Period 5 2023-24 AP European History Assignments

Lesson Three Recovery and Renewal in Europe
Textbook pages 882-889
Focus Question:
What were the main developments in the Soviet Union, Eastern Europe, and Western Europe between 1945 and 1965?

Lesson Three Recovery and Renewal in Europe
Textbook pages 882-889
Focus Question:
What were the main developments in the Soviet Union, Eastern Europe, and Western Europe between 1945 and 1965?

Lesson Three Recovery and Renewal in Europe
Textbook pages 882-889
Focus Question:
What were the main developments in the Soviet Union, Eastern Europe, and Western Europe between 1945 and 1965?

Lesson Three Recovery and Renewal in Europe
Textbook pages 882-889
Focus Question:
What were the main developments in the Soviet Union, Eastern Europe, and Western Europe between 1945 and 1965?

Lesson Two Europe and the World: Decolonization
Textbook pages 876-881
Focus Questions:
Why and how did the European colonies in Africa, the Middle East, and Asia gain independence between 1945 and 1965?

Lesson Two Europe and the World: Decolonization
Textbook pages 876-881
Focus Questions:
Why and how did the European colonies in Africa, the Middle East, and Asia gain independence between 1945 and 1965?

Lesson Two Europe and the World: Decolonization
Textbook pages 876-881
Focus Questions:
Why and how did the European colonies in Africa, the Middle East, and Asia gain independence between 1945 and 1965?

Lesson Two Europe and the World: Decolonization
Textbook pages 876-881
Focus Questions:
Why and how did the European colonies in Africa, the Middle East, and Asia gain independence between 1945 and 1965?

Lesson One - Part 2 Development of the Cold War
Textbook pages 872-876
Focus Question: How and why did the Cold War become a global affair after 1949?

Lesson One - Part 2 Development of the Cold War
Textbook pages 872-876
Focus Question: How and why did the Cold War become a global affair after 1949?

Lesson One - Part 2 Development of the Cold War
Textbook pages 872-876
Focus Question: How and why did the Cold War become a global affair after 1949?

Lesson One - Part 1 Development of the Cold War
Textbook pages 867- 872
Focus Questions:
Why were the United States and the Soviet Union suspicious of each other after World War II?
What events between 1945 and 1949 heightened the tensions between the two nations?

Lesson One - Part 1 Development of the Cold War
Textbook pages 867- 872
Focus Questions:
Why were the United States and the Soviet Union suspicious of each other after World War II?
What events between 1945 and 1949 heightened the tensions between the two nations?

Lesson One - Part 1 Development of the Cold War
Textbook pages 867- 872
Focus Questions:
Why were the United States and the Soviet Union suspicious of each other after World War II?
What events between 1945 and 1949 heightened the tensions between the two nations?

Lesson One - Part 1 Development of the Cold War
Textbook pages 867- 872
Focus Questions:
Why were the United States and the Soviet Union suspicious of each other after World War II?
What events between 1945 and 1949 heightened the tensions between the two nations?

Lesson Five Aftermath of the War
Textbook pages 861 - 864
Focus Questions:
What were the costs of World War II?
How did the Allies’ visions of postwar Europe differ, and how did these differences contribute to the emergence of the Cold War?

Lesson Five Aftermath of the War
Textbook pages 861 - 864
Focus Questions:
What were the costs of World War II?
How did the Allies’ visions of postwar Europe differ, and how did these differences contribute to the emergence of the Cold War?

Lesson Five Aftermath of the War
Textbook pages 861 - 864
Focus Questions:
What were the costs of World War II?
How did the Allies’ visions of postwar Europe differ, and how did these differences contribute to the emergence of the Cold War?

Lesson Five Aftermath of the War
Textbook pages 861 - 864
Focus Questions:
What were the costs of World War II?
How did the Allies’ visions of postwar Europe differ, and how did these differences contribute to the emergence of the Cold War?

Lesson Four The Home Front
Textbook pages 855 - 861
Focus Question:
What were conditions like on the home front for Japan and the major Western nations involved in World War II?

Lesson Four The Home Front
Textbook pages 855 - 861
Focus Question:
What were conditions like on the home front for Japan and the major Western nations involved in World War II?

Lesson Four The Home Front
Textbook pages 855 - 861
Focus Question:
What were conditions like on the home front for Japan and the major Western nations involved in World War II?

Lesson Four The Home Front
Textbook pages 855 - 861
Focus Question:
What were conditions like on the home front for Japan and the major Western nations involved in World War II?

Students will have one class period to write this DBQ (The prompt was given to students ahead of time to make up for the the loss of 4 minutes)

Make up for this DBQ will be on Tuesday, April 30. You will have 55 minutes to write your DBQ. I will be available for make ups from 2:30 - 4:30 or you can complete the make up on Saturday, April 27th during our review time 8:30 12:00

Students will have one class period to write this DBQ (The prompt was given to students ahead of time to make up for the the loss of 4 minutes)

Make up for this DBQ will be on Tuesday, April 30. You will have 55 minutes to write your DBQ. I will be available for make ups from 2:30 - 4:30 or you can complete the make up on Saturday, April 27th during our review time 8:30 12:00

Students will have one class period to write this DBQ (The prompt was given to students ahead of time to make up for the the loss of 4 minutes)

Make up for this DBQ will be on Tuesday, April 30. You will have 55 minutes to write your DBQ. I will be available for make ups from 2:30 - 4:30 or you can complete the make up on Saturday, April 27th during our review time 8:30 12:00

Students will have one class period to write this DBQ (The prompt was given to students ahead of time to make up for the the loss of 4 minutes)

Make up for this DBQ will be on Tuesday, April 30. You will have 55 minutes to write your DBQ. I will be available for make ups from 2:30 - 4:30 or you can complete the make up on Saturday, April 27th during our review time 8:30 12:00

Lesson Three The New Order
Textbook pages 848 - 855
Focus Questions:
How was the Nazi empire organized?
What was the Holocaust?
What was the relationship between Hitler’s worldview, his foreign policy, and the Holocaust?

Lesson Three The New Order
Textbook pages 848 - 855
Focus Questions:
How was the Nazi empire organized?
What was the Holocaust?
What was the relationship between Hitler’s worldview, his foreign policy, and the Holocaust?

Lesson Three The New Order
Textbook pages 848 - 855
Focus Questions:
How was the Nazi empire organized?
What was the Holocaust?
What was the relationship between Hitler’s worldview, his foreign policy, and the Holocaust?

Lesson Three The New Order
Textbook pages 848 - 855
Focus Questions:
How was the Nazi empire organized?
What was the Holocaust?
What was the relationship between Hitler’s worldview, his foreign policy, and the Holocaust?

Students will be writing a timed DBQ in class on Tuesday, April 23rd.
This Geo-SPRITE chart is to support your thinking as you review your knowledge of Joseph Stalin and the impact of his policies on the Soviet Union.

Students will be writing a timed DBQ in class on Tuesday, April 23rd.
This Geo-SPRITE chart is to support your thinking as you review your knowledge of Joseph Stalin and the impact of his policies on the Soviet Union.

Students will be writing a timed DBQ in class on Tuesday, April 23rd.
This Geo-SPRITE chart is to support your thinking as you review your knowledge of Joseph Stalin and the impact of his policies on the Soviet Union.

Students will be writing a timed DBQ in class on Tuesday, April 23rd.
This Geo-SPRITE chart is to support your thinking as you review your knowledge of Joseph Stalin and the impact of his policies on the Soviet Union.

Lesson Two The Course of World War II
Textbook pages 840 - 848
Focus Question:
What were the major events of World War II in Europe and in Asia?
Why were the allies ultimately victorious?

Lesson Two The Course of World War II
Textbook pages 840 - 848
Focus Question:
What were the major events of World War II in Europe and in Asia?
Why were the allies ultimately victorious?

Lesson Two The Course of World War II
Textbook pages 840 - 848
Focus Question:
What were the major events of World War II in Europe and in Asia?
Why were the allies ultimately victorious?

Lesson Two The Course of World War II
Textbook pages 840 - 848
Focus Question:
What were the major events of World War II in Europe and in Asia?
Why were the allies ultimately victorious?

Lesson One Prelude to War (1933 - 1939)
Textbook pages 832 - 840
Focus Questions:
What were Hitler’s foreign policy goals, and what steps did he take to achieve them between 1933 and 1939?
How did Japan’s policies lead to war in Asia?

Lesson One Prelude to War (1933 - 1939)
Textbook pages 832 - 840
Focus Questions:
What were Hitler’s foreign policy goals, and what steps did he take to achieve them between 1933 and 1939?
How did Japan’s policies lead to war in Asia?

Lesson One Prelude to War (1933 - 1939)
Textbook pages 832 - 840
Focus Questions:
What were Hitler’s foreign policy goals, and what steps did he take to achieve them between 1933 and 1939?
How did Japan’s policies lead to war in Asia?

Lesson One Prelude to War (1933 - 1939)
Textbook pages 832 - 840
Focus Questions:
What were Hitler’s foreign policy goals, and what steps did he take to achieve them between 1933 and 1939?
How did Japan’s policies lead to war in Asia?

Lesson Five Cultural and Intellectual Trends in the Interwar Years
Textbook pages 825-830
Focus Question:
What were the main cultural and intellectual trends in the interwar years?

Lesson Five Cultural and Intellectual Trends in the Interwar Years
Textbook pages 825-830
Focus Question:
What were the main cultural and intellectual trends in the interwar years?

Lesson Five Cultural and Intellectual Trends in the Interwar Years
Textbook pages 825-830
Focus Question:
What were the main cultural and intellectual trends in the interwar years?

Lesson Five Cultural and Intellectual Trends in the Interwar Years
Textbook pages 825-830
Focus Question:
What were the main cultural and intellectual trends in the interwar years?

Lesson Four The Expansion of Mass Culture and Mass Leisure
Textbook pages 822-825
Focus Questions:
What new dimensions in mass culture and mass leisure emerged during the interwar years?
What role did these activities play in Italy, Germany, and Soviet Union?

Lesson Four The Expansion of Mass Culture and Mass Leisure
Textbook pages 822-825
Focus Questions:
What new dimensions in mass culture and mass leisure emerged during the interwar years?
What role did these activities play in Italy, Germany, and Soviet Union?

Lesson Four The Expansion of Mass Culture and Mass Leisure
Textbook pages 822-825
Focus Questions:
What new dimensions in mass culture and mass leisure emerged during the interwar years?
What role did these activities play in Italy, Germany, and Soviet Union?

Lesson Four The Expansion of Mass Culture and Mass Leisure
Textbook pages 822-825
Focus Questions:
What new dimensions in mass culture and mass leisure emerged during the interwar years?
What role did these activities play in Italy, Germany, and Soviet Union?

Directions: In AP Classroom, complete Progress Check #7 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points This is a SAQ  (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt.

Directions: In AP Classroom, complete Progress Check #7 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points This is a SAQ  (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt.

Directions: In AP Classroom, complete Progress Check #7 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points This is a SAQ  (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt.

Directions: In AP Classroom, complete Progress Check #7 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points This is a SAQ  (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt.

Lesson Three Part 2
The Soviet Union, Authoritarianism in Eastern Europe and Dictatorship in the Iberian Peninsula
Textbook pages 815 - 822

Lesson Three Part 2
The Soviet Union, Authoritarianism in Eastern Europe and Dictatorship in the Iberian Peninsula
Textbook pages 815 - 822

Lesson Three Part 2
The Soviet Union, Authoritarianism in Eastern Europe and Dictatorship in the Iberian Peninsula
Textbook pages 815 - 822

Lesson Three Part 2
The Soviet Union, Authoritarianism in Eastern Europe and Dictatorship in the Iberian Peninsula
Textbook pages 815 - 822

Lesson Three The Authoritarian and Totalitarian States
Part 1 Fascist Italy and Hitler and Nazi Germany
Textbook pages 805 - 815
Focus Questions:

Why did many European states experience a retreat from democracy in the interwar years?
What are the characteristics of so-called totalitarian states?

Lesson Three The Authoritarian and Totalitarian States
Part 1 Fascist Italy and Hitler and Nazi Germany
Textbook pages 805 - 815
Focus Questions:

Why did many European states experience a retreat from democracy in the interwar years?
What are the characteristics of so-called totalitarian states?

Lesson Three The Authoritarian and Totalitarian States
Part 1 Fascist Italy and Hitler and Nazi Germany
Textbook pages 805 - 815
Focus Questions:

Why did many European states experience a retreat from democracy in the interwar years?
What are the characteristics of so-called totalitarian states?

Lesson Three The Authoritarian and Totalitarian States
Part 1 Fascist Italy and Hitler and Nazi Germany
Textbook pages 805 - 815
Focus Questions:

Why did many European states experience a retreat from democracy in the interwar years?
What are the characteristics of so-called totalitarian states?

Lesson Two The Democratic States in the West
Textbook pages 802 - 805
Focus Questions:
How did France, Great Britain, and the United States respond to the various crises, including the Great Depression, that they faced in the interwar years?
How did World War I affect Europe’s colonies in Asia and Africa?

Lesson Two The Democratic States in the West
Textbook pages 802 - 805
Focus Questions:
How did France, Great Britain, and the United States respond to the various crises, including the Great Depression, that they faced in the interwar years?
How did World War I affect Europe’s colonies in Asia and Africa?

Lesson Two The Democratic States in the West
Textbook pages 802 - 805
Focus Questions:
How did France, Great Britain, and the United States respond to the various crises, including the Great Depression, that they faced in the interwar years?
How did World War I affect Europe’s colonies in Asia and Africa?

Lesson Two The Democratic States in the West
Textbook pages 802 - 805
Focus Questions:
How did France, Great Britain, and the United States respond to the various crises, including the Great Depression, that they faced in the interwar years?
How did World War I affect Europe’s colonies in Asia and Africa?

Lesson One An Uncertain Peace
Textbook pages 796 - 802
Focus Questions: 
What was the impact of World War I?
What problems did European countries face in the 1920s?

Lesson One An Uncertain Peace
Textbook pages 796 - 802
Focus Questions: 
What was the impact of World War I?
What problems did European countries face in the 1920s?

Lesson One An Uncertain Peace
Textbook pages 796 - 802
Focus Questions: 
What was the impact of World War I?
What problems did European countries face in the 1920s?

Lesson One An Uncertain Peace
Textbook pages 796 - 802
Focus Questions: 
What was the impact of World War I?
What problems did European countries face in the 1920s?

Lesson Four The Peace Settlement
Textbook pages 789 - 794
Focus Question:
What were the objectives of the chief participants at the Paris Peace conference of 1919?
How closely did the final settlement reflect these objectives?

Lesson Four The Peace Settlement
Textbook pages 789 - 794
Focus Question:
What were the objectives of the chief participants at the Paris Peace conference of 1919?
How closely did the final settlement reflect these objectives?

Lesson Four The Peace Settlement
Textbook pages 789 - 794
Focus Question:
What were the objectives of the chief participants at the Paris Peace conference of 1919?
How closely did the final settlement reflect these objectives?

Lesson Four The Peace Settlement
Textbook pages 789 - 794
Focus Question:
What were the objectives of the chief participants at the Paris Peace conference of 1919?
How closely did the final settlement reflect these objectives?

Lesson Three War and Revolution
Textbook pages 781 - 789
Focus Questions:
What were the causes of the Russian Revolution of 1917?
Why did the Bolsheviks prevail in the civil war and gain control of Russia?

Lesson Three War and Revolution
Textbook pages 781 - 789
Focus Questions:
What were the causes of the Russian Revolution of 1917?
Why did the Bolsheviks prevail in the civil war and gain control of Russia?

Lesson Two The War
Textbook pages 765 - 781
Focus Questions:
What did the belligerents expect at the beginning of World War I, and why did the course of the war turn out to be so different from their expectations?
How did World War I affect the belligerents’ governmental and political institutions, economic affairs, and social life?

Lesson Two The War
Textbook pages 765 - 781
Focus Questions:
What did the belligerents expect at the beginning of World War I, and why did the course of the war turn out to be so different from their expectations?
How did World War I affect the belligerents’ governmental and political institutions, economic affairs, and social life?

Lesson One The Road to World War I
Textbook pages 760 - 765
Focus Question: What were the long-range and immediate causes of World War I?

This is an in class assignment. The expectation is that you will complete this assignment during our class period.


Review the slides provided. Feel free to discuss them with your Table Group members.
After reviewing the slides, use your previous learning (World history), your reading notes/textbook and Mrs. Burch's slides to complete the Student Review - Motives for New Imperialism

Lesson Three Part 2 The New Imperialism
Textbook page 750 - 755
Focus Question: 
What effects did European imperialism have on Asia?

Lesson Three Part 1 The New Imperialism
Textbook page 745 - 749
Focus Question: 
What were the causes of the new imperialism that took place after 1880?
What effects did European imperialism have on Africa?

Lesson Three Part 1 The New Imperialism
Textbook page 745 - 749
Focus Question: 
What were the causes of the new imperialism that took place after 1880?
What effects did European imperialism have on Africa?

Lesson Three Part 1 The New Imperialism
Textbook page 745 - 749
Focus Question: 
What were the causes of the new imperialism that took place after 1880?
What effects did European imperialism have on Africa?

Lesson Three Part 1 The New Imperialism
Textbook page 745 - 749
Focus Question: 
What were the causes of the new imperialism that took place after 1880?
What effects did European imperialism have on Africa?

Lesson Two Part 2 Politics: New Directions and New Uncertainties
Textbook page 739 - 744
Focus Question: What political problems did Great Britain, Italy, France, Germany, Austria-Hungary, and Russia face between 1894 and 1914, and how did they solve them?

Lesson Two Part 1 Politics: New Directions and New Uncertainties
Textbook page 735 - 739
Focus Questions:
What gains did women make in their movement for women’s rights? 
How did a new right-wing politics affect the Jews in different parts of Europe?

If you are absent, please do NOT take this assessment. Make arrangements to make up this assessment with me when you return to class.

Lesson One Part 1 Toward the Modern Consciousness: Intellectual and Cultural Developments
Textbook page 723-729
Focus Questions:
What developments in science, intellectual affairs, and the arts in the late nineteenth and early twentieth centuries “opened the way to a modern consciousness”?
How did this consciousness differ from earlier worldviews?

Lesson Three The National State
Textbook pages 716-722
Focus Questions:
What general political trends were evident in the nations of western Europe in the last decades of the nineteenth century?
How did these trend differ from the policies pursued in Germany, Austria-Hungary and Russia?

Presentation Instructions:
Title slide with group members names
Minimum of four informational slides in the deck
All group members must contribute to the slide deck
Each group member must present at least one slide during the presentation
4 minute maximum group presentation time - be sure to communicate with each other and practice
Presentation must include a connection to another historical development, event, or individual and address the historical significance of the topic

Lesson Two Part 2 The Emergence of Mass Society
Textbook pages 706 - 716
Focus Questions:
What role were women expected to play in society and family life in the latter half of the nineteenth century?
How closely did patterns of family life correspond to society’s ideal vision?

Lesson Two Part 2 The Emergence of Mass Society
Textbook pages 706 - 716
Focus Questions:
What role were women expected to play in society and family life in the latter half of the nineteenth century?
How closely did patterns of family life correspond to society’s ideal vision?

Lesson Two Part 1 - The Emergence of Mass Society
Textbook pages 701- 706
Focus Question:
What is a mass society, and what were its main characteristics?

Lesson One - Part 2 The Growth of Industrial Prosperity
Textbook pages 696 - 701
Guiding Questions:
How did the Second Industrial Revolution impact the role of women in society?
What role did socialist parties and trade unions play in improving conditions for the working class?

Lesson One - Part One The Growth of Industrial Prosperity
Textbook pages 690-696

Lesson Five Science and Culture in an Age of Realism
Textbook pages 680-688
Focus Question: How did the belief that the world should be viewed realistically manifest itself in science, art and literature in the second half of the nineteenth century?

Lesson Four Industrialization and the Marxist Response
Textbook pages 677-680
Focus Question: What were the main ideas of Karl Marx?

Lesson Four Industrialization and the Marxist Response
Textbook pages 677-680
Focus Question: What were the main ideas of Karl Marx?

Lesson Four Industrialization and the Marxist Response
Textbook pages 677-680
Focus Question: What were the main ideas of Karl Marx?

Lesson Four Industrialization and the Marxist Response
Textbook pages 677-680
Focus Question: What were the main ideas of Karl Marx?

Lesson Three Nation Building and Reform: The National State in Midcentury
Textbook pages 669-676
Focus Question: What efforts for reform occurred in the Austrian Empire, Russia, and Great Britain between 1850 and 1870, and how successful were they in alleviating each nation’s problems?

Directions: In AP Classroom, complete Progress Check #6 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions,1 Long-Essay Question and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points This is a SAQ  (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt.

Review textbook pages 663 - 669 and the slides attached below.
Complete the storyboards by paraphrasing & illustrating the information you have learned about the Italian Unification and the German Unification. 

Review textbook pages 663 - 669 and the slides attached below.
Complete the storyboards by paraphrasing & illustrating the information you have learned about the Italian Unification and the German Unification. 

Lesson Two National Unification: Italy and Germany
Textbook pages 663 -669
Focus Question: What actions did Cavour and Bismarck take to bring about unification in Italy and Germany, respectively, and what role did the Crimean War play in their efforts?

Lesson One The France of Napoleon III
Textbook pages 657-662
Focus Question: What were the characteristics of Napoleon III’s government and how did his foreign policy contribute to the unification of Italy and Germany?

Lesson Five Culture in an Age of Reaction and Revolution: The Mood of Romanticism
Textbook pages 649-655
Focus Question: What were the characteristics of Romanticism, and how were they reflected in literature, art, and music?

Directions:
Review the student writing samples.
Highlight… Attribution in blue, source description in green, analysis and HAPP in yellow. Identify where the “Y” is located by changing the introduction of the why to red lettering.

Lesson Four The Emergence of an Ordered Society
Textbook pages 646-649
Focus Question: How did European states respond to the increase in crime in the late 18th and early 19th centuries?

Lesson Four The Emergence of an Ordered Society
Textbook pages 646-649
Focus Question: How did European states respond to the increase in crime in the late 18th and early 19th centuries?

Lesson Four The Emergence of an Ordered Society
Textbook pages 646-649
Focus Question: How did European states respond to the increase in crime in the late 18th and early 19th centuries?

Lesson Four The Emergence of an Ordered Society
Textbook pages 646-649
Focus Question: How did European states respond to the increase in crime in the late 18th and early 19th centuries?

Directions:
Use textbook pages 638 - 646 to learn about the revolts of 1830 and 1848.
Demonstrate your understandings of the 19th Century Revolts by completing the attached chart.
Summarize the motivation of each revolt.
Identify what ideology played a role in motivating each revolt. (Liberalism or Nationalism)
Identify the goals of each revolt.
Describe the impact or outcome of each revolt.

Lesson Three Revolution and Reform
Textbook pages 638-646
Focus Questions: What forces for change were present in France, Great Britain, Belgium, Poland, and Italy between 1830 and 1848, and how did each nation respond? What were the causes of the revolutions of 1848, and why did the revolutions fail?

Bring your book to class tomorrow! (Tuesday, February 6th)

Directions: In AP Classroom, complete Progress Check #5 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions,1 Long-Essay Question and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt. I will be introducing the structure of the DBQ before the due date of this assignment.
FRQ Part C = 2 Points

Lesson Two The Ideologies of Change
Textbook pages 634-638
Focus Question:
What were the main tenets of conservatism, liberalism, nationalism, and utopian socialism, and what role did each ideology play in Europe in the first half of the nineteenth century?

Lesson One Part II The Conservative Order (1815-1830)
Textbook pages 627-634
Focus Question: How successful was the Congress of Vienna and the Concert of Europe in achieve their goals?

Lesson One Part I The Conservative Order (1815-1830)
Textbook pages 624-627
Focus Question: What are the goals of the Congress of Vienna and the Concert of Europe?

Use the class period to work collaboratively with your table group to complete the DBQ Practice Chart below. You are developing a thesis statement and working on only ONE body paragraph to support your thesis.

The purpose of this assignment is to help you learn the structure of the DBQ essay.
Be sure to ask for help if your table group gets confused. I am here to help you!

Analyze and mark the documents posted in preparation for writing a DBQ essay.

Prompt: Evaluate the impact of the Industrial Revolution in nineteenth-century Great Britain.

Lesson Three Part II
Textbook pages 613- 621
Focus Question:
What were working conditions like in the early decades of the Industrial Revolution, and what efforts were made to improve them?

Lesson Three Part II
Textbook pages 613- 621
Focus Question:
What were working conditions like in the early decades of the Industrial Revolution, and what efforts were made to improve them?

Lesson Three Part I Textbook pages 609- 613
Focus Question:
What effects did the Industrial Revolution have on urban life, social classes, family life, and standards of living?

Lesson Three Part I Textbook pages 609- 613
Focus Question:
What effects did the Industrial Revolution have on urban life, social classes, family life, and standards of living?

Lesson Two The Spread of Industrialization
Textbook pages 604-609
Focus Questions: 
How did the Industrial Revolution spread from Great Britain to the Continent and the United States.
How did industrialization in those areas differ from British industrialization?

Lesson One Part II The Industrial Revolution in Great Britain
Textbook pages 599-603
Focus Question: 
What were the basic features of the new industrial system created by the Industrial Revolution?

Lesson One Part I The Industrial Revolution in Great Britain
Textbook pages 597-599
Focus Questions:
Why was Great Britain the first state to have an Industrial Revolution?
Why did it happen in Britain when it did?

Directions: In AP Classroom, complete Progress Check #4 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points

Directions: In AP Classroom, complete Progress Check #4 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points

Lesson Four - The Age of Napoleon
Part Two - Napoleon’s Empire and European Response and the Fall of Napoleon
Textbook pages 591 - 594
Focus Question:
Which aspects of the French Revolution did Napoleon preserve, and which aspects did he destroy?

Lesson Four - The Age of Napoleon
Part One - The Rise of Napoleon
Textbook pages 586 - 590
Focus Question:
Which aspects of the French Revolution did Napoleon preserve?
Which aspects of the French Revolution did Napoleon destroy?

Lesson Three - The French Revolution
Part 4 - Textbook pages 585 - 586
Reaction and the Directory

Lesson Three - The French Revolution
Part 3 - Textbook pages 577 - 585
The Radical Revolution

Lesson Three - The French Revolution
Part 2 - Textbook pages 573 - 577
Destruction of the Old Regime

Lesson Three - The French Revolution - Textbook pages 570 - 586
This Lesson will be broken into three parts
Focus Questions:
What were the main events of the French Revolution between 1789 and 1799?
What role did each of the following play in the French Revolution: lawyers, peasants, women, the clergy, the Jacobins, the sans-culottes, the French revolutionary army, and the Committee of Public Safety?
Tonights reading is Part 1 - Textbook pages 570 - 573 - From Estates-General to a National Assembly

Lesson Three - The French Revolution - Textbook pages 570 - 586
This Lesson will be broken into four parts
Focus Questions:
What were the main events of the French Revolution between 1789 and 1799?
What role did each of the following play in the French Revolution: lawyers, peasants, women, the clergy, the Jacobins, the sans-culottes, the French revolutionary army, and the Committee of Public Safety?
Tonights reading is Part 1 - Textbook pages 570 - 573 - From Estates-General to a National Assembly

Lesson Two - Background to the French Revolution
Textbook pages 567 - 570
Focus Question:
What were the long-range and immediate causes of the French Revolution?

Lesson Two - Background to the French Revolution
Textbook pages 567 - 570
Focus Question:
What were the long-range and immediate causes of the French Revolution?

Lesson One - The Beginning of the Revolutionary Era: The American Revolution
Textbook pages 564 - 567
Focus Questions:
What were the causes and results of the American Revolution?
What impact did the American Revolution have on Europe?

Lesson One - The Beginning of the Revolutionary Era: The American Revolution
Textbook pages 564 - 567
Focus Questions:
What were the causes and results of the American Revolution?
What impact did the American Revolution have on Europe?

Lesson Four The Social Order of the Eighteenth Century
Textbook pages 554 - 561
Focus Questions:
Who were the main groups making up the European social order in the eighteenth century? 
How did the conditions in which these groups lived differ both between groups and between different parts of Europe?

Lesson Three Economic Expansion and Social Change
Textbook pages 547 - 553
Focus Question:
What changes occurred in agriculture, finance, industry, and trade during the eighteenth century?

Lesson Two Wars and Diplomacy
Textbook pages 543 - 547
Focus Questions:
How did the concepts of “balance of power” and “reason of state” influence international relations in the eighteenth century?
What were the causes and results of the Seven Years War?

Directions: In AP Classroom, complete Progress Check #3 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points

Directions: In AP Classroom, complete Progress Check #3 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points

Directions: In AP Classroom, complete Progress Check #3 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points

Directions: In AP Classroom, complete Progress Check #3 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points

Directions:
Review the characteristics of the New Monarchs, the Absolute Monarchs and Enlightened Monarchs. 
Review information in your textbook about the 18th century monarchs of central and eastern Europe and make note on the chart provided.

Write a thesis statement on a Google Doc. addressing the prompt including your line of reasoning based on the evidence. Submit the Google Doc here in google classroom.Evaluate the extent to which the enlightened monarchs in central and eastern Europe during the 18th century practice the ideals of the Enlightenment.

Directions:
Review the characteristics of the New Monarchs, the Absolute Monarchs and Enlightened Monarchs. 
Review information in your textbook about the 18th century monarchs of central and eastern Europe and make note on the chart provided.

Write a thesis statement on a Google Doc. addressing the prompt including your line of reasoning based on the evidence. Submit the Google Doc here in google classroom.Evaluate the extent to which the enlightened monarchs in central and eastern Europe during the 18th century practice the ideals of the Enlightenment.

Directions:
Review the characteristics of the New Monarchs, the Absolute Monarchs and Enlightened Monarchs. 
Review information in your textbook about the 18th century monarchs of central and eastern Europe and make note on the chart provided.

Write a thesis statement on a Google Doc. addressing the prompt including your line of reasoning based on the evidence. Submit the Google Doc here in google classroom.Evaluate the extent to which the enlightened monarchs in central and eastern Europe during the 18th century practice the ideals of the Enlightenment.

Directions:
Review the characteristics of the New Monarchs, the Absolute Monarchs and Enlightened Monarchs. 
Review information in your textbook about the 18th century monarchs of central and eastern Europe and make note on the chart provided.

Write a thesis statement on a Google Doc. addressing the prompt including your line of reasoning based on the evidence. Submit the Google Doc here in google classroom.Evaluate the extent to which the enlightened monarchs in central and eastern Europe during the 18th century practice the ideals of the Enlightenment.

Lesson One The European States
Textbook pages 531- 543
Focus Questions:
What were the main developments in France, Great Britain, the Dutch Republic, the Mediterranean states, and the Scandinavian monarchies in the 18th century?
What do historians mean by the term enlightened absolutism?
What degree did 18th century Prussia, Austria, and Russia exhibit its characteristics?

Lesson Three Religion and the Churches
Textbook pages 524 - 527
Focus Question -
How did popular religion differ from institutional religion in the eighteenth century?

Directions: In AP Classroom, complete Progress Check #2 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points

Lesson Two
Culture and Society in the Enlightenment
Textbook pages 516 - 524
Focus Questions -
What innovations in art, music, and literature occurred in the eighteenth century?
How did popular culture differ from high culture in the eighteenth century?

Lesson One Part 2 The Philosophes and Their Ideas
Textbook pages 505 - 516
Focus Questions -
Who were the leading figures of the Enlightenment, and what were their main contributions?
In what type of social environment did the philosophes thrive, and what role did women play in that environment?

Lesson One Part 2 The Philosophes and Their Ideas
Textbook pages 505 - 516
Focus Questions -
Who were the leading figures of the Enlightenment, and what were their main contributions?
In what type of social environment did the philosophes thrive, and what role did women play in that environment?

Lesson One Part 2 The Philosophes and Their Ideas
Textbook pages 505 - 516
Focus Questions -
Who were the leading figures of the Enlightenment, and what were their main contributions?
In what type of social environment did the philosophes thrive, and what role did women play in that environment?

Lesson One Part 1 The Enlightenment - The Paths to Enlightenment
Textbook pages 502 - 505

Focus Question -
What intellectual developments led to the emergence of the Enlightenment?

Lesson One Part 1 The Enlightenment - The Paths to Enlightenment
Textbook pages 502 - 505

Focus Question -
What intellectual developments led to the emergence of the Enlightenment?

Lesson One Part 1 The Enlightenment - The Paths to Enlightenment
Textbook pages 502 - 505

Focus Question -
What intellectual developments led to the emergence of the Enlightenment?

Lesson One Part 1 The Enlightenment - The Paths to Enlightenment
Textbook pages 502 - 505

Focus Question -
What intellectual developments led to the emergence of the Enlightenment?

Lesson 5 Toward a New Earth: Descartes, Rationalism, and a New View of Humankind
Textbook pages 493-494
Focus Question: Why is Descartes considered the “founder of modern rationalism”?
Lesson Six The Scientific Method and the Spread of Scientific Knowledge
Textbook pages 494-498
Focus Question: How were the ideas of the Scientific Revolution spread, and what impact did they have on society and religion?

Lesson Three Advances in Medicine and Chemistry
Textbook pages 488-490
Focus Question: What did Paracelsus, Vesalius, and Harvey contribute to a scientific view of medicine?

Lesson Four Women in the Origins of Modern Science
Textbook pages 490-492
Focus Question: What role did women play in the Scientific Revolution?

Lesson Two Toward a New Heaven: A Revolution in Astronomy
Textbook pages 478-488
Focus Question: What did Copernicus, Kepler, Galileo, and Newton contribute to a new vision of the universe, and how did it differ from the Ptolemaic conception of the universe?

Lesson One Background to the Scientific Revolution
Textbook pages 477-478

Focus Question:
What developments during the Middle Ages and the Renaissance contributed to the Scientific Revolution of the 17th century?

Lesson One Background to the Scientific Revolution
Textbook pages 477-478

Focus Question:
What developments during the Middle Ages and the Renaissance contributed to the Scientific Revolution of the 17th century?

Lesson One Background to the Scientific Revolution
Textbook pages 477-478

Focus Question:
What developments during the Middle Ages and the Renaissance contributed to the Scientific Revolution of the 17th century?

Lesson One Background to the Scientific Revolution
Textbook pages 477-478

Focus Question:
What developments during the Middle Ages and the Renaissance contributed to the Scientific Revolution of the 17th century?

Directions: In AP Classroom, complete Progress Check #1 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points

Lesson Five The Flourishing of European Culture
Textbook pages 468-473
Focus Question: 
How did the artistic and literary achievements of this era reflect the political and economic developments of the period?

Lesson Five The Flourishing of European Culture
Textbook pages 468-473
Focus Question: 
How did the artistic and literary achievements of this era reflect the political and economic developments of the period?

Lesson Five The Flourishing of European Culture
Textbook pages 468-473
Focus Question: 
How did the artistic and literary achievements of this era reflect the political and economic developments of the period?

Lesson Five The Flourishing of European Culture
Textbook pages 468-473
Focus Question: 
How did the artistic and literary achievements of this era reflect the political and economic developments of the period?

You should use your textbook readings (notes) and class discussion slides to help you complete Part 1 of this chart. Part 2 will be selecting two methods from each monarch's list in Part One and EXPLAINING HOW that practice (method) of the monarch helped them centralize their power in order to become an "absolute monarch."
You may also want to review the Crash Courses posted in your student slides. One focuses on Absolutism in the West and the other is the Rise of Brandenburg Prussia and Russia
I encourage you to be thoughtful with this assignment. It is a resource for you in prepartion for your next LEQ.

Lesson Four Limited Monarchy and Republics
Textbook pages 459-467
Focus Question:
What were the main issues in the struggle between king and Parliament in 17th century England, and how were they resolved?

Lesson Four Limited Monarchy and Republics
Textbook pages 459-467
Focus Question:
What were the main issues in the struggle between king and Parliament in 17th century England, and how were they resolved?

Lesson Four Limited Monarchy and Republics
Textbook pages 459-467
Focus Question:
What were the main issues in the struggle between king and Parliament in 17th century England, and how were they resolved?

Lesson Four Limited Monarchy and Republics
Textbook pages 459-467
Focus Question:
What were the main issues in the struggle between king and Parliament in 17th century England, and how were they resolved?

Lesson Three Absolutism in Central, Eastern, and Northern Europe
Textbook pages 451-459
Focus Question:
What developments enabled Brandenburg-Prussia, Austria, and Russia to emerge as major powers in the seventeenth century?

Good afternoon 5th Period -
Because Miss V is out today, you will get your instructions from Mrs. Burch via the Teacher Direction Slides posted below. Start there. You may work collaboratively through most of this assignment with your table groups during class today. There is an indenpent portion of the assignment, but directions are given as you go through the slides. 
Good luck! I hope it makes sense for you.

Please behave appropriately for the substitutes while I am out. Miss you guys!

Good afternoon 5th Period -
Because Miss V is out today, you will get your instructions from Mrs. Burch via the Teacher Direction Slides posted below. Start there. You may work collaboratively through most of this assignment with your table groups during class today. There is an indenpent portion of the assignment, but directions are given as you go through the slides. 
Good luck! I hope it makes sense for you.

Please behave appropriately for the substitutes while I am out. Miss you guys!

Good afternoon 5th Period -
Because Miss V is out today, you will get your instructions from Mrs. Burch via the Teacher Direction Slides posted below. Start there. You may work collaboratively through most of this assignment with your table groups during class today. There is an indenpent portion of the assignment, but directions are given as you go through the slides. 
Good luck! I hope it makes sense for you.

Please behave appropriately for the substitutes while I am out. Miss you guys!

Good afternoon 5th Period -
Because Miss V is out today, you will get your instructions from Mrs. Burch via the Teacher Direction Slides posted below. Start there. You may work collaboratively through most of this assignment with your table groups during class today. There is an indenpent portion of the assignment, but directions are given as you go through the slides. 
Good luck! I hope it makes sense for you.

Please behave appropriately for the substitutes while I am out. Miss you guys!

Prompt: Evaluate the most significant social impact of European exploration and colonization of the Americas.
Type your LEQ in Google docs. and upload the document here in Google classroom.
Please type your prompt at the top of your Google Doc before you type your essay.
Reminder: This LEQ is to typed on your Chromebook during class. NO cut and paste will be acceptable.

Prompt: Evaluate the most significant social impact of European exploration and colonization of the Americas.
Type your LEQ in Google docs. and upload the document here in Google classroom.
Please type your prompt at the top of your Google Doc before you type your essay.
Reminder: This LEQ is to typed on your Chromebook during class. NO cut and paste will be acceptable.

Prompt: Evaluate the most significant social impact of European exploration and colonization of the Americas.
Type your LEQ in Google docs. and upload the document here in Google classroom.
Please type your prompt at the top of your Google Doc before you type your essay.
Reminder: This LEQ is to typed on your Chromebook during class. NO cut and paste will be acceptable.

Lesson Two The Practice of Absolutism: Western Europe
Textbook pages 444-451
Focus Question:
What was absolutism in theory?
How did the actual practice of absolutism in France differ from absolutism in theory?

Lesson Two The Practice of Absolutism: Western Europe
Textbook pages 444-451
Focus Question:
What was absolutism in theory?
How did the actual practice of absolutism in France differ from absolutism in theory?

Lesson Two The Practice of Absolutism: Western Europe
Textbook pages 444-451
Focus Question:
What was absolutism in theory?
How did the actual practice of absolutism in France differ from absolutism in theory?

Prompt: Evaluate the most significant social impact of European exploration and colonization of the Americas.
Type your LEQ in Google docs. and upload the document here in Google classroom.
Please type your prompt at the top of your Google Doc before you type your essay.
Reminder: This LEQ is to typed on your Chromebook during class. NO cut and paste will be acceptable.

Lesson Two The Practice of Absolutism: Western Europe
Textbook pages 444-451
Focus Question:
What was absolutism in theory?
How did the actual practice of absolutism in France differ from absolutism in theory?

Lesson One-B
War and Rebellions
(The Thirty Years War)
Textbook pages 439-444

Lesson One-A
Social Crises - The Witchcraft Craze
Textbook pages 436-439
Guiding Question: What were the causes and effects of the witchcraft craze, starting in the 16th century?

If the link below does not work, try going to Nearpod.com and using the class code: P5FCE

If the link below does not work, try going to Nearpod.com and using the class code: P5FCE

If the link below does not work, try going to Nearpod.com and using the class code: P5FCE

Lesson Five
Toward a World Economy
Textbook pages 431-433
Focus Question: What was mercantilism, and what was its relationship to colonial empires?

Lesson Five
Toward a World Economy
Textbook pages 431-433
Focus Question: What was mercantilism, and what was its relationship to colonial empires?

Lesson Five
Toward a World Economy
Textbook pages 431-433
Focus Question: What was mercantilism, and what was its relationship to colonial empires?

If the link below does not work, try going to Nearpod.com and using the class code: P5FCE

Lesson Five
Toward a World Economy
Textbook pages 431-433
Focus Question: What was mercantilism, and what was its relationship to colonial empires?

Lesson Four
The Impact of European Expansion
Textbook pages 427-431
Focus Question: How did European expansion affect both the conquered and the conquerors?

Lesson Four
The Impact of European Expansion
Textbook pages 427-431
Focus Question: How did European expansion affect both the conquered and the conquerors?

Lesson Four
The Impact of European Expansion
Textbook pages 427-431
Focus Question: How did European expansion affect both the conquered and the conquerors?

Lesson Three
New Rivals on the World Stage
Textbook pages 416-426
Focus Questions: How did the arrival of the Dutch, British, and French on the world scene in the 17th and 18th centuries affect Africa, Southeast Asia, India, China, and Japan? What were the main features of the African slave trade, and what effects did it have on Africa?

Lesson Three
New Rivals on the World Stage
Textbook pages 416-426
Focus Questions: How did the arrival of the Dutch, British, and French on the world scene in the 17th and 18th centuries affect Africa, Southeast Asia, India, China, and Japan? What were the main features of the African slave trade, and what effects did it have on Africa?

Lesson Three
New Rivals on the World Stage
Textbook pages 416-426
Focus Questions: How did the arrival of the Dutch, British, and French on the world scene in the 17th and 18th centuries affect Africa, Southeast Asia, India, China, and Japan? What were the main features of the African slave trade, and what effects did it have on Africa?

Lesson Three
New Rivals on the World Stage
Textbook pages 416-426
Focus Questions: How did the arrival of the Dutch, British, and French on the world scene in the 17th and 18th centuries affect Africa, Southeast Asia, India, China, and Japan? What were the main features of the African slave trade, and what effects did it have on Africa?

In your spiral notebook create a Double-Bubble map to compare and contrast the overseas empires and trade networks of Portugal and Spain.

In your spiral notebook create a Double-Bubble map to compare and contrast the overseas empires and trade networks of Portugal and Spain.

In your spiral notebook create a Double-Bubble map to compare and contrast the overseas empires and trade networks of Portugal and Spain.

In your spiral notebook create a Double-Bubble map to compare and contrast the overseas empires and trade networks of Portugal and Spain.

Lesson Two
New Horizons: The Portuguese and Spanish Empires
Textbook pages 407 - 416
Focus Question: How did Portugal and Spain acquire their overseas empires, and how did their empires differ?

Lesson Two
New Horizons: The Portuguese and Spanish Empires
Textbook pages 407 - 416
Focus Question: How did Portugal and Spain acquire their overseas empires, and how did their empires differ?

Lesson Two
New Horizons: The Portuguese and Spanish Empires
Textbook pages 407 - 416
Focus Question: How did Portugal and Spain acquire their overseas empires, and how did their empires differ?

Lesson Two
New Horizons: The Portuguese and Spanish Empires
Textbook pages 407 - 416
Focus Question: How did Portugal and Spain acquire their overseas empires, and how did their empires differ?

Lesson One On the Brink of a New World
Textbook pages 403 - 407
Focus Question: Why did Europeans begin to embark on voyages of discovery and expansion at the end of the fifteenth century?

Lesson One On the Brink of a New World
Textbook pages 403 - 407
Focus Question: Why did Europeans begin to embark on voyages of discovery and expansion at the end of the fifteenth century?

Lesson One On the Brink of a New World
Textbook pages 403 - 407
Focus Question: Why did Europeans begin to embark on voyages of discovery and expansion at the end of the fifteenth century?

Lesson One On the Brink of a New World
Textbook pages 403 - 407
Focus Question: Why did Europeans begin to embark on voyages of discovery and expansion at the end of the fifteenth century?

Prompt: Evaluate whether the revitalization of the Catholic Church in the mid-sixteenth century was a Reformation or a Counter-Reformation?
The Catholic Church underwent a revitalization in the 16th century. (revitalize - to put new strength or power into something)
Was the Reformation more a direct reaction against the Protestant movement? (Counter-Reformation)
Was the Reformation more a continuation of reforms to revive the best features of medieval Catholicism, and adjusting those features to meet new conditions in order to give the church new strength? (Catholic Reformation)

It isn't as long as you think! LOL
Section Six
Politics and the Wars of Religion in the Sixteenth Century
Textbook pages 393-400
Focus Question: What role did politics, economic and social conditions, and religion play in the European wars of the sixteenth century?

It isn't as long as you think! LOL
Section Six
Politics and the Wars of Religion in the Sixteenth Century
Textbook pages 393-400
Focus Question: What role did politics, economic and social conditions, and religion play in the European wars of the sixteenth century?

It isn't as long as you think! LOL
Section Six
Politics and the Wars of Religion in the Sixteenth Century
Textbook pages 393-400
Focus Question: What role did politics, economic and social conditions, and religion play in the European wars of the sixteenth century?

It isn't as long as you think! LOL
Section Six
Politics and the Wars of Religion in the Sixteenth Century
Textbook pages 393-400
Focus Question: What role did politics, economic and social conditions, and religion play in the European wars of the sixteenth century?

Section Five
The Catholic Reformation
Textbook pages 389-393
Focus Question: What measures did the Roman Catholic Church take to reform itself and to combat Protestantism in the 16th century?

Section Five
The Catholic Reformation
Textbook pages 389-393
Focus Question: What measures did the Roman Catholic Church take to reform itself and to combat Protestantism in the 16th century?

Closely read the five documents. With each document, individually, you will complete the chart that follows the document in the word document. The first document has been modeled on the chart for you.
After you read and analyze each document, complete the Crafting an Argument Practice chart that is also posted below. Submit both document when you are finished.

Closely read the five documents. With each document, individually, you will complete the chart that follows the document in the word document. The first document has been modeled on the chart for you.
After you read and analyze each document, complete the Crafting an Argument Practice chart that is also posted below. Submit both document when you are finished.

Section Five
The Catholic Reformation
Textbook pages 389-393
Focus Question: What measures did the Roman Catholic Church take to reform itself and to combat Protestantism in the 16th century?

Closely read the five documents. With each document, individually, you will complete the chart that follows the document in the word document. The first document has been modeled on the chart for you.
After you read and analyze each document, complete the Crafting an Argument Practice chart that is also posted below. Submit both document when you are finished.

Section Five
The Catholic Reformation
Textbook pages 389-393
Focus Question: What measures did the Roman Catholic Church take to reform itself and to combat Protestantism in the 16th century?

Closely read the five documents. With each document, individually, you will complete the chart that follows the document in the word document. The first document has been modeled on the chart for you.
After you read and analyze each document, complete the Crafting an Argument Practice chart that is also posted below. Submit both document when you are finished.

Section Four
The Social Impact of the Protestant Reformation
Textbook pages 387-389
Focus Question: What impact did the Protestant Reformation have on society in the 16th century?

Section Four
The Social Impact of the Protestant Reformation
Textbook pages 387-389
Focus Question: What impact did the Protestant Reformation have on society in the 16th century?

If the link in Google Classroom does not work, you can access the Nearpod assignment by going to nearpod.com and using the class code XBGFC

If the link in Google Classroom does not work, you can access the Nearpod assignment by going to nearpod.com and using the class code XBGFC

Prompt: Evaluate the extent to which the Northern Renaissance differed from the Italian Renaissance.

Assignment Design:
Introduction Paragraph

Historical Context (1 point)
Thesis Statement with your line of reasoning (2) (1 point)
Body Paragraph #1 Outline

Topic Sentence (based on one reason from your line of reasoning in your thesis statement) (1 point)
Bullet evidence (1-2 pieces of evidence) (1 point)
Body Paragraph #2 Outline

Topic Sentence (based on one reason from your line of reasoning in your thesis statement) (1 point)
Bullet evidence (1-2 pieces of evidence) (1point)

Prompt: Evaluate the extent to which the Northern Renaissance differed from the Italian Renaissance.

Assignment Design:
Introduction Paragraph

Historical Context (1 point)
Thesis Statement with your line of reasoning (2) (1 point)
Body Paragraph #1 Outline

Topic Sentence (based on one reason from your line of reasoning in your thesis statement) (1 point)
Bullet evidence (1-2 pieces of evidence) (1 point)
Body Paragraph #2 Outline

Topic Sentence (based on one reason from your line of reasoning in your thesis statement) (1 point)
Bullet evidence (1-2 pieces of evidence) (1point)

Section Three
The Spread of the Protestant Reformation
Textbook pages 380-387
Focus Questions: 
What were the main principles or beliefs of Lutheranism, Zwinglianism, Anabaptism, and Calvinism?
How did these Protestant ideologies differ from each other and from Catholicism? 
What impact did political, economic and social conditions have on the development of these four reform movements?

Section Three
The Spread of the Protestant Reformation
Textbook pages 380-387
Focus Questions: 
What were the main principles or beliefs of Lutheranism, Zwinglianism, Anabaptism, and Calvinism?
How did these Protestant ideologies differ from each other and from Catholicism? 
What impact did political, economic and social conditions have on the development of these four reform movements?

Section Three
The Spread of the Protestant Reformation
Textbook pages 380-387
Focus Questions: 
What were the main principles or beliefs of Lutheranism, Zwinglianism, Anabaptism, and Calvinism?
How did these Protestant ideologies differ from each other and from Catholicism? 
What impact did political, economic and social conditions have on the development of these four reform movements?

Section Three
The Spread of the Protestant Reformation
Textbook pages 380-387
Focus Questions: 
What were the main principles or beliefs of Lutheranism, Zwinglianism, Anabaptism, and Calvinism?
How did these Protestant ideologies differ from each other and from Catholicism? 
What impact did political, economic and social conditions have on the development of these four reform movements?

Hard copies of the documents will be given out in class to annotate.

Hard copies of the documents will be given out in class to annotate.

Hard copies of the documents will be given out in class to annotate.

Hard copies of the documents will be given out in class to annotate.

Section Two - Martin Luther and the Reformation in Germany
Textbook pages 371-379
Focus Questions: 
What were Martin Luther’s main disagreements with the Roman Catholic Church?
What political, economic and social conditions help explain why the movement Luther began spread so quickly across Europe?

Section Two - Martin Luther and the Reformation in Germany
Textbook pages 371-379
Focus Questions: 
What were Martin Luther’s main disagreements with the Roman Catholic Church?
What political, economic and social conditions help explain why the movement Luther began spread so quickly across Europe?

Compare and contrast the characteristics of the Italian Renaissance and Northern Renaissance

Compare and contrast the characteristics of the Italian Renaissance and Northern Renaissance

Section One
Introduction and Prelude to Revolution
Textbook pages 367-371
Focus Questions: 
What were the chief ideas of the Christian humanists?
How did the ideas of the Christian humanists differ from the ideas of the Protestant Reformers?

Section One
Introduction and Prelude to Revolution
Textbook pages 367-371
Focus Questions: 
What were the chief ideas of the Christian humanists?
How did the ideas of the Christian humanists differ from the ideas of the Protestant Reformers?

Section One
Introduction and Prelude to Revolution
Textbook pages 367-371
Focus Questions: 
What were the chief ideas of the Christian humanists?
How did the ideas of the Christian humanists differ from the ideas of the Protestant Reformers?

Lesson Five
The European State in the Renaissance
Textbook pages 357 - 361
FOCUS QUESTIONS: 
Why do historians sometimes refer to the monarchies of the late fifteenth century as “new monarchies” or “Renaissance states”?
What political changes occurred in France, England, and Spain respectively during this time period?
To what extent were Central and Eastern Europe able to make effective political change?

Lesson Five
The European State in the Renaissance
Textbook pages 357 - 361
FOCUS QUESTIONS: 
Why do historians sometimes refer to the monarchies of the late fifteenth century as “new monarchies” or “Renaissance states”?
What political changes occurred in France, England, and Spain respectively during this time period?
To what extent were Central and Eastern Europe able to make effective political change?

Lesson Four The Artistic Renaissance
Textbook pages 350 - 357
FOCUS QUESTIONS: 
What were the chief characteristics of Renaissance art?
Who were major contributors to Renaissance art, both as artists and patrons?
How did Renaissance art differ in Italy and northern Europe?

Lesson Four The Artistic Renaissance
Textbook pages 350 - 357
FOCUS QUESTIONS: 
What were the chief characteristics of Renaissance art?
Who were major contributors to Renaissance art, both as artists and patrons?
How did Renaissance art differ in Italy and northern Europe?