Self Reflections

Students should turn in a one-page, typed self-reflection, in which students addresses each of the following aspects of their work in the class:

1.    Participation, overall effort, preparation and the quality of contributions to class discussions and learning,

2.    Homework and reading comprehension,

3.    Writing, document-based questions, thesis/argument, use of sources & class materials,

4.    Independent research and book review draft, reading, primary source collection, &

5.    Current events chronicles and efforts in following world news and presenting in class.

Students should focus their reflections on their own efforts, areas of strength, areas in which they can improve, and areas where they are making improvements. Students should also consider talking about the extra effort that they put into the class that the instructor might not always see, and/or make note of additional efforts like coming to the instructor for help, going to the public library for extra research, preparing additional research to follow up on current events discussions in class, or working on one of the extra credit projects like the Course Dictionary or Book Review Publications. Finally, students should even consider suggesting a grade that they think they have earned for the class, based on the body of work discussed in their self-reflections.

Self-reflections are DUE by the end of the final exam, 12/19/2013.

2013 Fall Semester Final Exam Review Guide

I. Exam Time & Place
When: Thursday, 12/19
Time: 9-11AM
Place: Gymnasium

II. What to bring: Writing implements, rough outlines, and primary and secondary source materials for essays.  
* "Blue books" will be provided.
** Laptop use is permitted; please notify instructor; bring a flash drive to save and print offline; make sure laptop batter is fully charged (!).
*** Please let instructor know if a school laptop is needed; please reserve ahead of time.
****Please let instructor know if additional time and/or an alternative testing space is needed.

III. Exam Format (100 points total; 20% of semester grade): 
A. Matching (10 points; 1/4 point each).

- Match key terms and definitions.
- See the 2013 World History II Course Dictionary - Fall Semester for review.

* Closed book and closed notes during exam.

B. Objective question section (25 points; 1/4 to 1/2 point each).

- True/false and multiple choice questions; covers basic knowledge of all materials studied; review notes from PERSIAN exercises, reading quizzes, and lecture notes. 

* Closed book and closed notes during exam.

C. Chronologies (5 points; 1/4 point each). 

Organize sets of key events from the European encounters with the New World and Asia, the Protestant Reformation and Catholic Counter-Reformation, the Thirty Years War, the English Civil War and Glorious Revolution, and the French Revolution in chronological order; extra credit for identification of key dates.
- See quizzes and 2013 World History II Course Dictionary - Fall Semester for review.

* Closed book and closed notes during exam.

D. Document-Based Question (60 points).

Compose a well organized, compact and coherent essay for ONE of the following essay choices.

- Questions focus on key historical questions, e.g., the analysis of causes, effects, continuities or change.

- Answers should set up the crux of the debate where possible, as found in the secondary sources from class materials where appropriate, and demonstrate command of the related primary and secondary sources with the succinct yet effective use of primary sources.

* Open book, open note; see example questions below.  
** Outlines for the essay will be permitted in the exam. 

-Example questions: 

1. The causes of the early modern decline of Asia and rise of Europe.

2. The effects of the Columbian Exchange thesis (& the Homogenocene).

3. The causes and effects of the Renaissance.

4. The effects of the Protestant Reformation.

5. The causes of the Catholic Counter-Reformation.

6. The causes of the Scientific Revolution in Europe.

7. The effects of the Enlightenment.

8. The causes of the French Revolution.

9. The legacies of Napoleon and the French Revolution.

E. Alternative Document-Based Questions (To be discussed and revised with student input)

Compose a well organized, coherent and supported response to one of two essay topics provided:

1. What matters more in the emergence of early modern history: geography, politics/power, socioeconomic factors, ideas or biology?

2. What accounts for the rise of parliamentary government and individual rights in early modern 
     Europe; in other words, why England first and then on the continent of Europe about 100 
     years later?

3. What is the legacy of the French Revolution?

4. What is the legacy of Napoleon? Did Napoleon undermine or preserve the principles of the 
     French Revolution?

5. What happened to the status of European women in the early modern period, and why?

Notes: make sure to frame your response to the question with an overview of the secondary sources that sets up your argument and explains what you plan to demonstrate in the rest of your response; also make sure to use primary sources to effectively show key points, and anticipate possible counter-arguments and forms of evidence.
* Open book and open note.
** Outlines for the essay will be permitted in the exam.

Week 16 - Napoleon and the Legacies of the French Revolution

Monday through Friday, December 9-13, 2013
- Final Group Chronicles of Current Events on Monday, 12/9 - One last "Take the Lead".
- Current Events Chronicles will be checked during the long periods this week.
- Final drafts of the independent research projects are DUE by the end of the day, Friday, 12/13.
- NO QUIZ.
- Begin Review on Friday, 12/13.

Day 1 - Monday, December 9: The Causes and Effects of the French Revolution.
- In-class: Discuss the secondary source readings from homework on the causes of the French Revolution, and its radicalization. 

- Homework: Read "Napoleon Bonaparte," in The West in the World, Vol II., eds. Sherman and Salisbury, pp. 505-515; take notes on the key terms and persons, and prepare notes on the legacies of Napoleon and the French Revolution.

- Key terms: "Whiff of grapeshot," Directory, coup d'etat, plebiscite, the Concordat, Napoleonic Code, Continental System, and Napoleonic Wars and Waterloo.

- Key persons: Napoleon, Abbe Sieyes, Simon Bolivar, Francisco de Goya, the Duke of Wellington, and Tsar Alexander I. 

- Key question: What are the legacies of Napoleon and the French Revolution?

Day 2: Napoleon.
- In-class: Discuss the primary source handouts from class and textbook readings on Napoleon from homework. 

- Homework: Read the primary and secondary source handouts on the legacies of Napoleon and the French Revolution, take SOAPSTONE notes on the primary sources and notes on the secondary source authors' arguments, forms of evidence, and synthesize their research on the question of the effects of Napoleon and the French Revolution.
- Primary source #1: Memoirs: Madame de Remusat, "Napoleon's Appeal." p. 132.
- Primary source #2: Joseph Fouche, "Memoirs: Napoleon's Secret Police," pp. 132-133.
- Primary source #3: Napoleon, "Diary," pp. 133-134.

- Secondary source #1: William Doyle, "An Evaluation of the French Revolution," pp. 128-129.
- Secondary source #2: Tim Blanning, "Napoleon: The Authoritarian Statesman," pp. 135-137.
- Secondary source #3: Martyn Lyons, "Napoeon Bonaparte and the Legacy of the French Revolution," pp. 137-138.
- Secondary source #4: Bonnie G. Smith, "Women and the Napoleonic Code," pp. 138-139.

Day 3/4: Wrap-up and Review.
    

Week 15 - The French Revolution and Napoleon, 1789-1815

Monday through Friday, December 2-6, 2013
Quiz#8 on Friday, 12/6; covers the Ancien Regime and French Revolution

Day 1: Review of the Ancien Regime: The Twilight of Monarchies?
- In-class: Discuss "The Twilight of Monarchies?," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 468-481 (up until the section on the American Revolution).
- Review key terms: The agricultural revolution, enclosures, cottage industry, bourgeoisie, cult of sensibility, Baroque style, classical style, the grand tour and pietism.
*** HOMEWORK from Week 13 & 14, Days 4&5 WILL BE CHECKED on MONDAY, 12/1.
Continue to build a PERSIA table for France, England, Prussia, Austria, Poland, Russia and the Ottoman Empire. P=Politics, E=Economics (and/or Environment), R=Religion, S=Society (and/or Science), I=Ideas, and A=Arts.

- Homework: Read "Overturning the Political and Social Order," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 487-497 (Up until the section, "Radical Republicans Struggle for Power"). Take notes on key terms and persons, and prepare notes on the accompanying question (see below).
- Key terms: Reform efforts (of Jacques Turgot), the Estates General, The Tennis Court Oath, cahiers, the Bastille, The National Assembly, The Great Fear, Declaration of the Rights of Man and Citizen, Declaration of the Rights of Women, March to Versailles, Civil Constitution of the Clergy, Sans-culottes, The Jacobin Club, and the National Convention.
- Key persons: Arthur Young, Louis XVI, Jacques Turgot, Abbe Emmanuel-Joseph Sieyes, Olympe de Gouges, and Georges-Jacques Danton.
- Key question: What were the underlying causes of the revolution (cites primary sources where possible).

Day 2: The Causes of the French Revolution
- In-class: Discuss the causes of the French Revolution.

- Homework: Read from "Radical Republicans Struggling for Power," in The West in the World, Vol II., eds. Sherman and Salisbury, pp. 497-505 (Up until the section, "Napoleon Bonaparte"). Take notes on key terms and persons, and prepare notes on the accompanying TWO questions (see below).

- Key terms: Girondins and Jacobins,, the terror, committee of public safety, levee en masse, the Haitian Revolution, the Thermidorian reaction, the "White" terror, and the Directory.

- Key persons:  Maximilien Robespierre, Manon Roland, Toussaint L'Ouverture, Jean-Paul Marat

- Key questions: How did the revolution become more radical? What were the effects of the revolution?

Day 3: The Radicalization of the French Revolution.
- In-class: Discuss how the French Revolution became more radical and the effects of the revolution.

- Homework: Read the handout from class on secondary sources about the French Revolution, prepare notes on the arguments and evidence of those secondary sources, and try to synthesize those arguments on the effects of the French Revolution.
- Secondary Source #1: Georges Lefebvre, "The Coming of the French Revolution," pp. 125-126.
- Secondary Source #2: Donald M. G. Sutherland, "The Revolution of the Notables," p. 126.
- Secondary Source #3: Ruth Graham, "Loaves and Liberty: Women in the French Revolution," pp. 127-128.
- Secondary Source #4: William Doyle, "An Evaluation of the French Revolution," pp. 128-129.

Day 4: Quiz#7
- In-class: Brief review for the quiz.

Week 13 & 14 - The Ancien Regime, 1715-1789

Hell Week
Monday through Friday, November 18-22, 2013, and
&
Monday through Tuesday, November 25-26, 2013.
Thanksgiving Break, 11/27-11/31.
HAPPY THANKSGIVING BREAK!!!  

Events:
First round of independent research paper drafts DUE this Wednesday, 11/20.
Quiz#7 on Friday; covers Week 13.
Model UN, Thursday-Friday, 11/21-22.
Dearly Departed shows: Friday, November 22nd and Saturday, November 23rd at 7:30 p.m.; Sunday, November 24th matinee at 2:00 p.m.
Grandparents' Day on Tuesday, 11/26.
Independent research paper drafts DUE by the end of the day on Tuesday, 11/26.
THANKSGIVING BREAK!!! Wednesday, 11/27-Sunday, 12/1.

Day 1: Review of the Enlightenment and Age of Reason, Part 1.
- In-class: Go over Quiz#6; read primary and secondary source sets on the Enlightenment.
- Homework: NO NEW READING HOMEWORK; work on independent research rough drafts.

Day 2/3: Review of the Enlightenment and Age of Reason, Part 2.  
- In-class: Continue to read and discuss primary and secondary source sets on the Enlightenment.
- Homework: NO NEW READING HOMEWORK; work on independent research rough drafts.

Day 4: Monday, November 25: The Old Regime, 1715-1789.
- In-class: Read "Competing for Wealth and Power," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 451-464 (up until the section on "the triangle of trade").

- Homework: Finish reading from class for Day 5. and take notes on the key terms and persons.
- Key Terms: Balance of power, 1767 Decree on Serfs, 1773 Cossack Rebellion, Partition of Poland, Wahhabism, Pragmatic Sanction, 1756 Diplomatic Revolution, and Parlements
- Key Persons: Frederick the Great (of Prussia), Pugachev, Maria Theresa (of Austria).

Day 5: Tuesday, November 26: The Twilight of Monarchies?
- In-class: Read "The Twilight of Monarchies?," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 468-481 (up until the section on the American Revolution).

- Homework:  Finish reading from class, take notes on the following key terms, and create a PERSIA table for France, England, Prussia, Austria, Poland, Russia and the Ottoman Empire. P=Politics, E=Economics (and/or Environment), R=Religion, S=Society (and/or Science), I=Ideas, and A=Arts.
*** HOMEWORK from Days 4&5 WILL BE CHECKED on MONDAY, 12/1.

- Key Terms: The agricultural revolution, enclosures, cottage industry, bourgeoisie, cult of sensibility, Baroque style, classical style, the grand tour and pietism.

Week 12 - The Scientific Revolution and the Enlightenment, 1600-1800

Monday through Friday, November 11-15, 2013
Quiz on Friday, 11/15, on Absolutism, Constitutionalism and the Age of Reason.

Day 1, Monday, 11/11: Review of Constitutionalism.
- In-class: Wrap up discussions of the English Civil War and Constitutionalism.
- Homework: Read the handout packet, "A New World of Reason and Reform," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 450-460 (up to and including the section on Descartes).

- Key question: What explains why some people in the "West" began to challenge the standard assumptions of their civilization (In other words, why did the scientific revolution emerge in Europe when it did, at a time when Europe was caught up in almost a century of religious wars and other conflicts)? Use three examples to illustrate and support your answer.

- Key terms: The Ptolemaic (or geocentric) model of the universe, the Copernican Revolution (and heliocentric model of the universe), the Roman inquisition, Neoplatonism, Hermetic doctrine, alchemy, experimental method (methodology of science/empirical method), inductive reasoning (and empirical investigation), deductive reasoning (and mathematical reasoning), Cartesian dualism.

- Key persons: Blaise Pascal, Galileo Galilei, Aristotle, Ptolemy, Plato, Copernicus, Giordano Bruno, Tycho Brahe, Johannes Kepler, Isaac Newton, Paracelsus, Andreas Vesalius, William Harvey, Anton van Leeuwenhoek, Robert Boyle, Francis Bacon, Rene Descartes.

Day 2: The Scientific Revolution
- In-class: Discuss the homework reading and question about the reasons behind the scientific revolution.

- Homework: Read the handout packet, "A New World of Reason and Reform," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 460-467 (up until the section on the Encyclopedia), and answer the following question:

- Key question: How did the scientific revolution lay the foundation for the Enlightenment?

- Key terms: Enlightenment, salon, orrery, skepticism, and the philosophes

- Key persons: Pierre Bayle, David Hume, Montesquieu, Voltaire, Emilie du Chatelet, and Condorcet.  

Day 3: The Enlightenment
- In-class: Discuss the influence of the scientific revolution on the Enlightenment.

- Homework: Read the handout packet, "A New World of Reason and Reform," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 467-474, and answer the following question:

- Key question: What were the effects of the Enlightenment?

- Key terms: The encyclopedia, deism, separation of powers, enlightened absolutism (enlightened monarchs) physiocrats, laissez-faire, criminology/penology, the "woman question"


- Key persons: Rousseau, Adam Smith, Cesare Beccaria, and Madame Geoffrin.
 

Week 11: Constitutionalism

Monday through Thursday, November 4-7, 2013
Guest lectures in art history by Paula Castillo on Monday, 11/4 during periods 1&3.
No quiz this week - next quiz on Friday, 11/15.
Historiography overviews DUE on Thursday, 11/7 by the end of the day.
Head's Holiday, Friday, 11/8.

Day 1: Monday, 11/4: Art History from the Middle Ages to the Renaissance
- In-class: Guest lectures by Paula Castillo during periods 1&3.

- Homework: Read the handout packet on Civil War and Constitutionalism in England, from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 433-443 and prepare notes on the following questions for discussion in class:
1. What were the causes of the English Civil War?
2. What were the effects?
3. Why did constitutionalism emerge in England and not at the same time on the continent of Europe?

Key terms: Constitutionalism, sumptuary laws, "gunpowder plot, Cavaliers, Roundheads, Levellers, the Rump Parliament, two theories of government, the social contract, natural law, "military revolution," the Commonwealth, the Glorious Revolution, the English Bill of Rights, and the Hanover Dynasty.

Key Persons:  James I (the Stuart Dynasty), Charles I, Jane Whorwood, Oliver Cromwell, Thomas Hobbes, John Locke, and Samuel Pepys.

Day 2: The English Civil War
- In-class: Discuss the homework reading and handouts.

- Homework: Read the handout packet of primary and secondary sources on the English Civil War; complete SOAPSTONE analysis of the primary sources and identify the arguments and evidence of the secondary sources.
- Primary source#1: James I, "The Powers of the Monarch in England, p. 51.
- Primary source#2: The House of Commons, "The Powers of Parliament in England," p. 52. 
- Primary source#3: Thomas Hobbes, "Leviathan: Political Order and Political Theory," pp. 55-57.
- Primary source#4: John Locke, "Second Treatise of Civil Government: Legislative Power."
- Secondary source#1: Conrad Russell, "The Causes of the English Civil War."
- Secondary source#2: G. Durand, "Absolutism: Myth and Reality," p. 69.
- Secondary source#3: George Macaulay Trevelyan, "The English Revolution, 1688-1689," pp. 69-70. 

Independent Research Project Guide (1400 to 1815)

Fall Semester 2013
I. Research writing project calendar and due dates:

Weeks 10-16: Schedule research presentations.

Week 10: Independent Research Topic proposal due at end of week, Friday, 10/25/2013 (for period 1) and 10/30/2013 (for period 3&5).

Week 11: Overview of historiography due on Thursday, 11/7/2013.

Week 13: First Draft of Independent Research Paper, due by Wednesday, 11/20/2013.

Week 16: Final Draft of Independent Research Paper, due by Friday, 12/13/2013.

II. Assignment Descriptions:

Research Topic Proposals: Propose a topic for independent research paper and presentation in a compact paragraph (4-5 sentences typed), provide a preliminary overview of the historiography on this topic (analysis of the historiography), state a preliminary thesis argument if possible, explain what you aim to show through your research, comment on why you think your research is important to the study of world history, and include a working bibliography (MLA format) with two separately identified lists of primary and secondary sources (at least two each). In preparation for this proposal, begin to research primary and secondary source materials on your topic; use available resources in the library collection, as well as the library access to online resources, e.g., JSTOR and the Gale Reference Collection; see instructor, as well as talk to the librarians and other teachers who may be specialists in your area of interest for additional help.

Overview of historiography and set-up of argument. Provide an overview of what historians or other scholars have written about this topic before, and clearly explain how your argument builds on, challenges or synthesizes what has been argued before (2-3 paragraphs).

- Discuss any typical or conventional arguments that scholars have made to answer this question, e.g (for example), the conventional arguments that Reed mentions for how to explain the rise of European colonialism, or that Bush presents to explain the effects of European colonialism.

- Note any limits or problems in these scholars’ arguments, use of evidence, etc.

- Pay attention to any possible counter-arguments, more recent research (for example from Charles Mann's 1493) and what still needs to be done, like synthesizing the research and arguments already out there, resurrecting or testing an older argument, or introducing new primary sources, and thereby new interpretations and alternative explanations.
- Finish by outlining and explaining what you plan to argue and show in the rest of your essay, e.g., how your research builds on existing arguments, OR the need for a synthesis that brings together all of the older and more recent research and arguments to put together a fuller explanation of the problem, OR an antithesis that uses more recent research and your own efforts to refute a standing argument.

Independent Research Papers: 1. For the rough draft, write at least 3-5 pages (4-5 on the final draft) on your research topic. The draft should include an introduction that presents the topic to the reader (assume your reader knows nothing!), and your thesis, i.e., the argument you want to make based on your research (review dialectical argument, i.e., thesis, antithesis, synthesis). The second paragraph should provide an overview of the historiography, i.e., what experts on your topic in the secondary sources have already done on this topic, i.e., what they have argued based on their research, then what might still need to be done on your topic, e.g., rebut an argument, offer a new interpretation of available materials on a given topic, synthesize available research to compile a more comprehensive understanding of your topic, offer a new interpretation of available primary sources, and/or make use of new primary sources to revise our understanding of your topic, and outline what you aim to demonstrate in the body paragraphs that follow (this should also provide the basis for your thesis, i.e., the argument you want to make. Body paragraphs should focus on key points you want to make in order to build your argument; these body paragraphs should have a clear topic sentence that makes a sharp point and should also make use of primary and secondary forms of evidence to support those points. Conclusion paragraphs should sum up your research and reiterate the significance of your findings in relationship to the scholarship.

Presentations: Prepare an 8-10 minute presentation based on your research for class. Presentations should include a discussion of how you developed your research, why you are interested in this topic, a summary assessment of the scholarship, i.e., an overview of the secondary sources, what has been done, what needs to be done, and what you aim to demonstrate through your research, and make effective use of at least one primary sources in support of your thesis. Consider use of handouts, materials objects, music, video, a brief PowerPoint or Prezi presentation, etc. Choose a week to present and discuss with the instructor.

FINAL PRODUCTS:
1. Independent research paper draft (required); 100 points.
2. Independent research paper final draft (required); 200 points.
3. Independent research presentation (required); 100 points.

EXTRA CREDIT (10 points each):
1. Archival copies:
A. Book reviews.
B. Independent research papers.
C. Powerpoint/Prezi presentations and presentation handouts.
*** Submit final revised copies, both digital and paper copies, as well as  for the course archive.

2. Primary source collections: Submit digital/paper copies of primary source collections for the course archive; provide librarians with internet links to vetted archival collections.

3. Secondary source collections: Work with librarians to develop historiographical collections in the library and online.
 

Week 10 - Absolutism and Europe's Social and Political Order, 1600-1715

Monday through Friday, October 28 to November 1, 2013 
Quiz#5 on Monday, 10/28 covers material from the Renaissance, Reformation and Thirty Years' War.
Revised book reviews (with original copy plus instructor comments) DUE on Wednesday, 10/23 (for period 1) and on Wednesday, 10/30 (for periods 3&5); email copies to class editors for book review project.
Topic proposals DUE on Friday for period 1; DUE on Tuesday, 10/29 for periods 3&5.
Halloween on Thursday, 10/31.
Guest lectures on Friday, 11/1 by Paula Castillo in Periods 1&3 on art history.

Day 1, Monday, October 28: Quiz#5.
In-class: Quiz#5; brief review and then quiz.
In-class: Introduce the rise of absolutism and Europe's social and political order, 1600-1715.

Homework: Read the handout: "The Struggle for Survival and Sovereignty," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 415-422 (through the "Sun King" and the primary source from Louis XIV) and prepare notes on the following questions for discussion in class:
1. What were the pressures that the lower orders of French society faced in the 1600s (Use primary sources for support)?
2. What were the pressures that the elite orders of French society faced, and how did these pressures help lead to the rise of absolute monarchy (Use primary sources for support)?

Key Terms: The Great Chain of Being, royal absolutism, the Fronde, noblesse de robe, Hugenots, Edict of Nantes, Intendents, and mercantilism.

Key Persons: Bishop Bossuet, Henry IV, Cardinal Richelieu, Cardinal Mazarin, Jean Baptiste Colbert, and Louis XIV, "the Sun King".

Long Periods: Meet in classrooms for research guidance from Catherine McKenzie; bring materials for research in the library afterwards.

Day 2/3: The Rise of Absolute Monarchies and France under Louis XIV, 1661-1715.
In-class: Discuss the homework readings on France.

Homework:Read the handout that continues with the history of Louis XIV of France and "The Struggle for Sovereignty in Eastern Europe," from The West in the World, Vol II., eds. Sherman and Salisbury, pp.423-433, and prepare notes on the following questions for discussion.
1. How would you assess the legacy of Louis XIV in building the French nation state, and what kind of evidence would you use for support?

2. How did the struggles in everyday life and issues of sovereignty compare between Western and Eastern Europe, based on the examples of Brandenburg-Prussia, Austria, Russia and Poland?

Key Terms: sovereignty, the revocation of the Edict of Nantes, the (French) Wars of Aggression, the Peace of Utrecht, estates, serfs, Brandenburg-Prussia, the Hohenzollerns, Austria, the Hapsburgs, the Ottomans, the Tsars, and the Romanovs.

Key Persons: The Great Elector Frederick William, Leopold I, Jan Sobieski, Ivan IV (the "Terrible"), and Peter I (the "Great").

Week 9 - The Thirty Years' War (1618-1648)

Monday through Friday, October 21-25, 2013
Grades and comments are due by Tuesday, 10/22 at 5PM.
Revised book reviews (with original copy plus instructor comments) DUE on Wednesday, 10/23 (for period 1) and on Wednesday, 10/30 (for periods 3&5); email copies to class editors for book review project.
Topic proposals DUE on Friday for period 1; DUE on Tuesday, 10/29 for periods 3&5.
Admissions Open House on Friday, 10/25; 35 minute class schedule.
Quiz on Monday, 10/28; covers material from the Renaissance, Reformation and Thirty Years' War.

Day 1, Monday, October 21: The start of the second quarter.
In-class: Review the secondary sources on the Reformation in groups and prepare for class discussion.

Homework: NO new homework, except to review notes on the primary and secondary sources of the Reformation and Counter-Reformation.

Day 2/3: The Reformation and Counter-Reformation.
Long Periods: Meet in classroom to finish discussions of the primary and secondary sources of the Reformation and Counter-Reformation. Assemble notes from class discussions on the definitions, causes and effects of the Protestant Reformation and the Catholic Counter-Reformation.
*** Come prepared to work in the library during the second part of the long period on independent research topic proposals.

Key terms: Northern Renaissance, the Holy Roman Empire, indulgences, the 95 theses, the Protestant Reformation, the Diet of Worms, Lutheranism ("justification by faith," "the priesthood of all believers"), Calvinism (Predestination), the Council of Trent, the Catholic Counter-Reformation, the Jesuits, cuius regio eius religio, and the Peace of Augsburg.

Key persons: Johann Tetzel, Martin Luther, John Calvin, Ignatius Loyola.

Homework: Read the handout packet on "War and Revolution: 1560-1660," pp. 49. Prepare notes on the primary and secondary source readings. Pay special attention to the causes and effects of the Thirty Years' War.
- Primary source #1: "Ogier Ghiselin de Busbecq, "Civil War in France," p. 50.
- Primary source #2: Richelieu, "Political Will and Testament," pp. 50-51.
- Visual source #1: "Germany and the Thirty Years' War," p. 57.
- Secondary source #1: Hajo Holborn, "A Political Interpretation of the Thirty Years' War," p. 58.
- Secondary source #2: Carl J. Friedrich, "A Religious Interpretation of the Thirty Years' War," pp. 58-59.
- Secondary source #3: M. S. Anderson, "War and Peace in the Old Regime," pp. 59-60.

Day 4: The Thirty Years' War.
In-class: Discuss the primary and secondary sources on the Thirty Years' War, with special attention to the causes and effects of the war.

Homework: Review for quiz#5 on Monday, October 28; work on independent research.

Self-Reflection Guidelines

Students are asked to reflect on their work at the end of each quarter.

Self-reflections should address each of the following aspects of a student's work in the class:

1.    Participation, overall effort, preparation and the quality of contributions to class discussions and learning,

2.    Homework and reading comprehension,

3.    Writing, document-based questions, thesis/argument, use of sources & class materials,

4.    Independent research and book review draft, reading, primary source collection, &

5.    Current events chronicles and efforts in following world news and presenting in class.

Students should focus their reflections on their own efforts, areas of strength, areas in which they can improve, and areas where they are making improvements. Students should also consider talking about the extra effort that they put into the class that the instructor might not always see, and/or make note of additional efforts like coming to the instructor for help or going to the public library for extra research. Finally, students should even consider suggesting a grade that they think they have earned for the class, based on the body of work and any trends in improvement discussed in their self-reflections.

Self-reflections should be at least one paragraph in length and typed.
Self-reflections for the first quarter are DUE by the end of the day, Thursday, October 17, 2013.

Research Topic Proposal Guideliness

Purpose and Format: Propose a topic for independent research paper and presentation in a compact paragraph (4-5 sentences typed), provide a preliminary overview of the historiography on this topic (analysis of the historiography), state a preliminary thesis argument if possible, explain what you aim to show through your research, comment on why you think your research is important to the study of world history, and include a working bibliography (MLA format) with two separately identified lists of primary and secondary sources (at least two each).

DUE DATE: Friday, October 25, by the end of the school day.

FORMAT:

1. Propose a topic for independent research paper and presentation.

Example of a topic: The latest research on society and identity in New Spain

2. Provide a preliminary overview of the historiography on this topic (analysis of the historiography), if possible, which discusses the books and articles you have found so far.

Example: Older historiography, such as M. L. Bush’s work, focuses on the European impact on native peoples, but more recent research brought together by Charles Mann in 1493, reveals the multiple ways in which Europeans and non-European people interacted and effected each other.

3. Explain what you aim to argue and show through your research; state a preliminary thesis if possible.

Example: Since more recent research focuses on the ways in which Europeans and non-Europeans effected each other in ambivalent ways, I believe there is now a need to synthesize the available research and put together a more comprehensive understanding of the ambivalent effects of European colonization in the 1500s and 1600s.

4. Comment on why you think your research is important to the study of world history.

5. Attach a working bibliography in MLA format. Include at least two secondary sources (at least one book and one vetted article (see JSTOR)), and two primary sources.

 

Week 8: The Northern Renaissance and Protestant Reformation

Monday through Thursday, October 14-17, 2013

Monday, 10/14: Quiz#4 on Sugar, Chattel Slavery and Maroon Communities.

Wednesday, 10/16: PSAT, 8-11:30AM.

Wednesday evening with Jamaica Kinkaid at the Lensic.

Thursday, 10/17: Class with Jamaica Kinkaid, 9:50-11:00AM.

Thursday by the end of the class day: Self-Reflections due.

Friday, 10/18: Head's Holiday and end of first quarter; grades and comments dues, Tuesday, 10/22.

Day 1, Monday, 10/14: Weekly quiz#4.

Homework#1: Read primary source handout, "The Reformation," in Western Civilization, pp.19-21.

Primary source#1: Johann Tetzel, "The Spark for the Reformation: Indulgences," p. 20, and Primary source#2: Martin Luther, "Justification by Faith," p. 21. Review secondary sources on the Renaissance. Prepare notes on the primary and secondary sources, i.e., SOAPSTONE and key arguments, respectively.

Key terms: Northern Renaissance, the Holy Roman Empire, indulgences, the 95 theses, the Protestant Reformation, the Diet of Worms, Lutheranism ("justification by faith," "the priesthood of all believers"), Calvinism (Predestination), the Council of Trent, the Catholic Counter-Reformation, the Jesuits, and the Peace of Augsburg.

Key persons: Johann Tetzel, Martin Luther, John Calvin, Ignatius Loyola.

Key historiographical debates: #1: The "myth" of the Renaissance; #2: What were the causes of the Protestant Reformation?; #3: What was the historical significance of the Reformation and Catholic Counter-Reformation?

Long periods: Independent Research Topic Proposals.

- Meet at instructional classroom in the library.

- Discuss the secondary sources on the Renaissance, and the primary source handout on the Protestant Reformation.

- Introduce and work on independent research topic proposals (see handout and additional blog post). 

Day 2/3: The Protestant Reformation and Catholic Counter-Reformation.

- In-class: Discuss the primary source handout on the Protestant Reformation.

Homework#2: Read the primary and visual source handout on the Reformation and Counter-Reformation. 

Primary source#1: John Calvin, "Institutes of the Christian Religion: Predestination," pp. 23-24; Primary source #2: "Constitution of the Society of Jesus," p. 24; Primary source (visual source) #3: "Luther and the New Testament," pp. 25-26; Primary source (visual source) #4: Sebald Beham, "Luther and the Catholic Clergy Debate," pp. 25-26; and Primary source (visual source) #5: Peter Paul Rubens, "Loyola and Catholic Reform," p. 27. Prepare notes on the primary and visual sources, i.e., SOAPSTONE.

Day 4: Head's Holiday; end of the first quarter.

HOMEWORK for Monday, October 21:

Read the secondary source handout on the Reformation and Counter-Reformation. 

Secondary source#1: Euan Cameron, "What Was the Reformation?" p. 28; Secondary source #2: G. R. Elton, "A Political Interpretation of the Reformation," p. 28; Secondary source #3: John C. Olin, "The Catholic Reformation," pp. 29-30, Secondary source #4: Steven E. Ozment, "The Legacy of the Reformation," pp. 30-31; and Secondary source #5: "Women in the Reformation," p.31.Prepare notes on the key arguments.

 

Week 7: The Renaissance

Monday through Friday, October 7-11, 2013   
Quiz#4 on Friday on Week 6&7 materials.
Remember to prepare Current Events Chronicle sections of student binders for review NEXT WEEK.

Day 1, Monday, October 7: The Renaissance
In-class: Discuss the European Renaissance; collectively build notes in class as a group and on blackboard, using the PERSIA rubric, i.e.,
Politics
Economics
Religion
Society/Science
Ideas
Art

Key Terms: The Renaissance, the Middle Ages, the Black Death, Italian city states, the Vatican, the "New Learning", secularism, and humanism.

LONG PERIODS:
Meet in library, bring materials for book review projects, set up one-on-one meetings with instructor to update on status of work, discuss the book review format and even go over book review drafts. TURN IN BOOK REVIEWS ON THE DAY FOLLOWING THE ASSIGNED LONG PERIODS.

Day 2/3:
In-class: Read, interpret and discuss the primary source handouts: #1. Peter Paul Vergerio, "On the Liberal Arts," p. 6, and #2.   Raphael, "The School of Athens: Art and Classical Culture," pp. 10-11, including the painting (!).

Homework #1: Read the following primary source handouts and prepare notes based on the accompanying questions:
#1. Peter Paul Vergerio, "On the Liberal Arts," p. 6.
- What are the liberal arts, why study them and what does this tell us about the Renaissance and what makes it particularly humanistic rather than medieval?

#2. Christine de Pizan, "The City of Ladies," pp. 6-7.

- What were the common assumptions and arguments about women?

- How does Christine de Pizan attack those arguments and assumptions?

- How does her writing embody the Renaissance?

#3. Niccolo Machiavelli, "The Prince," pp. 7-8

- How does this work reflect the values and practices of the Renaissance?

- how might these same principles be applied to contemporary times?

#4. The artwork of Jan van Eyck and Hans Holbein, pp. 11-14.

How might these paintings reflect a society and attitudes similar to those of the Middle Ages, or the themes of Renaissance humanism and individualism?

Day 4, Friday, October 11: Quiz #4 on Week 6 and 7 materials.
Homework: Please read the following sections from "The Renaissance," in Western Civilization, ed. Dennis Sherman, and prepare answers to the accompanying questions: 

#1. Jakob Burckhardt, "The Civilization of the Renaissance in Italy," p. 15.
- What most distinguishes the Italian Renaissance from the preceding Middle Ages according to Burckhardt?
- Is there any support in the primary documents for this argument?
- How might a medievalist respond?

#2. Peter Burke, "The Myth of the Renaissance," pp. 15-16.
- According to Burke, why is Burckhardt's idea of the Renaissance a myth?
- How might a supporter of Burckhardt respond?
Do the sources give greater support to Burckhardt's or Burke's interpretation of the Renaissance?

#3. Charles G. Nauert, "Northern Sources of the Renaissance," pp. 17-18.
- How did the Northern Renaissance differ from the Italian Renaissance?
- How does Nauert explain these differences?