"The past is never dead. It's not even past." William Faulkner
Course Description
Welcome! This site is for students, parents, teachers and anyone else interested in the tenth-grade World History 2 Course at Santa Fe Prep.
The overall course covers the history of the world from roughly 1500 to the present. The first quarter opens with the time when Asia was the center of world affairs, then traces European encounters with Asia and the Americas, and the complex interactions and consequences of the so-called "Columbian Exchange" between Europe, Asia, the Americas and Africa. The first quarter ends with a survey of the European Renaissance and Reformation, in both its local and global dimensions. The second quarter will focus on the rise of absolute monarchies and new ideas and practices, especially with the scientific revolution and Enlightenment. The second quarter ends with assessments of the legacies of the French Revolution, Napoleon and the emergence of the British Empire. The third quarter starts with the implications of the French Revolution and Napoleonic Wars in the wake of the Congress of Vienna, i.e., the discourse on rights, reaction, revolution and reform, the rise of new ideologies, in particular, Classical Liberalism, nationalism, and romanticism, and conservative reactions to the changes wrought by the American and French Revolutions. The course then examines the rise of industrialization and social change in 19th-century Europe, and the emergence of middle and working class cultures, followed by new iterations of liberalism and conservatism, the proliferation of more ideologies, e.g., socialism, communism, ultranationalism, social Darwinism, and antisemitism. Then the course examines the unification of the Italian and German nation states, and the creation of the modern welfare state. From there the course traces the rise of a new wave of Western imperialism, followed by the rest of the world's reactions to the rise of European empires and ideas, and in particular, the emergence of industrial Japan and their surprising victory over Russia. The third quarter ends with the outbreak of the First World War. The fourth and final quarter surveys the effects of the First World War, followed by the brief peak of classical liberal nation states and promises for peace, and the rapid rise of authoritarianism, in both communist and fascist variations, with a special focus on the rise of Nazism, the Nazi racial transformation of Germany and the Holocaust and Shoah of modern Europe. The fourth quarter concludes by looking at the causes and effects of the Second World War, the Cold War, the end of European empires in Asia and Africa, the emergence of the Modern Middle East and China, the end of the Cold War, history since 1989, all the way to the present, including current events.
Tuesday, December 17, 2013
Self Reflections
Wednesday, December 11, 2013
2013 Fall Semester Final Exam Review Guide
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).
- See the 2013 World History II Course Dictionary - Fall Semester for review.
C. Chronologies (5 points; 1/4 point each).
- See quizzes and 2013 World History II Course Dictionary - Fall Semester for review.
D. Document-Based Question (60 points).
** Outlines for the essay will be permitted in the exam.
-Example questions:
Europe; in other words, why England first and then on the continent of Europe about 100
years later?
French Revolution?
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.
Sunday, December 8, 2013
Week 16 - Napoleon and the Legacies of the French Revolution
- 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.
Sunday, December 1, 2013
Week 15 - The French Revolution and Napoleon, 1789-1815
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.
Monday, November 18, 2013
Week 13 & 14 - The Ancien Regime, 1715-1789
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.
Friday, November 8, 2013
Week 12 - The Scientific Revolution and the Enlightenment, 1600-1800
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.
Monday, November 4, 2013
Week 11: Constitutionalism
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.
Tuesday, October 29, 2013
Independent Research Project Guide (1400 to 1815)
I. Research writing project calendar and due dates:
- 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.
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.
Sunday, October 27, 2013
Week 10 - Absolutism and Europe's Social and Political Order, 1600-1715
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").
Tuesday, October 22, 2013
Week 9 - The Thirty Years' War (1618-1648)
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 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.
Wednesday, October 16, 2013
Self-Reflection Guidelines
Self-reflections for the first quarter are DUE by the end of the day, Thursday, October 17, 2013.
Tuesday, October 15, 2013
Research Topic Proposal Guideliness
DUE DATE: Friday, October 25, by the end of the school day.
Example of a topic: The latest research on society and identity in New Spain
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.
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.
Sunday, October 13, 2013
Week 8: The Northern Renaissance and Protestant Reformation
Monday, October 7, 2013
Week 7: The Renaissance
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 (!).
#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.
#3. Niccolo Machiavelli, "The Prince," pp. 7-8
#4. The artwork of Jan van Eyck and Hans Holbein, pp. 11-14.
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?