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.
Monday, November 18, 2013
Friday, November 8, 2013
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.
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
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.
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.
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