All work must be legible and in pen.

AP European History 2018: Summer Assignment Name This is a college level course being offered to seniors. It is important to understand that the expectations for this class are higher than for a regular level course. The pace and rigor at which you will be expected to learn will require effort and dedication. Time management and organizational skills are important parts of success for all AP students. The purpose of this summer assignment is to provide a frame work as we begin our study of European History. The following assignment is due on the first day of class and a test will be given on the information as well as on the course expectations during the first week of school. The assignment is broken into four parts. Links to the readings and resources can be found in Google Classroom. You must join the Google Classroom Summer Assignment class using your Saint Viator email account. The teacher will email you with the code to access the Google Classroom. All work must be legible and in pen. Summer Assignment Check List Part 1: Map of Europe (56 points) 1. Completed identifications of capitals and labeling of map of modern Europe Part 2: Readings and Guided Reading Questions (56 points) 2. 12. 1 Prelude to Disaster -Completed Reading-Completed Reading, Before You Read, While You Read, and After You Read (8 points) 3. Completed Reading 12.2 The Black Death-Completed Reading, Before You Read, While You Read, and After You Read (11 points) 4. 12.3 The Hundred Years War -Completed Reading, Before You Read, While You Read, and After You Read (11 points) 5. 12.4 Challenges to the Church-Completed Reading, Before You Read, While You Read, and After You Read (11 points) 6. 12.5 Social Unrest in a Changing Society -Completed Reading, Before You Read, While You Read, and After You Read (15 points) Part 3: SAQ (6 points) 7. Completed Short Answer Questions 1 or 2 Part 4: EDpuzzle Video- (15 points) 8. Completed EDpuzzle Video- link to join EDpuzzle Class and link to video is found in Google Classroom

Part 1: Map Assignment -56 points 1. In black ink- neatly label the following European countries with the number from the list and mark the approximate location of the capital with a dot. ( ½ point each) 2. In blue ink- Label the following bodies of water- rivers will need to be drawn in. ( ½ point each) 3. In red ink- Label and draw in the following mountain ranges with the symbol ^^^^. ( ½ point each) 4. Write the name of the capital next to the country name on the list. ( ½ point each) Other bodies of water North Sea Mediterranean Sea Baltic Sea Black Sea English Channel Rivers Seine R. Rhine R. Danube R. Po R. Elbe R. Volga R. Thames Mountain Ranges Urals Carpathian Alps Balkans Pyrenees Apennines

Country Capital Country Capital 1. Albania 2. Lithuania 3. Andorra 4. Luxembourg 5. Austria 6. Macedonia 7. Belarus 8. Malta 9. Belgium 10. Moldova 11. Bosnia/Herz. 12. Monaco 13. Bulgaria 14. Montenegro 15. Croatia 16. Netherlands 17. Cyprus 18. Norway 19. Czech Republic 20. Poland 21. Denmark 22. Portugal 23. Estonia 24. Romania 25. Finland 26. Russia 27. France 28. San Marino 29. Germany 30. Serbia 31. Greece 32. Slovakia 33. Hungary 34. Slovenia 35. Iceland 36. Spain 37. Ireland 38. Sweden 39. Italy 40. Switzerland 41. Kosovo 42. Turkey 43. Latvia 44. United Kingdom 45. Lichtenstein 46. Ukraine 47. Vatican City

Name /56 Summer Assignment- 2018

Part 2: Guided Reading Questions -56 points Summer Assignment- 2018 Guided Reading Chapter 11 The Crisis of the Later Middle Ages (ce 1300-1450) Directions: As you complete each section of the guide answer: before you read, as you read and after you read questions. Your answers must represents pride of effort and scholarship it must be your BEST work! Correctness, thoroughness, and thoughtfulness of responses are essential. O human race, born to fly upward, wherefore at a little wind dost thou so fall? - Dante Alighieri, The Divine Comedy CHAPTER SUMMARY The fourteenth century was a time of disease, war, crime, violence, and ethnic-racial conflicts. The art and literature of the period are full of the portrayal of death, just as the historical accounts are full of tales of conflict and violence. There were several major causes for this century of human suffering. Natural disaster including changes in climate and horrible new diseases attacked Europe. A long series of wars between France and England not only brought death and economic ruin but increased personal violence and crime as well. In addition, a serious shortage of labor, created by the bubonic plague, resulted in intense social conflict among landlords. Economic crisis during the century also resulted in a bitter struggle between urban workers and their guild masters. Amid such violence the church lost power and prestige, partly because of the religious disillusionment that accompanied the plague. In short, the institutional church failed to fill the spiritual vacuum left by the series of disasters. A more immediate reason for the decline of the church s influence and prestige was the Babylonian Captivity and the Great Schism. The call for reform, often in the form of the conciliar movement, by people such as Marsiglio of Padua and John Wyclif, was a signal of things to come in the sixteenth century. The disillusionment with the organized church also led to greater lay independence and, ultimately, ideas of social and political equality. The wars actually fostered the development of constitutionalism in England. But the century of disaster was also a century of change, some of it for the good of ordinary people. It is in this light that the chapter examines some important changes in marriage practices, family relations, and the life of the people. The decline in population meant that those who survived had better food and higher wages. Peasants in western Europe used the labor-shortage problem to demand higher wages and freedom from serfdom. Meanwhile, landlords tried to shift the cost of war and the increase in expenses to their peasants. These circumstances often resulted in conflict with their lords. The migrations of peoples from European heartland to the frontier regions of Ireland, the Baltic, Eastern Europe, and Spain led to ethnic frictions between native peoples and new settlers. Economic difficulties led to ethnic consciousness and spawned vicious racism.

Summer Assignment- 2018 PRELUDE TO DISASTER (12.1) Before you read: 1. Climate change and famine affected most Europeans in the 14 th century leaving them susceptible to disease. True or False or I don t know 2. Government responses to the crises of the 14 th century were highly effective in helping Europeans. True or False or I don t know While you read: 3. What were the causes and consequences of the Great Famine (1315-1322)? 4. As life became difficult for Europeans in the 14 th century, what groups of people became convenient scapegoats? Explain. 5. How did the French and English kings respond to the crises and how affective were their policies? After you read: 6. In Europe, the period from 1315 to 1322 is best characterized as: A. a time of scarcity and starvation. B. a time of plenty and prosperity. C. stable and peaceful. D. a time of civil war and bloodshed. 7. How were the consequences of the little ice age experienced in Europe? A. Economic disruptions were not severely felt, for economic risk had been widely diversified. B. Economic disruptions were responded to effectively by drawing on a broad pool of potential resources. C. Economic disruptions were experienced severely in specific regions but sufficiently isolated to inhibit a general economic downturn. D. Economic disruptions in one region had serious implications for its trading partners in other, distant regions. 8. How did minority groups suffer during the subsistence crises of the fourteenth century? A. Muslims and Jews would only receive grain supplies if they gave over their children to be raised as Christians. B. Muslims and Jews were denied rations for city storage supplies, resulting in widespread death from starvation among these populations. C. Jews and lepers were accused of poisoning wells to kill Christians, and, as a result, many were killed, beaten, or heavily fined. D. Lepers and gypsies were considered unworthy of sharing in limited food supplies, and so were slaughtered.

THE BLACK DEATH (12.2) Before you read: Summer Assignment- 2018 In 1679, the city of Vienna experienced one of the last plague epidemics which entered Europe through Genoa, Italy in 1347. The Austrian Emperor, Leopold I, fled the city and vowed to erect a mercy column if/when the epidemic ended. Several designs were constructed, but the final Plague Column design, which is located in the old city of Vienna today, memorializes this history. 1. Why do you think European cities were especially vulnerable to epidemics like the plague? While you read: 2. What was the source of the bubonic plague and why did it spread so rapidly in Europe?* New research may disprove this 3. What impact did the plague have on wages and the demand for labor? What happened to land values? 4. Describe the psychological effects of the plague. How did people explain this disaster? 5. What effect did the plague have on intellectual, social/cultural, and religious life? Mapping the Past (Map 12.1): 6. When did the plague reach Paris? How much time passed before it spread to the rest of northern France and southern Germany? Which cities and regions were spared? 7. How did the expansion of trade that resulted from the commercial revolution contribute to the spread of the Black Death?

Summer Assignment- 2018 After you read: 8. In general, during the plague, the clergy A) fled to monasteries in the countryside. B) cared for the sick and buried the dead. C) refused to administer sacraments to plague victims. D) let nuns take care of the sick. 9. Economically, the Black Death resulted in A) a complete economic collapse. B) a sharp drop in per capita wealth. C) a sharp increase in per capita wealth. 10. The highly infectious nature of the plague was enhanced by A) an influx of peasants seeking medical care. B) urban congestion and lack of sanitation. C) the total absence of healthcare facilities. D) starving peasants consumption of black rats. 11. How did the flagellants respond to the Black Death? A) They dedicated themselves to caring for the ill and burying the dead, risking infection themselves as a form of Christian service. B) They fled to mountain retreats they had prepared in case of war, where stored food permitted them to survive in hiding. C) They whipped and scourged their bodies as penance, believing that the Black Death was God s punishment for humanity s wickedness. D) They prayed and fasted with the hope that God would bring the plague to an end. THE HUNDRED YEARS WAR (12.3) Before you read: 1. One reason the Hundred Years War lasted so long was because it became a French civil war. True or False or I don t know 2. One of the primary causes of the Hundred Years War was a dispute over succession to the French throne. True or False or I don t know While you read: 3. What were the causes (immediate and not immediate) of the Hundred Years War? 4. Why did the people support their kings in war? 5. What role did Joan of Arc have in the Hundred Years War? Why is her story significant in this history? 6. What were the results of the Hundred Years War? Think SPITER- Social, Political, Intellectual, Technological, Economic, and Religious

Summer Assignment- 2018 7. Viewing the 11.2 Map- What year marked the greatest extent of English holdings in France? Why had English kings had holdings in France? After you read: 8. The English victory at the Battle of Crécy resulted from A) the chivalric superiority of the English knights. B) their alliance with the Germans. C) the cowardice of the French knights. D) the effective use of longbows. 9. One important mode of influencing public opinion used by the English and French kings during the Hundred Years' War was A) publishing broadsheets. B) distribution of free grain to the populace. C) proclaiming a crusade. D) instructing priests to deliver patriotic sermons. 10. The effect of the Hundred Years War on England was that it A) Brought great wealth in the form of cash reserves to England. B) Caused a great increase in wool exports. C) Allowed many English knights to become very rich. D) Resulted in a great net loss in cash. 11. During the Hundred Years War, the English kings were supported by some French barons because the latter A) disapproved of the Babylonian Captivity. B) were promised estates in England. C) wanted to stop the French monarchy s centralizing efforts. D) were economically dependent on the English wool trade. CHALLENGES TO THE CHURCH (12.4) Before you read: 1. The Catholic Church experienced tremendous division due to having three popes at one time in the early 15 th century. True or False or I don t know 2. What do you already know about the role of the Catholic Church in the life of Europeans in the 15 th century? While you read: 3. What was the Babylonian Captivity and how did the Babylonian Captivity weaken the power and prestige of the Church? 4. What was the conciliar movement and who were its advocates? Was this a revolutionary idea? Explain.

Summer Assignment- 2018 5. Why was John Wycliffe a threat to the institutional church? Individuals in Society- Meister Eckhart 6. Why might Eckhart s preaching have been viewed as a threat to the Church? 7. Given the situation in the late Middle Ages, why might mysticism have been attractive to pious Christians? After you read: 8. The conciliar movement was A) an effort to give the pope the power to use councils to wipe out heresy. B) the effort by the French lords to establish a parliament. C) a new monastic order vowing poverty and care to the sick. D) an attempt to place ultimate authority of the Catholic Church with a general council. 9. The great council that met at Constance from 1414 to 1418 A) implemented a series of important reforms. B) did little more than elect a pope. C) abolished the Inquisition. D) reformed the monastic and mendicant orders. 10. During the Great Schism, how did the powers of Europe align themselves? A) Along economic lines, with wealthier countries gaining more from the division B) Along traditional political alliances, with France and her allies supporting the French pope and the others favoring the Italian pope C) Along religious lines, with regions influenced by Celtic Christianity supporting the French pope and others regions supporting the Italian pope D) Along political lines, with the powers that had traditional monarchies supporting the French pope and the city-states supporting the Italian pope 11. Why did Jan Hus gain so many followers? A) His attack on the political power of monasteries and the wealth of clergy resonated with many people who were angry over the behavior of the clergy during the Black Death. B) His attack on indulgences and papal offers of remission of sins resonated with many people who resented the costs of the Crusades. C) His attack on papal authority and his call for the translation of the Bible into Czech resonated with many people who opposed to the church s wealth and were experiencing an emerging Czech nationalism. D) His attack on the Holy Roman emperor s attempts to seize church lands resonated with many people who resented nobles abuses of their peasants. SOCIAL UNREST IN A CHANGING SOCIETY (12.5) Before you read: 1. There are frequent peasant revolts throughout European history. Hypothesize why is this social group often in revolt?

Summer Assignment- 2018 While you read: 2. Did peasants lives improve or deteriorate in the 14 th and 15 th centuries? Explain. 3. Why did a great amount of conflict and frustration among guild members develop in the 14 th century? 4. What was fur-collar crime and why did it occur? 5. What were the reasons for the French of 1358 and the English Peasants Revolt of 1381? 6. Describe and explain the increase in ethnic-racial tensions in the frontier areas of Europe in the late Middle Ages. 7. Summarize the development of literacy and vernacular literature during this time in history. Evaluating the Evidence 11.3 Christine de Pizan 8. How would you describe the ideal artisan s wife? 9. The regulations of the guild required masters who ran workshops be married. What evidence doe de Pizan s advice provide for why guilds would have stipulated this? 10. How are economic and moral virtues linked for de Pizan? After you read: 11. The English Statute of Laborers (1351) A) fixed the number of new members of guilds. B) forbade the migration of day laborers. C) forbade the creation of craft unions. D) attempted to freeze salaries and wages at pre-1347 levels. 12. In the Middle Ages, who and when a person married were determined by A) economic considerations and parental direction. B) romantic love. C) accidental pregnancies. D) the manorial lord.

Summer Assignment- 2018 13. How did the cannon affect the power of monarchies? A) Only central governments could afford cannons, enhancing the military power of the central states over its nobility. B) Because cannons were seen as a dishonorable form of battle, nobles generally vacated their military posts, leaving monarchies with largely unfettered power. C) The flexibility of cannon permitted many nobles to obtain them, sparking a long period of internal civil war. D) Cannons were easily copied, which diluted kings military power since they had to spread troops across the realms in case of threat from other countries as well as their own nobility. 14. Which of the following groups joined in the Jacquerie rebellion in France, killing nobles and destroying noble property? A) Knights B) Peasants and small merchants C) Bishops D) Bankers 15. How does Dante s Divine Comedy demonstrate the tensions of the fourteenth century? A) It sympathizes with traditional noble values but recognizes the emerging merchant class as the source of future economic growth. B) It romanticizes noble culture but praises the growing centralized monarchies for bringing stability. C) It is a deeply Christian poem but also harshly criticizes some church officials. D) It seeks to appeal to the common man but is written in the learned language of Latin.

Part 3: Short Answer Questions Practice -6 points Summer Assignment- 2018 Directions: Write in Box provided for the specific question - if it is not in the box it will not be graded Make sure the number on the box corresponds to the question number. Always parrot the language of the prompt. Label all part of your answer A. B. C (NO bullet points) Skip a line between parts of your answer. Use complete sentences 2-3 sentences for each part. Short answers are fine. Do not use first person CHOOSE ONE OF THE FOLLOWING SAQ s TO RESPOND TO (6 POINTS) 1. Use your knowledge of European History to answer all parts of the questions that follow. A. Identify and Explain ONE social/cultural change cause by the Black Plague B. Identify and Explain ONE economic change caused by the Black plague. C. Identify and Explain ONE additional change in society from the plague and explain whether or not it benefited society. 2. Use your knowledge of European History to answer all parts of the questions that follow. A. Identify and Explain ONE of the causes of the hundred years War. B. Identify and Explain ONE political effect of the Hundred Years War. C. Identify and explain ONE way warfare changed as a result of the Hundred Years War (this response must go beyond a discussion of weapons).

Summer Assignment- 2018

Summer Assignment- 2018 Part 6: Watch the video in EDpuzzle and answer the questions below. Video Guide- In Search of History: Scourge of the Black Death