comitia Tiberius/Gaius Gracchus tribunes Gaius Marias plebeian assembly Lucius Cornelius latifundia Gaius Julius Caesar landless/urban poor Octavian/Augustus dictatorship Scipio vs. Cato Cloaca Maxima Constantine aqueduct Justinian plebs frumentaria Karl Martell panem et circenses Pepin city” Charlemagne “universal Germanic tribes/Goths Harold Godwynson of Rome” William the Conqueror “Fall Byzantine Empire John Arab Muslims Augustine, City of God majordomo Gelasius I Moors Gregory VII Battle of Tours Henry IV, HRE Lombards Alexios I partible inheritance II Vikings Formative Assessments Summative Assessments Students are required to create a chapter outline or synopsis weekly that Students are required to complete a series of multiple choice questions measures their comprehension of the major people, events, and trends that modeled after those which will appear on the AP European History Exam. In characterize the era or theme being studied during that portion of the unit. these, more than one plausible response is provided, and the student must They may be quizzed or required to produce a written response to prompt. distinguish the correct response from among the merely plausible. Students Evidence of students’ miscomprehension or lack of comprehension is are also required to complete an essay that integrates content and concepts addressed by the teacher in subsequent lessons. Assessment of students’ from throughout the unit into a coherent written argument. In the case of a mastery of historiography will be ongoing; it will be inherent in students’ document-based question, the student is required to also integrate evidence formative and summative assessment work, and the instructor must provide from a series of provided primary sources. constant feedback in order to reinforce or adjust students’ practice of historiography. Resources Enrichment Strategies Palmer, R. R., Colton, Joel, and Kramer, Lloyd, A History of the Modern Due to the nature of the AP European History curriculum, it is difficult to World Tenth Edition envision an approach to enrichment. The course is taught with the expectation
comitia Tiberius/Gaius Gracchus tribunes Gaius Marias plebeian assembly Lucius Cornelius latifundia Gaius Julius Caesar landless/urban poor Octavian/Augustus dictatorship Scipio vs. Cato Cloaca Maxima Constantine aqueduct Justinian plebs frumentaria Karl Martell panem et circenses Pepin “universal city” Charlemagne Germanic tribes/Goths Harold Godwynson “Fall of Rome” William the Conqueror Byzantine Empire John Arab Muslims Augustine, City of God majordomo Gelasius I Moors Gregory VII Battle of Tours Henry IV, HRE Lombards Alexios I partible inheritance II Vikings Formative Assessments Students are required to create a chapter outline or synopsis weekly that measures their comprehension of the major people, events, and trends that characterize the era or theme being studied during that portion of the unit. They may be quizzed or required to produce a written response to prompt. Evidence of students’ miscomprehension or lack of comprehension is addressed by the teacher in subsequent lessons. Assessment of students’ mastery of historiography will be ongoing; it will be inherent in students’ formative and summative assessment work, and the instructor must provide constant feedback in order to reinforce or adjust students’ practice of historiography. Summative Assessments Students are required to complete a series of multiple choice questions modeled after those which will appear on the AP European History Exam. In these, more than one plausible response is provided, and the student must distinguish the correct response from among the merely plausible. Students are also required to complete an essay that integrates content and concepts from throughout the unit into a coherent written argument. In the case of a document-based question, the student is required to also integrate evidence from a series of provided primary sources. Resources Palmer, R. R., Colton, Joel, and Kramer, Lloyd, A History of the Modern World Tenth Edition Enrichment Strategies Due to the nature of the AP European History curriculum, it is difficult to envision an approach to enrichment. The course is taught with the expectation
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