AP European History Curriculum Framework - The College Board

237 Pages·2016·4.57 MB·English

by  The College Board

®
AP Effective
Fall 2017
European
INCLUDING:
History ü Course framework with
contextual information
COURSE AND EXAM DESCRIPTION ü Instructional section
ü A practice exam
collegeboard.org
00642-003 160081396
AP European History Course and Exam Description
®
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
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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.
®
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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
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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:
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 fexibility on the exam
to support local instructional curricular focus. The changes include:
w The document-based question will be limited to topics in t he course, beginning
in 1600.
w 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.
w 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.
w 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 modifed in places to improve clarity and to align
with current scholarship.
n Some key concepts have been renumbered to create a more logical narrative.
n Specifc modifcations to key concepts include:
w Key Concept 1.1.I.A References Petrarch
w 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
w 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
AP European History Course and Exam Description Return to Table of Contents v
© 7102 The College Board
Chagn e s ni ht si dE oiti n o f ht e Coru es adn aEx m eD rcs oitpi n
w 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.
w Key Concept 2.3 R eorganized for clarity—sub key concept “C” added;
religious revival
w Key Concept 4.1.V Renumbered to become 4.4.IV
w Key Concept 4.1.VI Renumbered to become 4.1.V
w Key Concept 4.1.VII Renumbered to become 4.1.VI
PA ruE oep a n otsiH r y Coru es adn aEx m eD rcs oitpi n 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
© 7102 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. Visit www.collegeboard.org/apcreditpolicy
to view AP credit and placement policies at more than 1,000 colleges and universities. 1
Performing well on an AP Exam means more than just the successful completion of a
course; it is a gateway to success in college. Research consistently shows that students who
receive a score of 3 or higher on AP Exams typically experience greater academic success in
college and have higher graduation rates than their non-AP peers.1 Additional AP studies are
available at www.collegeboard.org/research.
1See the following research studies for more details:
Linda Hargrove, Donn Godin, and Barbara Dodd, College Outcomes Comparisons by AP and Non-AP
High School Experiences (New York: The College Board, 2008).
Chrys Dougherty, Lynn Mellor, and Shuling Jian, The Relationship Between Advanced Placement and
College Graduation (Austin, Texas: National Center for Educational Accountability, 2006).
AP European History Course and Exam Description Return to Table of Contents 1
© 7102 The College Board