AP European History
Mrs. Dillon
AP IDENTIFICATIONS AND TIMELINE
HISTORICAL AND GENERAL SIGNIFICANCE
In the beginning, students usually struggle with a new concept of completing identifications
using historical and general significance. Once you get this system in place, the process of
identifying people places, and events will become quite efficient. At first, it will take more time
to complete the work, but the process will become less time consuming as you practice these
analytical skills. In the past, you have probably just written historical vocabulary definitions,
but in this class you must include WHY this event is historically significant to the history if the
time. Identifications must be neatly handwritten in ink. NO TYPED IDENTIFICANTIONS OR
TIMELINES.
IDENTIFICATIONS
Helpful Hints:
- Number all identifications
- Use bullets and abbreviate words when possible. For example: b/c for “because”, w/o
for “without”, and WLT for “which led to”.
- Use H.S. or G.S. to indicate this part of the significance (historical significance or general
significance). See example. You may want to use a highlighter later for studying
purposes.
- Every Historical and General Significance must include a because or which led to clause.
See examples.
- If the textbook does not explain or define a word to your satisfaction, use the internet,
other books, or a dictionary. It is worthless to just blindly write definitions. You must
read the textbook to understand the cause and effect surrounding each vocabulary
word.
- Some definitions are included in the pictures, captions, maps, and other images in the
textbook. Do not overlook these visuals, as they represent primary and secondary
sources, artifacts, evidence, examples, etc.
SECTION 1- TO IDENTIFY
This section contains mostly PEOPLE which you are asked to identify and state the Historical
Significance. To identify is to establish as being a particular person or thing; to recognize.
BULLETS
Write the number and word and ONE OR TWO facts in bullet form that are important to the
particular chapter being studied. ONLY include brief facts that you think are important to
remember and that you think might help you on the AP exam. Not ethat the textbook may only
mention an identification word only briefly in one chapter, or several times throughout the
chapter, or maybe again in another chapter. Use the index of the text to help you, and feel free
to include the page number on the identification sheet to help you later. Also, include dates!
SIGNIFICANCE SENTENCES
The Historical Significance sentence must use the identification word in the first part of the
sentence. The second part of the sentence must have a because or which led to in order to show
that historical connection. Try to put two or three facts in the first part of the sentence, and two
or three facts after you write because or which led to.
Reminder: The Historical Significance must read as a complete, well-structured sentence.
Historical Significance or General Significance can be abbreviated H.S. or G.S. This sentence
should answer the question: Why is this important?
EXAMPLES USING BULLETS
1.) Desiderius Erasmus
a. Dutch Northern humanist of the 14th century.
b. Catholic who believed in church reform.
In two short lines you have listed 5 facts:
1. Time period he lived.
2. He was from Northern Europe.
3. He was a humanist.
4. He was Catholic.
5. He wanted to change some things about the Church.
EXAMPLES USING HISTORICAL SIGNIFICANCE (H.S.)
An example using which led to:
H.S. As a humanist, Erasmus wrote works that united classical ideals of the humanities
and civic virtue with Christian ideals of love and piety, which led to the desire to reform
the Catholic Church and focused on implementing improvements within the clergy.
Or another example using because:
H.S. Erasmus arguably inspired the Protestant Reformation because his ideas about civic
virtue, humanistic education, and Christian piety were quickly spread after the
invention of the printing press in Germany.
Example from AP U.S. History:
Joseph Smith
- Founded Mormon Church in the 19th century (1830)
- His death began the move west to Utah.
H.S. Joseph Smith helped to constitute the Book of Mormon and the Church of Jesus Christ
of Latter-Day Saints which led to opposition from other Americans, and their eventual
settlement in Utah.
SECTION II- TO DEFINE
The middle section, if there is one, asks you to define and state the General Significance. To
define is to state precisely the meaning of a word; to show clearly. These are usually dictionary type
words that help to define important concepts of the times. See what the textbook says, then use
a dictionary if you are unclear about the purpose of this word in this context.
EXAMPLE:
1. Encomienda:
o The grant by the Spanish crown to a colonist of the labor of a specific number of
Indians for a set period of time. (Textbook definition)
o Allowed Spanish colonists to profit from native slave labor.
G.S. During the Spanish conquest and colonization of the New World, many social
devices like the encomienda were used to force the native population to supply the labor
of the exploitative economic system.
SECTION III- TO DESCRIBE
The third section uses the term describe which is defined by the dictionary as to give a picture
or idea by means of words. In this case the vocabulary words are usually concepts, events,
places, groups of people, etc.
EXAMPLE:
Humanism:
o A liberal arts program of study popularized during the Renaissance.
o Embraced grammar, rhetoric, poetry, history, philosophy, and politics.
H.S. Humanism was a cultural and educational movement that emphasized the virtues
of individualism, humankind, and secular values, which led to more open access to education
and inspired great changes in the study and practice of art, history, language, and leadership.
TIMELINE
Each chapter will require a handwritten timeline. After you have read the chapter and
completed the identifications, the first step in analyzing the material is to create a timeline of the
FOUR TO SEVEN most important events in this chapter. The purpose of your timeline analysis
is to prepare you to write an essay on this topic, as well as to use as a study guide for the tests.
HOW TO CONSTRUCT A TIMELINE
1. Use plain or lined paper and draw a line down the middle.
2. Sometimes you will use exact dates and sometimes you will want to use a bracket to
indicate a period of time.
3. Title each item on your timeline clearly.
4. Include four to six bullets for key points you may want to use in your essay or for
studying.
5. Avoid duplicating facts that are already in your identification notes.
SAMPLE TIMELINE FOR CHAPTER 2: THE RENAISSANCE
1. Cosimo de Medici’s rise to power in Florence
2. Francesco Petrarch’s death
3. Careers of Giotto, Da Vinci, Raphael, and Michelangelo
4. Machiavelli writes The Prince
5. The Golden Bull establishes electoral college of the Holy Roman Empire
6. Invention of the printing press
7. Columbus arrives in the Caribbean.
Create your timeline after you have read the chapter and finished your identification notes. The
point of the timeline is to give you a short re-reading of each chapter to hit the key themes that
you will need to know for quizzes, unit tests, and the AP Exam. Here is a helpful hint: Consult
the chapter headings at the beginning of each chapter as the themes are already set out for you.
YOU WILL BE GIVEN A LIST OF TERMS TO IDENTIFY AT THE START OF EACH UNIT,
ALONG WITH AN OUTLINE/SUMMARY OF EACH CHAPTER AND A FAMILY TREE (IF
APPLICABLE).
YOUR IDENTIFICATIONS AND TIMELINES WILL BE DUE ON THE DAY OF EACH UNIT
TEST, ALONG WITH YOUR A.P.P.A.R.T.S.