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Welcome to AP European History! According to school records you are balloted for AP European

History. This class will be one of your most rigorous classes of your high school career. It will

prepare you for the AP exam in May, which if you pass this exam; you will receive college credit at

many schools.

The purpose of this Letter of Understanding is to provide information to parents and students as well

as to facilitate students’ success in academically challenging courses. AP European History is a

commitment that will require 8-10 hours per week for homework. As required by the College

Board, the course is run like a college course. Your grade is primarily based on a multiple choice

tests, essay exams, and a study guide for each chapter. This course requires a high level of dedication

to the assignments, discussions, readings, and writing.

To prepare for next year, please read over the syllabus, check out the AP text for the summer and

read Chapter 12 and 13. Once you have read the chapters, complete the study guides (2-sided). Your

assignment must be hand written. On the first day of school, you need to submit your completed

study guides, take the Chapter 12 test and the map of Europe test (matching). A detailed course

syllabus will be distributed the first day of class. If you have any questions feel free to send me an

email or tweet.

I look forward to seeing you in class next year.

Sincerely,

Mr. Silva

Email: silva.ni@monet.k12.ca.us

Twitter handle: silvani_GHS

A Modesto City School

Joseph A. Gregori High School 3701 Pirrone Road, Modesto, CA 95356

(209) 574-1738 ∙ FAX (209) 574-1739

Brad Goudeau Amanda Moore Craig Springer Phillip Jaramillo James Davis Principal Associate Principal Assistant Principal Assistant Principal Athletic Director

Bldg. C Bldg. N

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Advanced Placement European History Silva

Purpose This course is designed to increase the student's understanding of European history from 1450 to the

present with the ultimate goal of having each student pass the AP examination in May. It is expected

that all students enrolled in this course take the AP exam. All sections of the AP exam reflect college

level programs in terms of subject matter and approach. Thus, students in class will need to

demonstrate knowledge of basic chronology and of major events and trends from approximately

1450 (High Renaissance) to the present. Students are expected to demonstrate the ability to analyze

historical evidence and express that understanding in writing. Students are also expected to

demonstrate an understanding of some of the principle themes in European history, and the ability to

express that understanding in writing (from board approved Course Outline). This class moves at a

very fast pace and students will need to spend 8-10 hours per week outside of class studying.

Students should be concurrently enrolled in Pre-AP English 3, 4.

Required Textbooks A History of Western Society. McKay, Hill, Bugler: 8th edition

Western Civilization: From the Renaissance to the Present. Dennis Sherman: 7th edition

Recommended Support Materials AP European History Review publ. REA

A History of Modern Europe: From the Renaissance to the Present. John Merriman: 3rd edition

Time Periods The CollegeBoard has structured AP European History into four time periods:

1. Period 1: c. 1450 to c. 1648

2. Period 2: c. 1648 to c. 1815

3. Period 3: c. 1815 to c. 1914

4. Period 4: c. 1914 to the Present

Concepts The CollegeBoard has redesigned AP European History to include the following five themes:

1. Interaction of Europe and the World

2. Poverty and Prosperity

3. Objective Knowledge and Subjective Visions

4. States and Other Institutions of Power

5. Individual and Society

I strongly recommend perusing these concepts and time periods using the following url:

https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-european-history-course-and-exam-

description.pdf

Ch. 12 The Crisis of the Later Middle Ages

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In complete sentences, define, identify, or explain the following concepts, terms and people. Use

the text first, then consult a dictionary (merriam-webster.com). 1. Divine Comedy 5. Joan of Arc 9. Vernacular literature

2. Seven Lean Years 6. Atra mors 10. House of Commons

3. John Wyclif 7. Representative assemblies 11. Craft guilds

4. Babylonian Captivity 8. Statute of Laborers 12. Christine de Pisan

Explain the importance of the following concepts of medieval life and describe what changes it

was subject to in this period (six-to-eight sentence response for the following).

1. marriage 2. Feudal chivalry 3. Individual Christian faith 4. Nationalism

5. Leisure time

1. Review Questions: Answer in five-to-six complete sentences.

2.

3. What were the causes of the population decline that began in the early 14th century?

4. What was the source of the bubonic plague and why did it spread rapidly?

5. What impact did the plague have on wages and the demand for labor? What happened to land

values?

6. Describe the psychological effects of the plague. How did people explain the disaster?

7. What were the immediate and other causes of the 100 Years War?

8. Why did the people start to support their kings in the war?

9. What were the results of the 100 Years War? Who were the winners and losers within both

countries?

10. Instead of having a national assembly, how was the French government set up? Why did a

national assembly fail to develop in France?

11. How did the Babylonian Captivity weaken the power and prestige of the Church? Why were

there three popes?

12. What was the Conciliar Movement and who were its advocates? Was this a revolutionary idea?

13. Why was Wycliff a threat to the Church?

14. Read "Individuals in Society: Jan Hus" on page 397 & answer the two questions for analysis.

15. Describe the lives of the people. Include references to marriage, guilds, and life in the parish.

16. What was fur-collar crime and why did it occur?

17. Did peasants’ lives improve or deteriorate in the 14th & 15th centuries? In what ways? Explain.

18. What were the reasons for the French Jacquerie of 1358 and the English Peasants’ Revolt of

1381?

19. Describe and explain the increase in ethnic-racial tensions in the frontier areas of Europe in the

late Middle Ages?

Geography: Use the maps 12.2 & 12.3 in the text to answer the following in complete sentence. 1. Locate the extent of the English possessions in France. What were the origins of the English

claims to French land?

2. Why is it unlikely that England could have held these territories permanently?

3. Locate the main centers of popular revolt in France and England. List some of these areas.

4. Why were so many of the English revolts located in the highly populated and advanced areas of

the country?

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In addition, brainstorm each of these potential AP questions. Write out in the form of an

outline...how you would answer these questions? 1. What economic difficulties did Europe experience?

2. What were the social and psychological effects of repeated attacks of plague and disease?

3. Some scholars maintain that war is often a catalyst for political, social and economic change. Does

this theory have validity in the 14th century?

4. How did new national literatures reflect political and social developments?

5. How and why did the laws of settlers in frontier regions reveal a strong racial or ethnic

discrimination?

Words one will come across in AP European History Define each of the following by using a dictionary (merriam-webster.com is reliable). You can just

write the word and the definition. These do not have to be in complete sentences. Use the definition

that you feel is closest to what you are reading.

Piety edict pessimism sovereign autocracy

vernacular imposition asceticism curricula secular

extolled veneration tempestuous allegory coalition

simony benefice pluralism marauding tithe

gentry aristocracy ferment patriotism animus

perspicacity scoundrel vociferous bureaucracy

Study the map of Europe Belgium Denmark Sweden Norway Finland Czech Republic

Northern Ireland Ireland Italy France Slovakia Germany

Hungary Netherlands Russia Scotland Spain Poland

England Austria Portugal Switzerland Turkey Atlantic

Balkans Baltics Baltic Sea Black Sea Mediterranean

North Sea

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Name: _____________________________ Period: _______________

Due Date/Test: August 14, 2017

CHAPTER 13 TERM SHEET:

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“Renaissance” I) Define, identify, or explain the following concepts, terms, and people

Use 3-4 COMPLETE sentences to answer the following questions. Use blue or black ink only.

1. Renaissance

2. oligarchy

3. signori

4. communes

5. popolo

6. reconquista

7. humanism

8. secularism

9. individualism

10. materialism

11. hermandades

12. Machiavellian

13. conquest of Granada

14. Pico della Mirandola

15. Erasmus

16. Jan van Eyck

17. Thomas More

18. Donatello

19. Castiglione

20. Machiavelli

21. Gutenberg

22. Valla

23. Rabelais

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Part II) Explain why each of the following is considered a “new monarch.”

Use 4-5 COMPLETE sentences to answer the following. 1. Louis XI of France

2. Henry VII of England

3. Ferdinand and Isabella of Spain4. Charles VII of France

Part III) Check your understanding of this chapter by answering the following questions.

Use 5-6 COMPLETE sentences to answer the following.

1. How does the concept of individualism help explain the Renaissance?

2. How do Valla and Boccaccio illustrate and represent what Renaissance people were like?

3. What is humanism? What do humanists emphasize?

4. According to Vergerio, what is the purpose of education? Was he a humanist?

5. How does Castiglione’s The Courtier define the “perfect Renaissance man?” How does this book serve

as an example of humanism?

6. How did the invention of movable type revolutionize European life?

7. How did the Renaissance in northern Europe differ from that of Italy?

8. Discuss Christian humanism by describing the works and ideas of Thomas More and Desiderius

Erasmus.

9. Why did Italy become a battleground for the European superpowers after 1494?

10. What were the obstacles to royal authority faced by the kings of France in the fifteenth century? How

did Charles VII and his successors strengthen the French monarchy?

11. What devices did Henry VII of England use to check the power of the aristocracy and strengthen the

monarchy?

12. Why is the reign of Ferdinand and Isabella one of the most important in Spanish history? What were

their achievements in the areas of national power and national expansion?

13. In what ways did life for upper-class women change during the Renaissance?

14. How was Renaissance art different from medieval art? How did the status of the artist change?

Sample AP LEQs from the Renaissance: Using the sample outline choose two questions to

outline.

1. To what extent and in what ways may the Renaissance be regarded as a turning point in the

Western intellectual and cultural tradition?

2. To what extent is the term “Renaissance” a valid concept for a distinct period in early modern

European history?

3. Explain the ways in which Italian Renaissance humanism transformed ideas about the

individual’s role in society.

4. Discuss how Renaissance ideas are expressed in the Italian art of the period, referring to

specific works and artists.

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Historical Essay Outline Introduction A. Contextualization (Background information leading up to your claim/thesis) B. X+Y+Z Categories (SPRITE: social, political, religious, intellectual, technological, economic) C. Claim/Thesis: Addresses the prompt directly X Category (strongest point) A. Evidence #1

1. Analysis/support your claim/thesis

2. Outside information—This is similar to ______ because ______. B. Evidence #2

1. Analysis/support your claim/thesis

2. Outside information—As experienced by _____ when _____. C. Evidence #3

1. Analysis/support your claim/thesis

2. Outside information—As a result, _____.

Y Category (second strongest) A. Evidence #1

1. Analysis/support your claim/thesis

2. Outside information—This is similar to _____ because _____. B. Evidence #2

1. Analysis/support your claim/thesis

2. Outside information—As experienced by ____ when ____. C. Evidence #3

1. Analysis/support your claim/thesis

2. Outside information—As a result, ____.

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Z Category (weakest) A. Evidence #1

1. Analysis/support your claim/thesis

2. Outside information—This is similar to ____because ____. B. Evidence #2

1. Analysis/support your claim/thesis

2. Outside information—As experienced by ____ when ____.

C. Evidence #3

1. Analysis/support your claim/thesis

2. Outside information—As a result, ____. Conclusion A. Restate claim/thesis in a new fresh way B. Summarize three main points C. Synthesis—Connect to a significant event in history