1 / 50

AP European History Higher Education Study

AP European History Higher Education Study . Section 1: An Introduction. Victoria Thompson Associate Professor, Department of History, Arizona State University Co-chair, AP European History Curriculum Development and Assessment Committee.

harmon
Download Presentation

AP European History Higher Education Study

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. AP European HistoryHigher Education Study Section 1: An Introduction Victoria ThompsonAssociate Professor, Department of History, Arizona State University Co-chair, AP European History Curriculum Development and Assessment Committee Ariel FosterExecutive Director,AP College and University Services

  2. Topics • AP Program Overview • Overview ofAP European History Redesign • What We’re Asking You to Do …and Why

  3. An Overview of the AP Program • Established in 1955 to provide: • Rigorous, college-level courses in high school • Opportunities for advanced placement in college • The American Council on Education(ACE) reviews the program every 3 to 4 years. • While ACE recommends granting credit/placement for scores of 3 or higher (on a 1―5 scale), each institution establishes its own AP policy. In 2011, 3,293 colleges and universities worldwide received APExam scores.

  4. College Faculty Are Involved inEvery Aspect of AP • On an annual basis, more than 5,000 college faculty participate in AP. • Exam scoring • AP Course Audit • Course & exam content • Standards alignment • Professional development Curriculum studies Curriculum frameworks Question writing and review Comparability studies Standard setting studies Pilot draft exam questions AP teacher training AP and pre-AP strategies workshops for teachers AP teacher syllabus evaluations Exam scoring as Chief Readers and Readers

  5. Standards alignment Institutions Participating in AP College Comparability Studies

  6. Trends in the General AP Student Population 2002 2012 8%underrepresented minority 6% low income 24% underrepresented minority 21% low income

  7. Trends in the AP European History Student Population 2002 2012 10%underrepresented minority 4% low income 15%underrepresented minority 14% low income

  8. Key Questions About AP Student Outcomesand Answers Based on Recent Research Q. A. AP Students Succeed in Subsequent Courses In multiple studies, AP students exempted from the introductory course did as well as, or better than, non-AP students in the subsequent course. How do AP students perform in the subsequent course after earning placement or credit?

  9. AP European History Students Are More Likely to Major in a Closely Related Discipline than Non-AP Students Majors in History, International Affairs, and Political Science Non-AP Students AP European History Students Source: AP Students in College: An Analysis of Five-Year Academic Careers (2007)Rick Morgan and John Klaric.

  10. AP European History Higher Education Study Section 2: The AP European History Redesign Victoria Thompson Arizona State University AP European History Curriculum Development and Assessment Committee

  11. Why We’re Changing the AP European History Course • Encourage in-depth learning in course • By emphasizing student engagement with historical thinking skills • By providing curricular opportunities for going “deep” into topics of interest to teachers and students • Preparefor success in upper-level or subsequent courses

  12. A Tour of the AP European HistoryCurriculum Framework

  13. AP European History Curriculum Framework • 9 historical thinking skills • 5 historical themes • Key concepts for each of four course periods • Learning objectives for the course as a whole

  14. Overview of the AP EH Curriculum Framework

  15. Defining Course Themes Provide structure for the course as a whole

  16. Defining Key Concepts Within Period 3:c. 1815 – c. 1914 • Key Concept 3.1. The Industrial Revolution spread from Great Britain to the continent, where the state played a greater role in promoting industry. • Key Concept 3.2. The experiences of everyday life were shaped by industrialization, depending on the level of industrial development in a particular location. • Key Concept 3.3. The problems of industrialization provoked a range of ideological, governmental, and collective responses. • Key Concept 3.4. European states struggled to maintain international stability in an age of nationalism and revolutions. • Key Concept 3.5. A variety of motives and methods led to the intensification of European global control and increased tensions among the Great Powers. • Key Concept 3.6. European ideas and culture expressed a tension between objectivity and scientific realism on one hand, and subjectivity and individual expression on the other. PERIOD 3

  17. Defining Supporting Concepts Within Key Concept 3.3 • The problems of industrialization provoked a range of ideological, governmental, and collective responses. Key Concept 3.3 PERIOD 3 • I. Ideologies developed and took root throughout society as a response toindustrial and political revolutions. KEY CONCEPT 3.3 • II. Governments responded to the problems introduced or exacerbated byindustrialization by expanding theirfunctions and creating modern bureaucratic states. • III. Political movements and socialorganizations responded to theproblems of industrialization.

  18. Defining Supporting Concepts Within Key Concept 3.3 • The problems of industrialization provoked a range of ideological, governmental, and collective responses. Key Concept 3.3 PERIOD 3 • I. Ideologies developed and took root throughout society as a response toindustrial and political revolutions. KEY CONCEPT 3.3 • II. Governments responded to the problems introduced or exacerbated byindustrialization by expanding theirfunctions and creating modern bureaucratic states. • III. Political movements and socialorganizations responded to theproblems of industrialization.

  19. A. Liberals emphasized popular sovereignty, individual rights, and enlightened self-interest but debated the extent to which all groups in society should actively participate in its governance. B. Radicals in Britain and republicans on the continent demanded universal male suffrage and full citizenship without regard to wealth and property ownership; some argued that such rights should be extended to women. C. Conservativesdeveloped a new ideology in support of traditional political forms that was based on the idea that human nature was not perfectible. D. Socialists called for a fair distribution of society’s resources and wealth, and evolved from a utopian to a Marxist “scientific” critique of capitalism. E. Anarchistsasserted that all forms of governmental authority were unnecessary, and should be overthrown and replaced with a society based on voluntary cooperation. F. Nationalistsencouraged loyalty to the nation in a variety of ways, including romantic idealism, liberal reform, political unification, racialism with a concomitant anti-Semitism, and chauvinism justifying national aggrandizement. G. A form of Jewish nationalism, Zionism, developed in the late 19th century as a response to growing anti-Semitism in both Western and Eastern Europe. Defining Key Concept Details • Ideologies developed and took root throughout society as a response to industrial and political revolutions. Key Concept 3.3.I PERIOD 3 KEY CONCEPT 3.3 KEY CONCEPT 3.3.I

  20. Illustrative Examples • The problems of industrialization provoked a range of ideological, governmental, and collective responses. Key Concept 3.3.1 • I. Ideologies developed and took root throughout society as a response to industrial and political revolutions. • A. Liberals emphasized popular sovereignty, individual rights, and enlightened self-interest but debated the extent to which all groups in society should actively participate in its governance. PERIOD 3 KEY CONCEPT 3.3 KEY CONCEPT 3.3.1 KEY CONCEPT 3.3.1A • Teachers have flexibility to use examples of liberals such as the following: • Jeremy Bentham, Anti-Corn Law League, John Stuart Mill • AP Exam questions will not ask students about these topics

  21. Learning Objectives for Poverty and Prosperity • Students demonstrate understanding of how capitalism has developed as an economic system. In particular, students can… • PP-1 Explain how and why wealth generated from new trading, financial, and manufacturing practices and institutions created a market and then a consumer economy. • PP-2 Identify the changes in agricultural production and evaluate their impact on economic growth and the standard of living in preindustrial Europe. • PP-3 Analyze the reasons for the emergence and development of self-interest in economic practice and theory. • PP-4 Explain how geographic, economic, social, and political factors affected the pace, nature, and timing of industrialization in Western and Eastern Europe. • PP-5 Explain how the development of new technologies and industries — as well as new means of communication, marketing, and transportation — contributed to expansion of consumerism and increased standards of living and quality of life in the 19th and 20th centuries. • PP-6 Analyze the origins, characteristics, and effects of the post–World War II “economic miracle” and the economic integration of Europe (the Euro zone).

  22. Learning Objectives Connect Key Concepts Thematically Across the Different Historical Periods • Analyze the reasons for the emergence and development of self-interest in economic practice and theory. PP-3 Period 2 • Early modern Europe developed a market economy that provided the foundation for its global role. (KC 2.2. I) • Freedom from governmental restrictions • Agricultural Revolution • Expansion of putting-out system or cottage industry • New financial practices and institutions • New political and economic theories (including those of John Locke and Adam Smith) challenged absolutism, mercantilism, and views concerning wealth and luxury. (KC 2.3. III) Period 3 • Ideologies developed and took root throughout society as a response to industrial and political revolutions (KC 3.3. I)

  23. Overview of the AP EH Curriculum Framework

  24. Assessing Student Understanding of the Learning Objectives Exam questions are designed to… • Assess student ability to employ the historical thinking skills • Focus on student understanding of long-term, significant historical developments • Allow students flexibility in drawing on different historical examples to answer questions

  25. Why Are Multiple Choice Questions Important? Multiple choice questions help maintain the meaning of an AP score over time. • Within a subject, equators are the subset of multiple choice questions that are common across examination forms and years. • Equators allow comparisonand consistency between exam forms over time.

  26. Draft MCQ Set: Stimulus 10 Questions 1-3 are based on the following graph that shows estimated average seed yields* for wheat and barley in various regions of Europe. Seed Yields for Wheat and Barley 5 1600 1650 1700 1750 1800 Year Great Britain and the Low Countries France, Spain, and Italy Central Europe and Scandinavia Eastern Europe * Seed yield (or crop yield) is a ration of the number of seeds of grain harvested for each seed sown. Source: Norman J. G. Pounds, A Historical Geography of Europe, Volume II: 1500-1840, Cambridge University Press, 1979, p. 182.

  27. Draft Multiple ChoiceQuestion (MCQ) Set: Question 1 10 The patterns shown on thegraph above contributedmost directly to which of the following? Seed Yields for Wheat and Barley 5 (A) The increasing number ofEuropeans emigrating tothe Americas (B) The early industrializationof Britain and the Low Countries (C) The large size of France’s population (D)The increasing importance of eastern Europe as a grain exporter 1600 1650 1700 1750 1800 Year Great Britain and the Low Countries France, Spain, and Italy Central Europe and Scandinavia Eastern Europe

  28. Draft Multiple Choice Question (MCQ) Set: Question 1 The patterns shown on the graph above contributedmost directly to which of the following? • Skills: • Causation • Interpretation Learning Objective: Poverty and Prosperity-4 Explain how geographic, economic, social, and political factors affected the pace, nature,and timing of industrialization in western and eastern Europe. Key Concept: 2.4 IV A The Agricultural Revolution produced more food using fewer workers; as a result, people migrated from rural areas to the cities in search of work. (B)The early industrialization of Britain and the Low Countries

  29. DraftMultiple Choice Question (MCQ) Set:Question 2 10 (A) The creation of large cash-crop plantations in the Americas (B)The cultivation of New World crops in Europe (C)The widespread mechanization of agriculture (D)The decreasing tendency of armies to target civilian populations during wartime Apart from the changes in seed yield shown on the graph above, which of the following most affected Europe’s ability to feed itself in the period 1600-1800? Seed Yields for Wheat and Barley 5 1600 1650 1700 1750 1800 Year Great Britain and the Low Countries France, Spain, and Italy Central Europe and Scandinavia Eastern Europe

  30. DraftMultiple Choice Question (MCQ) Set:Question 2 Apart from the changes in seed yield shown on the graph above, which of the following most affected Europe’s ability to feed itself in the period 1600-1800? • Skill: • Causation Learning Objective: Interaction of Europe and the World-5 Evaluate the impact of the Columbian Exchange — the global exchange of goods, plants, animals, and microbes — on Europe’s economy, society, and culture. Key Concept: 1.4 IV B The exchange of new plants, animals, and diseases—the Columbian Exchange—created economic opportunities for Europeans and facilitated European subjugation and destruction of indigenous peoples, particularly in the Americas (D) The cultivation of New World crops in Europe

  31. DraftMultiple Choice Question (MCQ) Set:Question 3 10 (A) governments should require landholders to make agricultural improvements (B) the export of food crops and other agricultural products should be restricted (C)agricultural work had moral and physical benefits that were superior to those of industrial labor (D)abolition of common agricultural land holdings would result in greater agricultural productivity In the late 1700s and early 1800s, liberal political economists in western Europe used information similar to the data shown in the graph to argue that Seed Yields for Wheat and Barley 5 1600 1650 1700 1750 1800 Year Great Britain and the Low Countries France, Spain, and Italy Central Europe and Scandinavia Eastern Europe

  32. DraftMultiple Choice Question (MCQ) Set:Question 3 In the late 1700s and early 1800s, liberal political economists in western Europe used information similar to the data shown in the graph to argue that • Skills: • Contextualization • Use of Evidence Learning Objective: Interaction of Europe and the World-5 Evaluate the impact of the Columbian Exchange — the global exchange of goods, plants, animals, and microbes — on Europe’s economy, society, and culture. Key Concept: 1.4 IV B The exchange of new plants, animals, and diseases—the Columbian Exchange—created economic opportunities for Europeans and facilitated European subjugation and destruction of indigenous peoples, particularly in the Americas (D) abolition of common agricultural land holdings would result in greater agricultural productivity

  33. Draft Short Answer Question4 questions per section; 50 minutes total (A) Choose ONE specific event or process related to European colonization and imperialism in the period 1450–1914, and then explain how ONE of the four factors listed above influenced that event or process. (B)Explain WHY the factor you chose for A had a stronger influenceon the event or process than any of the other three factorslisted above. The following four factors were important influences on European countries’ drive to acquire overseas colonies: • Christian missionary zeal • Commercial competition among European powers • Notions of European racial superiority • Political rivalries within Europe

  34. Draft Short Answer Question4 questions per section; 50 minutes total The following four factors were important influences on European countries’ drive to acquire overseas colonies: • Christian missionary zeal • Commercial competition among European powers • Notions of European racial superiority • Political rivalries within Europe • Skills: • Causation • Comparison • Learning Objectives: • Interaction of Europe and the World-1, 2, 3 • Assess the relative influence of economic, religious, and political motives in promoting exploration and colonization. • Analyze the cultural beliefs that justified European conquest of overseas territories and how they changed over time. • Analyze how European states established and administered overseas commercial and territorial empires.

  35. Document-Based Question1 question; 60 minutes Analyze the influence of ideas about gender on the reign of Elizabeth I and explain how Elizabeth responded to these ideas. • Skills: • Contextualization • Argumentation • Use of Evidence • Synthesis • Learning Objectives: • States and Other Institutions of Power-2, 11 • Individual and Society-5 • Explain the emergence of and theories behind the New Monarchies and absolutist monarchies, and evaluate the degree to which they were able to centralize power in their states. • Analyze how religious and secular institutions and groups attempted to limit monarchical power by articulating theories of resistance to absolutism, and by taking political action. • Analyze how and why the nature and role of the family has changed over time

  36. Document Based Question (DBQ) Sources Document Based Question: Analyze the influence of ideas about gender on the reign of Elizabeth I and explain how Elizabeth responded to these ideas. Document 1: John Knox, Scottish religious reformer, First Blast of the Trumpet Against the Monstrous Regiment of Women, 1558 Document 2: Nicholas Heath, archbishop of York, in a debate before the House of Lords, 1558 Document 3: Parliament of England, Act of Supremacy, 1559 Document 4: John Aylmer, friend of Elizabeth I’s tutor, pamphlet, 1559 Document 5: The Second Book of Homilies, produced by bishops of the Church of England, authorized by Elizabeth I, 1562 Document 6: Jacques Bochetel de La Forest, French ambassador to England, report on Elizabeth I’s response to a proposed Parliamentary petition on the succession question, 1566 Document 7: Edward Rishton, Roman Catholic priest, On the Origin and Growth of the English Schism, 1585 Document 8: Marcus Gheeraerts the Younger, English court painter, portrait of Elizabeth I standing on a map of England, 1592 Document 9: William Tooker, Elizabeth’s personal chaplain, describing a “touching” ceremony, 1597 Document 10: William Clowes, personal surgeon of Elizabeth I, treatise, 1602 Document 11: Elizabeth I, speech to Parliament delivered in 1559, recorded in an official history of her reign, first published in 1615 Document 12: Elizabeth I, speech to English troops delivered in 1588, before the attempted invasion of the Spanish Armada, recorded in a letter by an eyewitness, 1623.

  37. Draft Question:Long EssayChoice between 2 questions; 35 minutes Analyze whether or not the revolutions of 1848 can be considered a turning point in European political history. Question Option 1 Question Option 2 - or- Analyze whether or not the First World War I (1914-1918) can be considered a turning point in European intellectual and cultural history.

  38. Draft Question:Long EssayChoice between 2 questions; 35 minutes Analyze whether or not the revolutions of 1848 can be considered a turning point in European political history. • Skills: • Causation • Continuity and Change Over Time • Periodization • Argumentation • Synthesis • Learning Objectives: • States and Other Institutions of Power-4, 14, 17 • Analyze how new political and economic theories from the 17th century and the Enlightenment challenged absolutism and shaped the development of constitutional states, parliamentary governments, and the concept of individual rights. • Analyze the role of warfare in remaking the political map of Europe and in shifting the global balance of power in the 19th and 20th centuries. • Explain the role of nationalism in altering the European balance of power, and explain attempts made to limit nationalism as a means to ensure continental stability.

  39. Draft Question:Long EssayChoice between 2 questions; 35 minutes Analyze whether or not the First World War I (1914-1918) can be considered a turning point in European intellectual and cultural history. • Skills: • Causation • Continuity and Change Over Time • Periodization • Argumentation • Synthesis • Learning Objectives: • Objective Knowledge and Subjective Visions-8, 10, 13 • Explain the emergence, spread, and questioning of scientific, technological, and positivist approaches to addressing social problems. • Analyze the means by which individualism, subjective experience, and emotion came to be considered a valid source of knowledge. • Explain how and why modern artists began to move away from realism and toward abstraction and the nonrational, rejecting traditional aesthetics.

  40. AP European History Higher Education Study Section 3: Overview of Independent Review Assignment and the Advanced Strategy Labs (Virtual Focus Groups) Ariel FosterExecutive Director,AP College and University Services

  41. Why Are We Asking for Your Feedback? • To confirm aspects of conceptual alignment • To explore and better understand topics of divergence • To better understand how our learning outcomes align with your expectations ofstudents in subsequent courses

  42. Structure of the AP® European History Curriculum Framework 4 Historical Periods with 20 Key Concepts Supporting Concepts (I, II, III,…) Concept Details(A, B, C,…) Thematic-Based Learning Objectives Historical Thinking Skills

  43. The Independent Review Feedback Form Key Concept 1.1 The worldview of European intellectuals shifted from one based on the authority of scripture and the ancients to one based on inquiry and observation of the natural world. (Please reference pages 34-36 in the Curriculum Framework for further information.) 1. How important is each of the following to success in subsequent learning experiences in history? That is, how important is it that students bring this knowledge with them to courses that follow your introductory European history (c. 1450 to the present) course? Use a scale of 1 to 10, where 1 = Not at all important for success in subsequent courses and 10 = Essential for success in the subsequent course Click on the highlighted box to the right of each item and type your response (i.e., 1, 2, 3, 4, 5, 6, 7, 8, 9, 10) into the box to the right of eachitem.

  44. Timeline for the Independent Review Assignment September 17thDistribution of assignment documents to participants, will include: • AP European History Curriculum Framework • Sample exam questions for AP European History • Independent Work Assignment Form September 17-28, 2012Participants complete the Independent Review Assignment September 28, 2012Submission deadline

  45. Virtual Focus Groups • Dates of the virtual focus groups: • October 3,7-9 pm ET • or • October 4, 7-9 pm ET Provide feedback to questions via email to hlee@harrisinteractive.com

  46. The Advanced Placement Program® (AP®) European History: Higher Education Study Appendix

  47. Draft MCQ Set: Stimulus Questions 1-3 are based on the following passage. Galileo Galilei, excerpt from The Starry Messenger, a treatise outlining Galileo’s astronomical discoveries using a telescope, including his discovery of four of Jupiter’s moons, 1610. “[Dedicated] to the Most Serene Cosimo II de’ Medici, Fourth Grand Duke of Tuscany.  [The great scientists of antiquity] assigned to the brightest stars the names of those whose famous and godlike deeds have caused them to be accounted worthy of eternity. Thus the names of [the planets] Jupiter, Mars, Mercury, [the constellation] Hercules, and other heroes whose names are borne by stars …Yet this invention of human ingenuity, noble and praiseworthy though it is, has been out of fashion for many centuries [because no new stars have been discovered]. In vain did [the Roman emperor] Augustus attempt to honor Julius Caesar in that way, for when he attached the name “Julian” to a star that appeared in his time (one of those bodies that the Greeks call comets…) it vanished quickly and mocked his all-too ambitious wish. But we, most serene prince Cosimo, are able to elevate Your Highness’s name into the heavens far more correctly and auspiciously… Behold, then, four stars reserved to bear your famous name*—bodies that belong to the bright ranks of the planets. Variously moving around most noble Jupiter as children of his own, they complete their rotations around Jupiter with marvelous speed, executing at the same time… mighty revolutions every dozen years around the center of the universe—that is, the Sun.” * Galileo proposed calling the four moons of Jupiter that he had discovered “the Medicean Stars.”

  48. DraftMultiple Choice Question (MCQ) Set:Question 1 (A) an indicator of his hostility to new ideas and new modes of discovery (B) a normal and expected part of humanist discourse (C) troubling evidence of Galileo’s rejection of Christianity (D) an indirect appeal for the political unificationof Italy Galileo’s reference in the passage to an anecdote from the history of ancient Rome and his knowledge of classical mythology would likely have been interpreted by his contemporaries as (B) a normal and expected part of humanist discourse

  49. DraftMultiple Choice Question (MCQ) Set:Question 1 Galileo’s reference in the passage to an anecdote from the history of ancient Rome and his knowledge of classical mythology would likely have been interpreted by his contemporaries as • Skill: • Contextualization Learning Objective: Objective Knowledge and Subjective Visions-5 Analyze how the development of Renaissance humanism, the printing press, and the scientific method contributed to the emergence of a new theory of knowledge and conception of the universe. Key Concept: 1.1 I A revival of classical texts led to new methods of scholarship and new values in both society and religion. (B) a normal and expected part of humanist discourse

  50. DraftMultiple Choice Question (MCQ) Set:Question 2 (A) They valued their academic freedomand steered clear of associating with political authority. (B) They thought scientific knowledge would be best advanced through the rediscovery of lost ancient Greek and Roman scientific texts. (C) They believed their discoveries had advanced scientific knowledge further than it had been even in classical antiquity. (D) They continued to express belief in magic and the supernatural, even as they made important discoveries through empirical observation of natural phenomena. Which of the following generalizations about scientists of the early modern period in Europe is best supported by the passage?

More Related