Student Information Page + supplies lists


European History AP Student Information Sheet and Contract

Student Name: _____________________________ (Please Print)

Instructions:  Students will return the student information page, academic information page, and signed AP World History Contract pages for a homework grade.  I will make copies for my records and then return the packet for students to keep in their notebooks. 


All students will be expected to join my (Remind) classroom.  I will be using this to get you important messages throughout the length of our course.

Class Name:  AP Euro 2019/2020

Enter This Number 81010 – Text This Message @h4432g


Classroom Rules!

1. Be in your seat when the tardy bell rings.

2. Put you cell phone in the Cell Phone caddy before the bell rings to begin class.

3. Respect all people’s opinions and personal property.

4. Bring proper materials to class each day. (Textbook, Paper, Pen, and Notebook)

5. No Talking while Mr. Feid is talking or during school announcements.

6. All School rules apply

7. Food and drinks will be allowed – please recycle and please pick up after yourself.


Computer Organization

Each student is to create a “AP Euro” folder on the Desktop of your computer/tablet.  Within this folder, you should make sub-folders for Units 1-8.  All materials and assignments for our class should be saved under the appropriate sub-folder.  Please back up your information frequently so that you don’t accidentally lose information should your table malfunction.  Use only you school issued computer for my assignments (No MAC’s…they don’t work well with CANVAS!)


Specific Electronics Policy:

It is now considered School Policy that students will turn their cell phones in at the beginning of each class.  I have a “Cell” phone caddy that students will turn their phone into as they enter class.  Failure to do so will result in confiscation of the phone and a discipline referral.


Textbook Reading and Reading Guide Instructions!

Each day in class I will post a “Homework” page on the Smart Board and on your CANVAS account that will identify the nights reading assignment.  As you read, you should complete the “Reading and Notes Guides” that are located under each Chapter on your CANVAS account.  The Reading and Notes Guides are designed to help you understand better what you are reading.  These will be turned in at the end of each chapter using your CANVAS assignments page.  Do Not Wait to complete these as they will do you much less good and will result in begin overwhelmed.  I will provide a copy of the textbook to take home and I believe that I will have enough copies to provide a classroom set so that students may leave their assigned copy of the book home.  However, many students have found that purchasing these texts and highlighting in them has been an effective tool in studying.  This is optional.


  • “A History of Western Society”, 11th edition, McKay, Crowston, Wiesner-Hanks, and Perry.Bedford Martins Publishing, 2014 - ISBN# 978-1-4576-7710-6

Grading System!

Grades will be based on a one-hundred-point system.  As is traditional with a college course, the number of overall grades will be reduced. All homework, Reading and Quiz grades will be combined into one single grade which will count as a test grade.   Essays and Projects will count two times.  Unit Tests will count three times.  Averages will be determined by adding up the total number of points achieved by the student and then dividing by the number of assignments.  The grading scale used is the one found in your student handbooks.  I do not curve grades, and I do not allow extra credit.  Students will receive the grade that they earn.

Grading Scales

The standard school grading scale will be used (100-90 = A, 89-80 = B, 79-70 = C, 69-60 = D, 59-0 = F,) for all class related, quizzes, and tests work.   Essays will be graded using a rubric released by the College Board for DBQ’s (Document Based Questions) and FRQ’s (Free Response Questions).  These rubrics will be provided at the appropriate time.

Tests and Essays:

Tests will consist of primarily multiple-choice questions and a selection of Short Answer Essays that are released from College Board resources.  In addition to tests a primary focus of the class will be on writing for the AP examination.  Students will construct many DBQ (Document Based Question) essays or LEQ (Long Essay Question) essays either in full or in part, depending on the assignment.

Test Corrections!

A student cannot be considered to have truly mastered and learned the material until they have corrected their mistakes.  Therefore, no evaluation is complete until the student has corrected their mistakes to the satisfaction of the teacher.  Doing “corrections” is an integral part of the learning experience and is not an option.  Students will be expected to look up the answer in their textbook and in their own words explain the correct answer.  Students must write their corrections using complete sentences and correct grammar and indicated the page number from the text where correct answer was found.  Because I do not release my tests questions, students will need to expect to spend time before or after school completing test corrections. 

Late Work!

Students are expected to turn assignments in on time.  Remember, this is a college atmosphere classroom.  However, work may be turned in one day late with a 20% penalty taken off the grade.  After one day, assignments are closed and may not be turned in.  Under most circumstances this is final, however, special considerations can be made on an individual basis…Talk to me!


Students should keep a notebook of notes, homework, essays and tests.  Students will need to purchase a three-ring binder with a minimum of 2” inch rings, as well as dividers for up to ten units. 

List of Class Supplies:

Because of budget issues over the last few years and cutbacks in funding, these are the items that I will need students to have with them for class.  I have some classroom supplies to work with, but as they run out, I may not be able to get more.

  1. Loose Leaf Notebook paper (lined) – No spiral notebooks please.
  2. One pack of Crayola Colored Pencils
  3. Subject dividers for up to 8 Units
  4. One pack of Crayola markers
  5. One 3 ring binder (2” rings)
  6. One black fine tipped sharpie marker
  7. One reem of paper to donate to class (Optional…but Please)
  8. One large box of tissue paper to donate to the class.

AP European History Course Information

Course Overview: 

The course object of AP European History is to increase student’s understanding and appreciation of European History and to see the interactions of European history in the modern age.  Students will also develop skills needed to succeed on the AP European history exam as well as in future Advanced Placement classes and college.  The course will be taught during the fall semester and will include only a single semester of direct classroom instruction in a 90-minute Block schedule.  During the second semester of the school year students will be expected to attend after school study/review sessions as the AP test approaches.

The course will be taught at the college level and will require a greater amount of reading and in depth focus than an Honors level curriculum requires.  Most days will consist of some blend of traditional lecture using the primary textbook and small group discussions.  Students are expected to have read the textbook one day in advance of class lectures so that they are able to participate appropriately in class discussions and small groups.  Higher order thinking skills will be a focus, especially analysis of primary sources and synthesis of material.  In addition to higher order thinking skills students will be participating in a variety of writing opportunities designed to improve their comparison and causation thinking skills.  Furthermore, as the semester progresses, students will be participating in an increasing level of “Student led” learning/teaching opportunities. 

Course Themes:

AP European history will be based on, but not limited to, the following themes and their “overarching questions”

1.  Interaction of Europe and the World

- Why have Europeans sought contact and interaction with other parts of the world?

- What political, technological, and intellectual developments enabled European contact and interaction with other parts of the world?

- How have encounters between Europe and the world shaped European culture, politics, and society?

- What impact has contact with Europe had on non-European societies?

2.  Poverty and Prosperity

- How has capitalism developed as an economic system?

- How has the organization of society changed as a result of or in response to the development and spread of capitalism?

- What were the causes and consequences of economic and social inequality?

- How did individuals, groups, and the state respond to economic and social inequality?

3.  Objective Knowledge and Subjective Views

- What roles have traditional sources of authority (church and classical antiquity) played in the creation and transmission of knowledge?

- How and why did Europeans come to rely on the scientific method and reason in place of traditional authorities?

- How and why did Europeans come to value subjective interpretations of reality?

4.  States and Other Institutions of Power

- What forms have European governments taken, and how have these changed over time?

- In what ways and why have European governments moved toward or reacted against representative and democratic principles and practices?

- How did civil institutions develop apart from governments, and what impact have they had upon European states?

- How and why did changes in warfare affect diplomacy, the European state system, and the balance of power?

- How did the concept of a balance of power emerge, develop, and eventually become institutionalized?

5.  Individual and Society

- What forms have family, class, and social groups taken in European history, and how have they changed over time?

- How and why have tensions arisen between the individual and society over the course of European history?

- How and why has the status of specific groups within society changed over time?

Historical Thinking Skills

In addition to the above course themes, European History AP will focus on building upon the following Historical thinking skills.  These will be largely the focus of AP essay writing in preparation for the examination.

1. Chronological Reasoning

Historical Causation

Patterns of Continuity and Change over time


2. Comparison and Contextualization



3. Crafting Historical Arguments from Historical Evidence

Historical argumentation

Appropriate use of Relevant Historical evidence

4. Historical Interpretation and synthesis



Primary Textbook

McKay, Hill, Buckler, Crowston, Wiesner-Hawks, and Perry. A History of Western Society, AP EDITION:                          Since 1300:  11th edition.  Boston, Bedford /St. Martins, 2011.

Supplemental Textbooks and Novels

Alfred J. Andrea and James H Overfield.  The Human Record:  Sources of Global History, 5th edition.                             Boston, Houghton Mifflin Company, 2005

Machiavelli, Niccolo.  The Prince, New York, Penguin Books, 1961

Sherman, Dennis.  Western Civilization Sources, Images, and Interpretations, Volume 1, 8th ed.  Boston,             McGraw-Hill, 2010.