Please check the following links or the discussion board for review days and practice exams.
Scroll all the way down to see the calendar.
April
https://docs.google.com/document/d/1FyfwFCz93-79ay6EgB9kT6SEzF6zNfdhWf0Q3S_SZuI/edit
May
https://docs.google.com/document/d/17xXt4Ii_hrcmjZIUUpTJTYXAVx5o2E6YcfIRY3lXz1A/edit
Monday, April 16, 2012
Thursday, October 13, 2011
CH 12 The Age of Religious Wars
Monday October 17, 2011 pgs 389-395 Renewed Religious Struggle
The French Wars of Religion
Wednesday October 19, 2011 pgs. 395-404 Imperial Spain and the Reign of Philip II
England and Spain
Friday October 21, 2011 pgs. 404-415 The Thirty Years' War
In Perspective
Art and The West
Assignment on Notes will be forthcoming.
Saturday, October 1, 2011
Reading Schedule and Assignments
Since we have the textbook now most of your reading should be done at home but I will have you bring the textbook this week to class. We are behind so some chapters I may assign individual or as group assignments. For Chapter 11 everyone should be taking individual notes which will be for a grade.
Please start with CH 11 The Age of Reformation:
Mon 10/03/11 Read and Take Notes (preferably Cornell Note style)pgs 354-366
Society and Religion
Martin Luther and German Reformation to 1525
The Reformation Elsewhere
Wed 10/05/11 Read and Take Notes pgs. 366-373
Political Consolidation of the Lutheran Reformation
The English Reformation to 1553
Catholic Reform and Counter-Reformation
Fri 10/07/11 Read and Take Notes pgs. 374-384
The Social Significance of the Reformation in Western Europe
Family Life in Early Modern Europe
Literary Imagination in Transition
In Perspective
Please start with CH 11 The Age of Reformation:
Mon 10/03/11 Read and Take Notes (preferably Cornell Note style)pgs 354-366
Society and Religion
Martin Luther and German Reformation to 1525
The Reformation Elsewhere
Wed 10/05/11 Read and Take Notes pgs. 366-373
Political Consolidation of the Lutheran Reformation
The English Reformation to 1553
Catholic Reform and Counter-Reformation
Fri 10/07/11 Read and Take Notes pgs. 374-384
The Social Significance of the Reformation in Western Europe
Family Life in Early Modern Europe
Literary Imagination in Transition
In Perspective
Monday, September 12, 2011
AP EURO College Board Exam Tips
Exam Tips: European History
Teach the meanings of the important directive words that appear in a free-response question.
For students to write effective answers to free-response questions, they must understand clearly the meanings of words, such as the following, that tell them how to present the material:
Analyze. Determine their component parts; examine their nature and relationship. "Analyze the social and technological changes that took place in European warfare between 1789 and 1871."
Assess/Evaluate. Judge the value or character of something; appraise; evaluate the positive points and the negative ones; give an opinion regarding the value of; discuss the advantages and disadvantages of. "'Luther was both a revolutionary and a conservative.' Evaluate this statement with respect to Luther's responses to the political and social questions of his day."
Compare. Examine for the purpose of noting similarities and differences. "Compare the rise of power of fascism in Italy and Germany."
Contrast. Examine in order to show dissimilarities or points of difference. "Contrast the ways in which European skilled artisans of the mid-18th century and European factory workers of the late 19th century differed in their work behavior and in their attitudes toward work."
Describe. Give an account of; tell about; give a word picture of. "Describe the steps taken between 1832 and 1918 to extend the suffrage in England. What groups and what movements contributed to the extension of the vote?"
Discuss. Talk over; write about; consider or examine by argument or from various points of view; debate; present different sides of. "Discuss the extent to which 19th-century Romanticism was or was not a conservative cultural and intellectual movement."
Explain. Make clear or plain; make clear the causes or reasons for; make known in detail; tell the meaning of. "Explain how economic, political, and religious factors promoted explorations from about 1450 to about 1525."
One way to teach students how to approach the DBQ is to look at the most common errors in student responses, such as these:
simply paraphrasing or summarizing the documents
failure to answer the question that is being asked
failure to analyze documents or determine their significance
failure to demonstrate that independent thought has gone into the essay
Make sure that your students know how to do what is asked of them in the question. Instruct them to:
Read the directions and the question carefully.
Evaluate the points of view of the sources and authors.
Exercise critical judgment.
Tailor your tests to the AP format.
Remember that there are no questions on the AP Exam that ask students to state whether a "fact" is true or false. As a help in devising the format of your tests, you can obtain released AP Exams, which include the entire AP Exam, a multiple-choice answer key, the process and standards for scoring the free-response sections of the exam, and sample student essays. You can order the 1999 AP European History Released Exam online.
Use essay scoring standards (rubrics) similar to those used to score essays at the AP Reading.
The points you assign to a student's essay are easily defensible with a solid standard. Looking at an outline of your standard in grading an essay, a student can see instantly where an error was made or why a point was given.
Practice, practice, practice.
Practice and training in writing essay responses can be done on a regular basis, both as part of a homework assignment and as a classroom exercise. In class, working under the time pressure of a mock exam situation helps students learn to resist the temptation to write before thinking. It also trains them to organize their thoughts, to answer the question directly, and to use a logical, structured thought process.
Teach the meanings of the important directive words that appear in a free-response question.
For students to write effective answers to free-response questions, they must understand clearly the meanings of words, such as the following, that tell them how to present the material:
Analyze. Determine their component parts; examine their nature and relationship. "Analyze the social and technological changes that took place in European warfare between 1789 and 1871."
Assess/Evaluate. Judge the value or character of something; appraise; evaluate the positive points and the negative ones; give an opinion regarding the value of; discuss the advantages and disadvantages of. "'Luther was both a revolutionary and a conservative.' Evaluate this statement with respect to Luther's responses to the political and social questions of his day."
Compare. Examine for the purpose of noting similarities and differences. "Compare the rise of power of fascism in Italy and Germany."
Contrast. Examine in order to show dissimilarities or points of difference. "Contrast the ways in which European skilled artisans of the mid-18th century and European factory workers of the late 19th century differed in their work behavior and in their attitudes toward work."
Describe. Give an account of; tell about; give a word picture of. "Describe the steps taken between 1832 and 1918 to extend the suffrage in England. What groups and what movements contributed to the extension of the vote?"
Discuss. Talk over; write about; consider or examine by argument or from various points of view; debate; present different sides of. "Discuss the extent to which 19th-century Romanticism was or was not a conservative cultural and intellectual movement."
Explain. Make clear or plain; make clear the causes or reasons for; make known in detail; tell the meaning of. "Explain how economic, political, and religious factors promoted explorations from about 1450 to about 1525."
One way to teach students how to approach the DBQ is to look at the most common errors in student responses, such as these:
simply paraphrasing or summarizing the documents
failure to answer the question that is being asked
failure to analyze documents or determine their significance
failure to demonstrate that independent thought has gone into the essay
Make sure that your students know how to do what is asked of them in the question. Instruct them to:
Read the directions and the question carefully.
Evaluate the points of view of the sources and authors.
Exercise critical judgment.
Tailor your tests to the AP format.
Remember that there are no questions on the AP Exam that ask students to state whether a "fact" is true or false. As a help in devising the format of your tests, you can obtain released AP Exams, which include the entire AP Exam, a multiple-choice answer key, the process and standards for scoring the free-response sections of the exam, and sample student essays. You can order the 1999 AP European History Released Exam online.
Use essay scoring standards (rubrics) similar to those used to score essays at the AP Reading.
The points you assign to a student's essay are easily defensible with a solid standard. Looking at an outline of your standard in grading an essay, a student can see instantly where an error was made or why a point was given.
Practice, practice, practice.
Practice and training in writing essay responses can be done on a regular basis, both as part of a homework assignment and as a classroom exercise. In class, working under the time pressure of a mock exam situation helps students learn to resist the temptation to write before thinking. It also trains them to organize their thoughts, to answer the question directly, and to use a logical, structured thought process.
Thursday, January 20, 2011
"The Future of the Euro"
This is an interesting article from Foreign Affairs on the Euro that discusses the European Union and its monetary policies as we deal with the recession in Europe.
http://www.foreignaffairs.com/articles/66509/lorenzo-bini-smaghi/the-future-of-the-euro
http://www.foreignaffairs.com/articles/66509/lorenzo-bini-smaghi/the-future-of-the-euro
Saturday, November 6, 2010
The Great Cat Massacre and Other Episodes in French Cultural History
The Great Cat Massacre: And Other Episodes in French Cultural History [Paperback]
Author: Robert Darnton
Interesting book on amazon.com that gives you an interesting chapter preview to download to your ipad, phone, kindle, pc etc. Check it out!!!
https://read.amazon.com/?asin=B00850ZMF0
Author: Robert Darnton
Interesting book on amazon.com that gives you an interesting chapter preview to download to your ipad, phone, kindle, pc etc. Check it out!!!
https://read.amazon.com/?asin=B00850ZMF0
Sunday, May 23, 2010
WELCOME TO MRS. ABAY'S APEH BLOG
Hi Everyone Interested in European History,
Hopefully I will be teaching this class in the fall of 2010. If not I hope this blog will be helpful in your pursuit of learning European History or for other history classes. APEURO or APEH are the most common acronyms for this class so I will be using them in websites links, posts, and assignments etc. On the right I have some famous European Artists and below those images I will be posting useful links for this class. I have also added news feeds from 2 European sources: BBC news and Telegraph.co.uk. --great sources for international news. I will be adding more throughout the summer. I also utilize proboards.com for assignments and discussions abayhistory.proboards.com. The links are also on the main page nkabay.blogspot.com. There will be a summer assignment posted so check back soon. I look forward to working with any students passionate about history and the world today!
Hopefully I will be teaching this class in the fall of 2010. If not I hope this blog will be helpful in your pursuit of learning European History or for other history classes. APEURO or APEH are the most common acronyms for this class so I will be using them in websites links, posts, and assignments etc. On the right I have some famous European Artists and below those images I will be posting useful links for this class. I have also added news feeds from 2 European sources: BBC news and Telegraph.co.uk. --great sources for international news. I will be adding more throughout the summer. I also utilize proboards.com for assignments and discussions abayhistory.proboards.com. The links are also on the main page nkabay.blogspot.com. There will be a summer assignment posted so check back soon. I look forward to working with any students passionate about history and the world today!
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