AP European History Course 4

® Effective AP Fall 2017 European INCLUDING: History ü Course framework with contextual information ü Instructional section COURSE AND EXAM DESCRIPTION ü A practice exam AP® AP® European History Course and Exam Description Efective Fall 2017 AP COURSE AND EXAM DESCRIPTIONS ARE UPDATED PERIODICALLY. Please visit AP Central (apcentral.collegeboard.com) to determine whether a more recent course and exam description PDF is available. About the College Board The College Board is a mission-driven not-for-proft organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success—including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. AP® Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented. Schools should make every efort to ensure their AP classes refect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved. © 2017 The College Board. College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. Contents Changes in this Edition of the Course and Exam Description v Acknowledgments vii About AP 1 Ofering AP Courses and Enrolling Students 2 How AP Courses and Exams Are Developed 2 How AP Exams Are Scored 3 Using and Interpreting AP Scores 3 Additional Resources 3 About the AP European History Course 4 Participating in the AP Course Audit 5 AP European History Course Framework 7 Overview 7 I. AP History Disciplinary Practices and Reasoning Skills 8 II. Thematic Learning Objectives 10 Theme 1: Interaction of Europe and the World 12 Theme 2: Poverty and Prosperity 16 Theme 3: Objective Knowledge and Subjective Visions 20 Theme 4: States and Other Institutions of Power 25 Theme 5: Individual and Society 33 Theme 6: National and European Identity 38 III. Concept Outline 43 Historical Periods 43 Using the Concept Outline to Plan Instruction 43 Period 1: c. 1450 to c. 1648 45 Period 2: c. 1648 to c. 1815 75 Period 3: c. 1815 to c. 1914 107 Period 4: c. 1914 to the Present 143 AP European History Instructional Approaches 179 Organizational Approaches 179 Selecting and Using Course Materials 182 Developing the Disciplinary Practices and Reasoning Skills 184 Increasing Depth and Managing Breadth Through Instructional Choices 199 Strategies for Instruction 202 AP European History Exam 213 Exam Overview 213 How Student Learning Is Assessed on the AP Exam 214 Exam Components 215 Practice Exam 217 Answer Key and Question Alignment to Course Framework 254 Contact Us 257 Changes in this Edition of the Course and Exam Description Changes in this Edition of the Course and Exam Description This edition of the course and exam description updates the 2016 edition with the following changes, which respond to teachers’ concerns and promote the goals of fexibility and in- depth instruction that are critical to college-level history courses: The reasoning skills have been reduced and streamlined, with the skills of periodization and synthesis removed. The exam design has been reconceived to allow more time for in-depth student responses on free-response questions and to increase the amount of choice and fexibility on the exam to support local instructional curricular focus. The changes include: The document-based question will be limited to topics in the course, beginning in 1600. The long essay question choices will continue to focus on the same theme and skill, now allowing for students to select among three options, each focusing on a diferent time period in the course. The number of required short-answer questions has been reduced to three. Students will be given a choice among two options for the fnal required short- answer question, each one focusing on a diferent time period. Ten minutes have been added to Section II (the document-based question and the long essay question). The rubrics for both the document-based question and the long essay question have been streamlined. Both are available on AP Central. The learning objectives have been consolidated and the concept outline material has been revised, with a new theme (National and European Identity) made explicit, although the scope of the course has not changed. Language in the concept outline has been modifed in places to improve clarity and to align with current scholarship. Some key concepts have been renumbered to create a more logical narrative. Specifc modifcations to key concepts include: Key Concept 1.1.I.A References Petrarch Key Concept 1.2 Renumbered to become Key Concept 1.5 Key Concept 1.3 Renumbered to become Key Concept 1.2 Key Concept 1.4 Renumbered to become Key Concept 1.3 Key Concept 1.5 Renumbered to become Key Concept 1.4 Key Concept 1.2.I.C ( F o r m e r l y 1 . 3 . I ) Added sub key concept “C” about Protestant work ethic Key Concept 1.2.I.D (Formerly 1.3.I.C) Renumbered AP European History Course and Exam Description Return to Table of Contents v © 2017 The College Board Changes in this Edition of the Course and Exam Description Key Concept 1.5.III.C (Formerly under 1.2.III) Added sub key concept “C” about local and regional identities in relation to state power. Key Concept 2.3 Reorganized for clarity—sub key concept “C” added; religious revival Key Concept 4.1.V Renumbered to become 4.4.IV Key Concept 4.1.VI Renumbered to become 4.1.V Key Concept 4.1.VII Renumbered to become 4.1.VI AP European History Course and Exam Description Return to Table of Contents vi © 2017 The College Board Acknowledgments Acknowledgments The College Board would like to acknowledge the following committee members, consultants, and reviewers for their assistance with and commitment to the development of this curriculum and assessment. All individuals and their afliations were current at the time of contribution. William Alexander, Norfolk State University, Norfolk, VA Stanley Chodorow, University of California, San Diego, San Diego, CA Paul Deslandes, University of Vermont, Burlington, VT Christopher Freiler, Hinsdale Central High School, Hinsdale, IL Jennifer L. Foray, Purdue University, West Lafayette, IN Michael Galgano, James Madison University, Harrisonburg, VA Diego Gonzalez, Benjamin Franklin High School, New Orleans, LA Jef Hamilton, Baylor University, Waco, TX Oliver Holmes, Wesleyan University, Middletown, CT Kim Jago, Tampa Preparatory School, Tampa, FL Lloyd Kramer, University of North Carolina at Chapel Hill, Chapel Hill, NC Carolyn Lougee, Stanford University, Stanford, CA Patricia McGloine, Princess Anne High School, Virginia Beach, VA Gordon Mork, Purdue University, West Lafayette, IN Patricia Nardi, George W. Hewlett High School, Hewlett, NY Wendy Owen-Bumsted, Formerly at St. John’s-Ravenscourt School, Winnipeg, MB, Canada Karen Phillips, Pope John Paul II High School, Hendersonville, TN Carol Pixton, Polytechnic School, Pasadena, CA Kelly Saenz, Westwood High School, Austin, TX John Sauerman, The Lawrenceville School, Lawrenceville, NJ Bonnie Smith, Rutgers University, New Brunswick, NJ Emily Tai, Queensborough Community College, Bayside, NY Victoria Thompson, Arizona State University, Tempe, AZ Natasha Vasavada, Formerly at Livingston High School, Livingston, NJ Kelly Stromberg, Director, AP Curriculum, Instruction, and Assessment Allison Thurber, Senior Director, AP Curriculum, Instruction, and Assessment AP European History Course and Exam Description Return to Table of Contents vii © 2017 The College Board About AP About AP The College Board’s Advanced Placement Program® (AP) enables students to pursue college- level studies while still in high school. Through more than 30 courses, each culminating in a rigorous exam, AP provides willing and academically prepared students with the opportunity to earn college credit and/or advanced placement. Taking AP courses also demonstrates to college admission ofcers that students have sought out the most rigorous course work available to them. Each AP course is modeled upon a comparable college course, and college and university faculty play a vital role in ensuring that AP courses align with college-level standards. Talented and dedicated AP teachers help AP students in classrooms around the world develop and apply the content knowledge and skills they will need later in college. Each AP course concludes with a college-level assessment developed and scored by college and university faculty, as well as experienced AP teachers. AP Exams are an essential part of the AP experience, enabling students to demonstrate their mastery of college-level course work. Most four-year colleges and universities in the United States and universities in more than 60 countries recognize AP in the admission process and grant students credit, placement, or both on the basis of successful AP Exam scores.

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