European Family Life 1700-1900: Continuity and Change

1. Peter Tchaikovsky Swan Lake: Waltz Wednesday, 3/6/19 POD – AP European History PPT 601a and 601b – Causes of WWI Work on Chart #1; check for notes 1a and 1b and timeline (4 panels) JOURNAL ENTRY #6:1 Long Essay (2 paragraphs) Identify and explain ONE continuity in European family life from 1700-1900. Identify and explain ONE changein European family life from 1700-1900 OR…To what extent was there both continuity and change in family life for Europeans in the period 1700-1900? HOMEWORK: Notes for Lesson #2 – Waging Total War (821-833) Also, be sure to watch the attached videos in the notes – they’re loaded with useful info. Finish Chart #1 for tomorrow

2. Thursday, 3/7/19 Richard Wagner – RIDE OF THE VALKYRIES POD – AP European History Work on Chart #2 Check completion of Chart 1 and notes on Lesson 2 PPT 602: Fighting of WWI Artifact activity Plan out DBQ 2003 JOURNAL ENTRY #6:2 (long essay style – 2 paragraphs) Discuss the reason for the appearance and importance of entangling alliances in this era. HOMEWORK: Notes on Lesson #3 Russian Revolution (p. 833-838) Chart #2 Quiz on lessons 1-4 on Tuesday 3/12 Applications for Rho Kappa now available in rm. 211 or 218. Due by April 2nd Information Meeting Tuesday, 3/12 in auditorium at 2:30. 

3. Franz Shubert Ave Maria Monday, 3/11/19 POD – AP European History Score DBQ 2003 student samples – check for Lesson #4, Chart #3 and DBQ 2003 Chart #4 – Versailles PPT 604: Treaty of Versailles JOURNAL 6:3(long essay) Compare and contrast the Russian Revolution of 1913 to the French Revolution of 1789 in terms of its impact on the common man. HOMEWORK: Notes on Lesson #5 (New Philosophies) (p. 854-871) and Lesson #6 (New Arts) (p. 854-871) // Chart #4 Quiz tomorrow on lessons 1-4 // Quiz MONDAY on Lessons 5-9

4. AntonínDvořák Symphony no. 9, 4th movement Allegro con fuoco (watch the guy with wild hair playing for the Pope) Tuesday, 3/12/19 POD – AP European History Quiz on Lessons 1-4 Check for Notes & Chart 4 PPT 605 New Philosophies PPT 606 New Arts Plan out DBQ 2010 JOURNAL ENTRY #6:4 (short answer style) What is one misconception which made a simple two-nation conflict into a multi-nation, multi-front GREAT WAR? (Be sure to name the conflict, describe the conflict, and why it matters) What pressure which caused the GREAT WAR to be more than just a local conflict? Why would the GREAT WAR still likely have happened even if the Archduke was not killed in Sarajevo? HOMEWORK: Plan out DBQ 2010 (that means annotate EACH doc for use and bias) (for Wed) Notes on Lesson #7 - Search for Stability in the 1920s (p. 871-883) (for Thurs) Notes on Lesson #8 – Dictators and Depression of the 1930s (p. 888-900) (Thurs) Quiz Friday on Lessons 5-9 (MOVED TO MONDAY)

5. Mark up DBQ with: Th – Thesis (underline) C = Contextualization [bracket] O = Outside info [bracket] B = bias (put “B” in margin) Put doc numbers in margin Thursday, 3/14/19 Edvard Grieg Peer Gynt Hall of the Mountain King https://www.youtube.com/watch?v=iX-22GqLZtg POD – AP European History Peer Score DBQ 2010 Work on Chart #5 Check notes PPT 607 – The 1920s PPT 608 – The 1930s JOURNAL ENTRY 6:5 Compare and contrast the impact of war on society and on the common man, compared to its impact in previous wars of previous eras. (long essay style: intro paragraph and contextualization) HOMEWORK: Notes on Lesson #9 – Hitler’s rise to Power (p. 900-909) Quiz Monday on Lessons 5-9

6. Friday, 3/15/19 POD – AP European History Quiz on lessons 5-8 (bumped to Monday, 5-9) Check notes PPT 609 (Rise of Hitler) – after PPT 608 (Dictators) Work on Chart #6 JOURNAL ENTRY 6:6 – Short Answer Article 231 specified: "The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies.“ (known as “the war guilt clause”) From what document is this an excerpt? What was the purpose of the document? What made this excerpt controversial? What made it inaccurate? What was the historical motivation for the severity of this article? HOMEWORK: Notes on Lesson #10 (World War II (p. 909-919) Quiz Monday on Lessons 5-9 SCANTRON IS NEXT WEDNESDAY // LONG ESSAY IS FRIDAY

7. Monday, 3/18/19 Hector Berlioz Symphoniefantastique (1830) POD – AP European History Quiz #2 Journal HW check (Lesson #10 and Chart #6) PPT 609 JOURNAL ENTRY 6:7 Discuss the changing role of government, by comparing the Russian, Italian or German governments of the early 1900s with the role of their governments prior to this era HOMEWORK: SCANTRON IS WEDNESDAY NOW BUMPED TO MONDAY, MARCH 25 DUE WED: google the “short” movie THE WAVE; watch it, write a summary in journal as entry #8 MON – Quiz, then Lesson #9 TUE – SWING KIDS, part #1 WED – Lesson #10 THU – SWING KIDS, part 2 / Jazz Concert (03) FRI - Review MON – SCANTRON TUE – Argue Day WED – Long Essay

8. Tuesday, 3/19/19 POD – AP European History Swing Kids JOURNAL ENTRY 6:9 Discuss your impression of Nazi Germany. Free write – no format needed. 2/3 page. HOMEWORK: SCANTRON IS WEDNESDAY NOW BUMPED TO MONDAY, MARCH 25 THE WAVE – don’t forget to watch it and react to it as JOURNAL #8 TUE – SWING KIDS, part #1 WED – Lesson #10 THU – SWING KIDS, part 2 / Jazz Concert (03) FRI - Review MON – SCANTRON TUE – Argue Day WED – Long Essay

9. Wednesday, 3/20/19 POD – AP European History Journal Finish PPT 609 Discuss THE WAVE & SWING KIDS PPT 610 on WWII JOURNAL ENTRY 6:9 Discuss your impression of Nazi Germany. Free write – no format needed. 2/3 page. JOURNAL ENTRY 6:10 (LONG ESSAY) Discuss the changing role of war, by comparing the wars of the early 20th century. HOMEWORK: SCANTRON IS WEDNESDAY NOW BUMPED TO MONDAY, MARCH 25 AND (if you didn’t watch THE WAVE, to that) AND react to it as Journal Entry #8 WED – Lesson #10 THU – SWING KIDS, part 2 / Jazz Concert (03) FRI - Review MON – SCANTRON TUE – Argue Day WED – Long Essay Peace Conference Sunday 4-7:30 (moved to CR North)

10. Thursday, 3/21/19 POD – AP European History Swing Kids – part 2 JOURNAL ENTRY 6:11 Discuss the reason for the appearance of and importance of fascism in this era (will be the same tomorrow) HOMEWORK: SCANTRON IS WEDNESDAY NOW BUMPED TO MONDAY, MARCH 25 THU – SWING KIDS, part 2 / Jazz Concert (03) FRI - Review MON – SCANTRON TUE – Argue Day WED – Long Essay

11. Review for test

12. Describe what you see here Did he cause THE GREAT WAR?

13. Describe what you see here

14. Describe what you see here Why are they pointing at each other?

15. Describe what you see here Why are they pointing at each other?

16. Describe what you see here Why are they pointing at Germany?

17. Describe what you see here Why?

18. Who are these people?

19. Describe what you see here How does this have almost nothing to do with Hitler coming to power?

20. Describe what you see here

21. Describe what you see here

22. Describe what you see here

23. Describe what you see here

24. Describe what you see here

25. Practice Question Refer to the following passage: “Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing – as he wills to be after that leap towards existence. Man is nothing else but that which he makes of himself. That is the first principle of existentialism.” Jean-Paul Sartre, existentialist philosopher and writer, Existentialism is a Humanism, 1946 Think of how mankind has destroyed the happiness of mankind… how all developments have now dehumanized human existence… it’s just sad!

26. Refer to the following passage: “Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing – as he wills to be after that leap towards existence. Man is nothing else but that which he makes of himself. That is the first principle of existentialism.” Jean-Paul Sartre, existentialist philosopher and writer, Existentialism is a Humanism, 1946 Existentialism, as depicted in the above passage, developed most directly from which of the following? • Individuals confident in human reasoning • Societies content with philosophical contemplation • Philosophers searching for a meaningful purpose in life • Civilizations disillusioned by war and technological progress

27. Refer to the following passage: “Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing – as he wills to be after that leap towards existence. Man is nothing else but that which he makes of himself. That is the first principle of existentialism.” Jean-Paul Sartre, existentialist philosopher and writer, Existentialism is a Humanism, 1946 Sartre’s views, as depicted in the passage, most closely reflect which of the following? • People’s inability to make choices • The importance of individual actions • Human struggles with moral uncertainties • Societies needing a deeper spiritual essence

28. (Decisions based on self, rather than rationality) Refer to the following passage: “Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing – as he wills to be after that leap towards existence. Man is nothing else but that which he makes of himself. That is the first principle of existentialism.” Jean-Paul Sartre, existentialist philosopher and writer, Existentialism is a Humanism, 1946 The development described in the passage best reflects a movement away from which of the following? • The objectivity of science and rational thought • Faith based spiritual beliefs and practices • Definitions of human nature based on behavior • Concepts of reality not determined by past experiences

29. (again, think of the decisions based on self, rather than rationality or developments by mankind…) Refer to the following passage: “Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing – as he wills to be after that leap towards existence. Man is nothing else but that which he makes of himself. That is the first principle of existentialism.” Jean-Paul Sartre, existentialist philosopher and writer, Existentialism is a Humanism, 1946 Supporters of the ideas expressed in this passage would most likely have also called for which of the following? • The deeper spiritual development of humanity • Beliefs in the human inability to change the world • Diminished faith in the miracle of modern progress • Plans for living in a hostile world

31. DBQ PREP

32. DBQ 2003German Civil Peace

33. Step #1 – source analysis • Look for caveats for each source • Circle anything that stands out • Make notations in RIGHT margin of DBQ • This is anything that shows the writer has some kind of bias or purpose • purpose, tone, reliability, attribution, bias • Examples: • Look at the picture in doc #2 – see any tone? How do you know? • What is the purpose for doc #1 – how do you know?

34. Step #2 – document analysis • Look for ways the document can answer the question • In this case, you’re looking for a change in the view toward the “civil peace” • First off, what IS this “civil peace” • Then, show attitude toward it • You should find support in the beginning, waning support as the war drags on, and anger toward the end • See if the docs support that… • Make these notations in the LEFT margin

35. Step #3 – Organize documents • Choose three (or more) “chunks” • In this DBQ, I’d go for three periods of time which show a change in view • Group docs into three boxes • Number them together • Then, label the boxes: why did you group them like you did?

36. Step #4 – Thesis development • What is a direct answer to the question? • Develop an opinion which clearly answers the question, but is NOT a statement of fact • Be ready to describe what you mean. This, and your contextualization will be your opening paragraph

37. Step #5 – Contextualize • What is the bigger picture? • How does this subject fit into time and development of the era? • How might this subject fit into a larger picture of Europe at this time? • Prepare to slide this into your opening paragraph

38. Step #7 – Outside information • What else is going on at this time that is NOT mentioned in these docs? • What can be mentioned to help support ideas presented, but was not presented? • Be prepared to do two things with this info: • Be ready to describe it in several sentences • Tie it into the subject and show connections • Example: • What do you know about William II’s attitude? • What do you know about the Shlieffen Plan? • What do you know about trench warfare? • Can any of this support any ideas in this DBQ?

39. Homework: • Have all these done: • Thesis • Contextualization • POV markings for each doc on right side • DOC analysis for each doc on left side • Three boxes • Label each box • Outside information (at least a full sentence)

41. What makes a good thesis • Show you understand all parts of the question • Show you can glean some ideas to show some analysis from the docs in opening paragraph • Fill up a page with your analysis

42. Example: Docs have dif. purpose Good: “Since Benjamin Disraeli was delivering a speech to the House of Commons, he probably chose his words carefully to persuade members to support his political agenda (doc. 2).” “Lord Rosebery was writing a letter to a newspaper, which was clearly a public forum; therefore, this document could be viewed as a form of propaganda (doc. 8).” Bad “Since Archibald Philip Primrose is writing a letter, he is being honest (doc. 8).” Why is this unacceptable? This statement fails to account for the fact that Primrose is writing a letter for a newspaper, which is a very public document, not a private correspondence.

43. What it means to analyze docs • Show you know what the intention of the document is, in relation to the question • DO NOT QUOTE • Show you’re using the document to prove your thesis

44. Other elements • Contextualization • Show how this subject fits into a larger picture • Make this CLEAR AND OBVIOUS • (Include this in opening paragraph) • Outside Information • Make this it’s own paragraph • Make the opening sentence a clear reference to outside information • Conclusion • Your last chance to prove you proved your thesis

45. Final clean-up • Put numbers of docs in outside margin • Label POV in same margin where you attempted POV • Verify you used a majority of the docs • Label Contextualization • Label Outside information

47. Contextualization Two types: historical or conceptual HISTORICAL • How did we get here? What had to have transpired to get us here • Sequence the events that went one event to another, like a timeline. • Easiest way to do this is a reverse cause-effect CONCEPTUAL • What other subjects are like this • Give SEVERAL comparisons, mostly similarities • For example: The issues the Weimar Republic faced is like what France faced after the Franco-Prussian war, or like USA faced after forming as a nation. Describe how.

48. Contextualization My recommendation is to have this as it’s own paragraph, and make it clear that’s what you’re doing. That helps the reader to give you credit. Start off with something like “it’s easy to see how we got here by analyzing events leading to this subject…” Or… “this subject is not the only one dealing with this conflict. For example…”

49. source analysis • Highlight names and underline caveats for each source. Imagine what might be used to support HIPP issues • Historical Context - Purpose of doc • Intended Audience - Point of View of source • When you read the source, see if anything supports your assumption • Example: does the doc show a historical context? • Example: is this a speech, intended to persuade? • Example: is this a diary, which are VERY reliable? • THIS IS IMPORTANT: YOU NEED TO SHOW HOW THE DOCUMENT SHOWS THAT BIAS • And, you need to describe it. • Example: “Since this is a speech, it’s intended to persuade the reader. You can see he’s trying to be persuasive when he says…” • Circle, underline, and drop thoughts in right margin

50. document analysis • Look for ways the document can answer the question • Circle, underline, and drop thoughts in LEFT margin • See if there’s a pattern developing among docs… when you see some having common elements or thoughts, create a category, and load up documents into it. This will become a category, the subject of one of your main body paragraphs. CALL THIS, A BOX of document.