Timeline Creation

http://timeline.knightlab.com/

The Circle of Revolution: PT II

To finish out your annotated timeline, be sure to include the following events as well ...

- The Directory
- Napoleonic Code
- Concordat of 1801
- War of the Second Coalition
- War of the Third Coalition
- Battle of Trafalgar
- Continental System
- Russian Campaign
- War of the Fourth Coalition
- Congress of Vienna
- Hundred Days
- Battle of Waterloo

There you go - timelines are due at END of class on Thursday. We will discuss some of these topics in class in mini-lectures. Your book, the books Mr. Moulden has, and good internet research are great resources to gather your needed knowledge on these matters.

The Circle of Revolution: The People and Events

The French Revolution plays a tipping point in European history. The 3rd Estate in France sees the ideas and philosophies of the Enlightenment have some success in the American Revolution (that France played an important role in making successful) - now they want their turn. They want a voice in a country full of national pride, yet that is on the verge of economic chaos.
Below you will find two lists - one of people and one of events.

Today you will work on the events of the early French Revolution (we will break this project into parts, and bring it all together next week).

Events - place the events in order, find the date (or range of time) that each took place. Give a brief description of the event (i.e. what led to this event taking place, the people and/or groups involved, and what role this event had within the French Revolution has a whole), and find or draw a picture that shows the importance of the event.
Use your book, the books Mr. Moulden has on the center table, the videos linked below and good internet research (i.e. scholarly websites - not random blogs) to find your information. BE SURE TO KEEP A DOCUMENT OF YOUR RESOURCES!!!
I would accomplish this task in a Google Doc, shared with your ONE partner and Mr. Moulden.

With no further ado, here are the events to start with ...
- American Revolution
- Bastille
- Civil Constitution of the Clergy
- Committee of Public Safety
- Declaration of Rights and Man
- Dutch Patriot Revolt
- Estates General
- Great Fear
- National Convention
- Reign of Terror
- Seven Years' War
- Tennis Court Oath

That should be a good start, more to come!

Here are some videos ...

Who's Right? Divine Right! or Not

So for the first part of Unit 2 we need to look and the Age of Absolutism and it's counter-part Constitutionalism. We talked - briefly - about Constitutionalism in class, but there are important details you need to know. To help you get those details I have gathered some videos for your viewing pleasure.

There are 7 videos covering everything to the basic of Absolutism to specific monarchs and their economic systems (hint we have covered that already as well). Use these videos and your book and Sage notes to complete the Absolutist graphic organizer I will provide you in class.

Will You Get the Job? Absolutely!

Task:  A small region of Europe has recently overthrown its previous rulers and is now looking to bring in a new ruler who is strong, iron-willed, and can lead their new country to greatness.  You are an absolute ruler who is among their candidate pool, and you need to present yourself to them in the best light possible in order to (possibly) ascend to the throne.  You need to create a resume to make yourself look as capable as possible to the hiring committee without being untruthful or promising things you can’t deliver. 

Requirements:

1.    Choose an absolute ruler from the list below. You can find information for each of these rulers in a variety of resources – the textbook, Sage Notes, and/or the blog.

2.    Using one of the templates provided, construct a resume for yourself (as an Absolutist) in Google Docs that shows why you should be the next ruler of this country.  Remember, you can’t be untruthful, but you can make yourself look good!

3.    Write a brief (3-7 sentence) statement at the bottom explaining why you would be the best choice for this fledgling country.  How will you lead them to greatness?  Why are you the best candidate?

4.    Cite your information on the back/bottom of your resume, and then share it with me via Google Drive for consideration by the committee (of one, the Absolutist way).

5.    Be creative and have fun with this!

Absolutists:

                        - King Louis XIV

                        - King Louis XV

                        - Peter the Great

                        - Frederick William, “The Great Elector” of Prussia

                        - Frederick William I, “The Soldier King”

                        - Frederick the Great

                        - Maria Theresa of Austria

                        - Joseph II of Austria

                        - Frederick the Great of Prussia

                        - Catherine the Great

                        - Charles I

                        - Charles II

                        - James I

                        - James II

                        - Charles XII of Sweden

Resume Templates:

                        https://resumegenius.com/resume/resume-templates

                        https://www.themuse.com/advice/the-41-best-resume-templates-ever

Due Date:  This will be due at the end of class on Monday, November 2.  You will have some time to work on it in class between discussions and other work.

Some Helpful Resources

No matter your monarch please make sure you watch the first 3 videos below - they explain Absolutism, Constitutionalism, and the philosophies behind both.
Below those videos are a few videos on particular monarchs or regions.
These are but a few of the videos available to you on a wonderful website called YouTube (just be sure you are watching creditable videos and not the rants of an uneducated person with a webcam).

Insta-Mercantilism version 2015

It's time to have some Instagram like fun with AP Euro.


For Mercantilism section of Ch. 6

As a class, each student will take on the role of a monarch, businessman, trader, sailor, or nobility of 18th century Europe.
From this person's perspective, you will 'post' (we will use Keynote to create the 'post') 4 photos with captions and tagging other classmate characters, including them in your conversation - this should show the connections mercantilism had between different parts of society. Note not all of these connections were positive. In addition to your 4 'posts', you will need to respond to 3 classmate 'posts' as a comment - meaning you will need to check on the progress of their 'Instagram' posts as well.


Your post need to:
- Have a photo (1 to 10 points)
- A caption (1 to 10 points) that tags another classmate (5 points)

Points based on how well the photos and captions show a connection to:
- society
- the economy
- a history event that involves mercantilism
- another classmate

Your comments:
- Need to show your connection to the original photo (1 to 8 points)
- Gives your perspective or point of view of the photos content (1 to 5 points)

We will draw for roles/personas in class on Monday 10/5

Project will be due by end of class on Thursday 10/8 ... you will share your 'posts' via Google Docs with me.

Religious Conflicts: Timeline Invasion

Just like the different countries within Europe between 1555 and 1648, we will be charting the progress of these conflicts by invading as well. Each group will take on the responsibility of tracking the progress of one of 'The Big 4'

• France
• England
• Holy Roman Empire
• Spain.

Each group will create a timeline (of epic size) covering the following things ...

1. Monarchs
• Name and Dates
• Religious Affiliation
• Pic (add some personalty to the picture - either draw one or add to one you find online)
2. Internal Conflicts
• Name of Conflict and Dates
• Sides within the conflict (names of the groups, religious affiliation of groups - if necessary)
• Winner of conflict
3. External Conflicts
• Name of Conflict and Dates
• Countries involved in the conflict
• Here's the invasion part
• Other 'Big 4' countries involved will add to the time
• Add their P.O.V. as to why the conflict took place, or their involvement in the conflict
• Add a picture showing their P.O.V.
• The P.O.V. of your country as to why the conflict started
• Picture representing your P.O.V. for the conflict
• How the conflict ended - treaty or edict

   

Reformation: In Their Own Words

Like we talked about in class, looking at primary documents is an important aspect of historical study (and the AP Euro test now), so in case you need another copy here are the primary documents we use to examine the Reformation.

Martin Luther's Letter to Pope Leo X

• Look at the language Luther uses, is he looking to break off a whole 'new religion' or just to help reform the Church? What is his tone (the choice of words he uses to describe the Pope and Church), what insight does that give you?

Edict of Worms

• In this formal edict from Charles V (why would a politician get involved in a religious matter?), what language does he use that helps give insight into his opinion of the 'Luther problem'?

Be sure to follow the H.I.P.P.O. model we went over in class, or see the link for a refresher.

Choose a Side: The Reformation

For the Reformation we will be creating propaganda videos, a 60 to 90 sec video trying to convince others to join your side be it Catholic or Protestant. Just like any propaganda, imagery will be key. Use visuals that will help to tell your side of the story, to create an emotion for your side or against your opponent. You will need to base the information in your video on facts (use historically accurate names, place, events) but taking some basis is okay (but not out and out lying).
To help you out, below are a few videos to watch to gather background information. Here are some names, places, events that I will be looking for (you don't have to use all of these but make reference to multiple) ...

Martin Luther
95 Theses
Thomas Aquinas
John Calvin
Pope Leo X
Edict of Worms
Charles V
Henry VIII
Council of Trent
Jesuits
Peasants' Wars of 1525

Here is a playlist of videos on the Reformation by AP Euro guru Tom Richey, you should be able to pull lots of information for either side from these different videos

So Was There a Renaissance? Final Answer ... Kinda

In creating our infographics, the class was challenged to take a side on the question - Was the Renaissance a thing? And the final answer that the class came to after presenting their findings on art, social order, family/work life, and politics was - kinda.

No argument that there was a change in art (perspective), literature (Humanism, printing press), and in some ways politics (Machiavelli, 'New Monarchs'). But for the vast majority of people living during the time period known as the Renaissance, life didn't change all that much.

Arguments for why the Renaissance wasn't a thing for the
 majority of people in Italy, and the rest of Europe. 

One group's infogrpahic made the argument that for 95% of the population, very little changed. Unless you had money to 'buy' new titles in politics or to take advantage of the arts, life didn't change - you were still worried daily about getting food to feed your family, and the Church played a dominate role in your life.

As a class we stopped short of saying the Renaissance wasn't a thing, because everybody agreed things changed, just not for the majority of the population (that is until a monk, influenced by Humanism and Theology starts writing but we haven't covered that yet).












By the way - the plan is to have students write these wrap ups on projects/discussions in the future.

Back to the Very Beginning: The Renaissance

Infographs portray information in a visual way - rather than using paragraphs to display information, an Infograph will use pictures/charts/graphs to show the information visually. We will look at a couple of infograph examples to help guide you.

Some helpful tips …

1. Keep your graphics simple
2. Graphics should relate to the topic
3. Use the shape of your infograph to help tell the overall topic
4. Some words are important - but main idea should be grasped through the visuals used
5. Be creative!

---

For this infograph you will be comparing the Late Middle Ages to the Renaissance, trying to answer/defend/refute the question

- Was there even a Renaissance? Was it a thing?

To gather background knowledge you will need to read the Renaissance chapter in your book, use the Late Middle Ages chapter, read the provided primary documents, and watch the provided videos (thanks Tom Richey and John Green!)

.

On your Infograph you will be comparing the following topics/concepts between the Late Middle Ages and the Renaissance …

• Social Order
• Family/Work Life
• Art
• Politics

Videos

Making the Case: Who's To Blame For WWI

We now have a divided Europe, a 'powder keg waiting to explode'. After the Conference of Berlin, and even before, the major political powers of Europe were taking sides, forming alliances, and readying for the unavoidable - war.
What was thought to be a quick war, or hoped to contain to a regional skirmish, quickly developed into full blown war.
In class we'll talk some of the specifics as to what went on during WWI, and even some of the events that led to WWI, and the treaty that ended it. Here's your challenge ...

Within groups of 3 to 4, you will be assigned a country. Your job is to create a parody/satire mini-movie/documentary (call it a mockumentary) on who is really to blame for the start of WWI. Keep in mind a few things ...
1. You will not take blame for starting the war, that would have devastating costs at the Treaty of Versailles.
2. Remember your allies.
3. Remember your rivals (both current and historic).
4. Be sensitive to groups of people and or particular people. Yes we are using satire, but we are not being insensitive.
5. Make references to actual events - sinking of ships, alliances, political flip-flops, assassinations and the like. You are making a case as to why it's not your fault war started, but it is somebody's fault - who and why?

Our Characters (or shall we call them suspects) ...
- Great Britain
- France
- Russia
- Germany
- Austria-Hungry and Serbia
- Italy

You will turn-in or have an approved script BEFORE you begin filming!
Script is due on Tuesday (2/17) by the end of class. Your video, completely edited and ready to watch, is due at the beginning of class on Monday (2/23). We will discuss a few things in class during the week, so make a plan. You will also have a Ch. 25 Reading Quiz on Wednesday (2/18) - you will e permitted to use hand-written notes, not the reading packet itself.

Let's Meet in Berlin

European supremacy can be seen in lots of ways during the 19th and early 20th centuries, but one of the most stark and clear examples is the carving up of an entire continent to settle European conflicts. In 1884-1885, European powers met in Berlin at what became known as the Berlin Conference, or the Congo Conference. We will re-create this conference, taking on the roles of the major European powers present at this meeting.

During the conference each committee will try to persuade the other conference attendees to grant and certify their claims to territory within the continent of Africa. This will be accomplished in a couple of ways - in-class speeches (which should include visuals/maps) and an on-line social media campaign (using Twitter/Instagram).
The goal of the conference is two fold -
1. Create a map of Africa that all members agree to
2. Set rules for claiming new territory and settling future land/resource disputes.

Each committee will be made up of at least 2 members, taking on the following roles ...
1. Speaker
2. Ambassador
and will share the role of Head of PR
(Link to specific details)

Each committee will give an opening argument to their claims of land and resources within Africa. We will then proceed to debate and discuss land disputes that arise.

Members of the committee that will be present are as follows ...
Germany
Belgium
Great Britain
France
Italy
Portugal

Each committee will need to be sure they achieve the goals of their country and allies, while also maintaining the balance of power in continental Europe.

The conference will start on Monday Feb 9 and end on Tuesday Feb 10. By the end of the conference.
Continue to check back here for details and needed background information on the Conference of Berlin and the events that led to its necessity.

Unification Overload

Europe saw the formation of two nation-states that would become major players in the coming brinkmanship and World Wars. Once Prussia unites the German provinces, the balance of power in continental Europe is once again called into question, and paranoia once again sets in. Alliances are quickly formed - some secret, some not so secret. And we are just priming the pump for a spark to set-off a powder keg.

So how does this happen? Look at how Italy and Germany unite. Use your textbook and the links below to fill-in your charts comparing the different players, maps, and speeches used to bring two different countries united during the same time period.


Otto Von Bismark 
Count Camillo Cavor

OPTIC
Italian Unification Map
German Unification Map - I and II

SOAPPS
Garibaldi
Bismark