European History Course and Exam Description

AP? European History

COURSE AND EXAM DESCRIPTION

Effective Fall 2017

INCLUDING: ? Course framework with

contextual information ? Instructional section ? A practice exam

AP?

AP? European History Course and Exam Description

Effective Fall 2017

AP COURSE AND EXAM DESCRIPTIONS ARE UPDATED PERIODICALLY. Please visit AP Central (apcentral.) to determine whether a more recent course and exam description PDF is available.

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Contents

Changes in this Edition of the Course and Exam Description v Acknowledgments vii About AP 1

Offering 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 flexibility and indepth instruction that are critical to college-level history courses:

n The reasoning skills have been reduced and streamlined, with the skills of periodization and synthesis removed.

n 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 flexibility on the exam to support local instructional curricular focus. The changes include:

ww The document-based question will be limited to topics in the course, beginning in 1600.

ww 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 different time period in the course.

ww The number of required short-answer questions has been reduced to three. Students will be given a choice among two options for the final required shortanswer question, each one focusing on a different time period.

ww Ten minutes have been added to Section II (the document-based question and the long essay question).

w The rubrics for both the document-based question and the long essay question have been streamlined. Both are available on AP Central.

n 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.

n Language in the concept outline has been modified in places to improve clarity and to align with current scholarship.

n Some key concepts have been renumbered to create a more logical narrative.

nn Specific modifications to key concepts include:

ww Key Concept 1.1.I.A

References Petrarch

ww Key Concept 1.2

Renumbered to become Key Concept 1.5

w Key Concept 1.3

Renumbered to become Key Concept 1.2

w Key Concept 1.4

Renumbered to become Key Concept 1.3

w Key Concept 1.5

Renumbered to become Key Concept 1.4

ww Key Concept 1.2.I.C

(Formerly 1.3.I) Added sub key concept "C" about Protestant work ethic

w Key Concept 1.2.I.D

(Formerly 1.3.I.C) Renumbered

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Changes in this Edition of the Course and Exam Description

ww Key Concept 1.5.III.C

w Key Concept 2.3 ww Key Concept 4.1.V ww Key Concept 4.1.VI ww Key Concept 4.1.VII

(Formerly under 1.2.III) Added sub key concept "C" about local and regional identities in relation to state power. Reorganized for clarity--sub key concept "C" added; religious revival Renumbered to become 4.4.IV Renumbered to become 4.1.V Renumbered to become 4.1.VI

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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 affiliations 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 Jeff 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

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