AP EUROPEAN HISTORY – SUMMER ASSIGNMENT & INTRODUCTORY NOTE – 2017-2018
Dear scholar,
Welcome to AP European History! I am thrilled about our journey together next year. We will begin our studies with the
Renaissance and Protestant Reformation and conclude with recent developments on the European continent. Our investigations
will reveal the social, political, economic, intellectual, and cultural transformations on the continent – and beyond. Because of
the expansive scope of this course and the scarce time we will have during the academic year to gain such insights, it is
absolutely imperative that we acquire meaningful insights of prominent, recurring themes and foundational knowledge
beforehand (i.e., over summer break).
In this vein, you will complete the following items over the summer:
 Map activities (on which you will be quizzed),
 Identification terms for the first unit (neatly hand-written or typed), and
 Reading and reflection journal (10-15 substantive and major takeaways from each chapter, typed, bullet-point format).
All of the above items are due on the first day of school. If you enroll during the first ten days of school, you will have ten
school days to complete the assignment – enrollment date included. For example, if your enrollment date is 29.August.2017
(per PowerSchool), your work would be due on 12.September.2017. Late work will be awarded 65% credit. Work that is typed
should be formatted in 10-12 point Times New Roman with 1” margins (the quantity of your writing assignments will be
secondary to the substance or content) and submitted as a hard copy on the due date, even if you also wish to submit electronic
copies.
It is imperative that you have completed and are able to submit this work on the first day of school. This is because, from the
outset of the school year, you will be expected to (1) read approximately 30 pages a week from the assigned textbook, (2) read
primary and secondary historical sources, (3) outline your readings, and (4) complete identification terms. Without your timely
completion and preparation of these summer assignments and the readings/outlines, you will quickly fall behind, and we will be
unable to have stimulating, informative, insightful discussions. In order to pass (and excel) on the culminating AP exam, you
must adhere to the AP European curriculum framework and pacing schedule (to be attached with your course syllabus) with
utmost fidelity, timeliness, and conscientiousness. Perhaps, unlike some of your previous academic experiences, deadlines will
be firm, quality of work will take precedent over quantity and aesthetics, and out-of-class preparation will be a sine qua non
for success.
I envision a class format that is mostly seminar-based where all students will be expected to meaningfully contribute. Students
who choose not to adhere to the rigors of an AP-level history course will find the seminar format to be dull and useless; students
who adequately prepare will find this format clarifying and lively. To facilitate timeliness and preparedness, you can expect
brief reading quizzes based on that day’s assigned reading. Even if you were absent the previous class period, because (1) you
will be provided with a paced reading schedule, and (2) you will be able to contact me or one of your peers, you will be
expected to take the reading quiz for that day. As with other college-level courses, absences do not absolve you from
expectations.
Please follow directions for each component of the summer assignment carefully! If you have questions or concerns, you may
reach out to me via email or remind text. I believe that your studious completion will be an illuminating experience and
conducive to delving into our studies when we reconvene in August.
Again, it is with great alacrity that I welcome you on this journey!
With warm regards,
Samuel Kakavitsas (“Mr. K”)
Teacher Hopewell High School
M.S., The University of North Carolina at Chapel Hill
[email protected]
Remind push notifications: Go to rmd.at/f8h2k and enter your name & phone/email
Remind text updates: Text @f8h2k to 81010
POLITICAL MAP – COUNTRIES OF MODERN-DAY EUROPE
Color each county a color OTHER THAN BLUE. Color countries in different colors (use at least 6 other colors).
POLITICAL MAP – CAPITAL CITIES OF MODERN-DAY EUROPE
Use the numbers on the political map to label each city.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Reykjavik
Moscow
Tirana
Valetta
Dublin
Tallinn
Belgrade
London
Riga
Lisbon
Vilnius
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Sarajevo
Madrid
Minsk
Zagreb
Andorra la
Vella
Kiev
Ljubljana
Paris
Chisinau
Warsaw
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Monaco
Luxembourg
Tbilisi
Prague
Brussels
Yerevan
Budapest
Amsterdam
Nicosia
Vienna
Berlin
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
Ankara
Vaduz
Copenhagen
Athens
Bern
Oslo
Sofia
Stockholm
Bucharest
Rome/Vatican
City
43.
44.
45.
46.
47.
48.
49.
Helsinki
Skopje
San Marino
Istanbul
Tunis
Algiers
Rabat
PHYSICAL MAP OF EUROPE
Label each place as designated by the number on the map.
Bodies of Water: Label with BLUE NUMBERS
1. Atlantic Ocean,
2. Mediterranean Sea,
3. Adriatic Sea,
4. Aegean Sea,
5. Baltic Sea,
6. Black Sea,
7. Caspian Sea,
8. The Strait of Dardanelles,
9. English Channel,
10. Ionian Sea,
11. Strait of Gibraltar,
12. Tyrrhenian Sea,
13. The River Thames,
14.
15.
16.
17.
18.
19.
Danube River,
Volga River,
Rhine River,
Po River,
Elbe River,
Seine River,
Mountains: Label with RED NUMBERS.
20. Alps,
21. Caucasus Mountains,
22. Ural Mountains,
23. Apennine Mountains,
24. Pyrenees,
25. Carpathian Mountains
HISTORICAL MAPS – 1914
Label each place as designated by the number on the map.
13
2
19
5
8
3
17
1
4
12
6
11
7
14
9
16
15
10
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
18
HISTORICAL MAP OF EUROPE – 1815
Label each place as designated by the number on the map.
5
1
3
2
4
6
8
10
9
1.
2.
3.
4.
5.
6.
7.
8.
9.
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
10. _____________________________
7
HISTORICAL MAP OF EUROPE – 1648
Label each place as designated by the number on the map.
1.
2.
3.
4.
5.
6.
7.
8.
9.
BRANDENBURG
PRUSSIA
AUSTRIA
VENICE
OTTOMAN EMPIRE
KHANATE OF CRIMEA
KINGDOM OF POLAND
RUSSIA
FRANCE
10.
11.
12.
13.
14.
15.
16.
17.
18.
SPAIN KINGDOMS & DEPENDENCIES
PORTUGAL
FRANCE
ENGLAND
IRELAND
SPANISH NETHERLANDS
DUTCH NETHERLANDS
SCOTLAND
KINGDOM OF SWEDEN
IDENTIFICATION TERMS
You will soon find it an invaluable study habit to work with vocabulary terms - including people, places, events, ideas/concepts.
Thoughtful completion will result in a concise set of study notes for unit tests, quizzes and the all-important AP exam. Since we
will cover the Renaissance period at the beginning of school year and have a test within the first two-three weeks of school,
these terms provide important foundations for our first unit.
Listed below is a helpful guide to correctly “doing” or completing terms from an AP European History site. Please follow this
format when completing your list:
 Terms do not have to be in complete sentences but they must be in your own words. This form of paraphrasing is a
form of self-monitoring whether or not you have an adequate understanding.
 Use your own words.
 They can be typed or clearly handwritten and should provide the following information:
o Who or what is it and when? Where?
o What happened or what did they do? Was there anyone/anything else involved?
o Why did it happen? Why is it historically significant?
o If it is a person, you must include any books/works of art, etc. associated with the person in the text.
 Use this format for terms:
Format:
Term
a. Who/What?
b. Where/When?
c. Why?
d. Important because...
Example:
Girolamo Savonarola
a. Dominican friar
b. Florence (1452-1498)
c. Concerned about morality of Florence and the corruption of its leaders, the de’Medici family, had a large following with his
inflammatory sermons that warned about punishment from God, which Savonarola saw as French King Charles VII’s
invasion in 1494. Savonarola became a leader of Florence for a time, instigating the “bonfires of the vanities” until he was
excommunicated by the Pope & killed.
d. Shows instability of Italian city-states, the influence of stronger powers (France), and the start of political domination of the
Italian city states by foreign powers (France/Holy Roman Empire)
TERMS
LATE MEDIEVAL EUROPE
1. Feudalism
2. Scholasticism
3. Holy Roman Empire
4. Byzantine Empire
5. Black Death
6. Jacquerie
7. The Great Schism
8. Avignon Papacy
9. John Huss
10. John Wycliffe
11. Hundred Years’ War
12. Wars of the Roses
RENAISSANCE
1. Italian Renaissance
2. de Medici family
3. Lorenzo Valla
4. Petrarch
5. Platonism
6. Dante
7. Machiavelli
8. Brunelleschi
9. Boccaccio
10. Baldasarre Castiglione
11. da Vinci
12. Raphael
13. Michelangelo
14. Humanism
15. Civic Humanism
16. Christian Humanism
17. Northern Renaissance
18. Albrecht Drurer
19. Desiderus Erasmus
20. Thomas More
21. High Renaissance
REFORMATION
1. Reformation
2. Jonathan Tetzel
3. Indulgences
4. Clerical absenteeism
5. Simony
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Benefices
Martin Luther
Sola Scriptura
Sola Fides
Sola Gratis
Diet of Worms
Ulrich Zwingli
John Calvin
Predestination
Anabaptists
Henry VIII
Act of Supremacy of 1534
Peace of Augsburg
Counter-Reformation
Catholic Reformation
Council of Trent
Ignatius of Loyola
Teresa of Avila
Index Librorum
Prohibitorum
READING & REFLECTION JOURNAL
Your reading will be centered on your textbook during the academic year, supplemented with primary and secondary
historical sources; however, during the summer, you will examine European history from an easily-digestible and concise
overview. This overview will provide you with a roadmap of notable events, places, people, and ideas as we delve deeper
during the academic year. In this vein, you will read A Concise History of Europe: Liberty, Equality, Solidarity (3rd edition,
2015) by David S. Mason (ISBN-13: 978-1442236974). Paperback copies range from $20-30 on Amazon, but if a cheaper
alternative comes about please reach out to me so that I can relay this information to your peers.
For each chapter, you will provide:
 9-12 Major ideas & important details (bullet point format)
 2-3 Discussion questions:
o These questions should NOT be based on simple recall of information (e.g., What treaty ended World War I?
Who was the leader of France when the French Revolution began?), as these are likely to be bulleted already in
your major ideas & important details.
o These SHOULD be BIG IDEA questions you would pose to you peers or myself. Consider such questions as:
 How one historical period relates to another,
 How views/sides associated an event within a chapter conflicted/opposed one another,
 Parallels with current events,
 Parallels with historical events elsewhere, or
 How events relate to another academic discipline such as the natural sciences, philosophy, economics,
sociology, the arts and humanities.
When we reconvene in August, you will be randomly placed into small discussion groups and assigned two to three chapters to
reflect on your questions and share bullet points, each group will then create a brief presentation to present to the entire group.
In total, this exercise is intended to:
 Provide you with background and context and we delve deeper into modern European history,
 Set the stage for further engagement with your classmates as intellectual peers, and
 Orient you toward the sort of historiographical thinking that is required in college-level history courses.