the GOLDEN AGE of the

Netherlands, European Absolutism, Stuart Rulers, English Civil War, and the Glorious Revolution (pages 167-179 DUE October 16th/30 points)

ONLY 1 more week in 1st Quarter. Off to an impressive start!

OBJECTIVES for October 16th through 19th

COMPARE and CONTRAST absolutism and constitutionalismDESCRIBE the economic successes and failures of the NetherlandsOUTLINE the problems of the Stuart rulers of EnglandTRACE the causes and consequences of the English Civil War

Monday October 16th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. MULTIPLE CHOICE MONDAY: finish discussing last test questions.3. DUE on THURSDAY October 19th (This will be the 1st grade of 2nd quarter).

Louis XIV ONE PAGER Eastern European Absolutism ONE PAGER (not Russia) ROMANOV ONE PAGER

4. If time permits and if necessary, watch MORE Biography of the Millennium.Tuesday October 17th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. Discuss Absolutism and Constitutionalism T and D. TEST on Monday

October 24th!3. Discuss SQIDS and take notes on British Constitutionalism.4. HOMEWORK: Work on One Pagers and Terms and Dates for Absolutism and

Constitutionalism.

Wednesday October 18th

1. STUDENT led prayer, roll call, homework collection, and paper return.2. Wrap Up NOTES on English Constitutionalism3. Finish Biography of the Millennium if not yet done.4. HOMEWORK: Work on One Pagers and Terms and Dates for Absolutism and

Constitutionalism.

Thursday October 19th

LAST Day of 1st Quarter!

1. STUDENT led prayer, roll call, homework collection, and paper return.2. THESIS THURSDAY---pop thesis activity3. DISCUSS ONE Pagers—Students will lead the discussion and share their One

Pagers.4. WEEKEND HOMEWORK: Make T and D cards and PREPARE for Absolutism

and Constitutionalism T and D TEST on MONDAY!!!

END of 1st Quarter!!!

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