Week 11 - Absolutism and Europe's Social and Political Order, 1600-1715

Monday through Thursday, November 3-6, 2014

Quiz#4: Covers Protestant and Catholic Reformations. Key terms and persons will be assessed in-class on Day 3; online portion of quiz will go live Thursday, 10/30 at 3:30PM and will remain open until Monday, 11/3 at midnight.
Historiographies are DUE by the end of the class day, Thursday, 11/6.
Book Review submissions to the Student Magazine are DUE at the latest by Friday, 11/21 to the magazine editors, Emma Koolpe and Beckett Maestas.
Long Periods: Devoted to research and writing historiographies in the library.
Head's Holiday on Friday, 11/7 - no classes.

Day 1, Monday, November 3: The Rise of Absolutism.
In-class: Introduce the rise of absolutism and Europe's social and political order, 1600-1715.
Homework for Day 3:Create an image of a primary source from independent research projects, and bring to class on Day 3 to post on the classroom wall map.
ALSO: Read, "The Struggle for Survival and Sovereignty," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 391-403 (up to "The Struggle for Sovereignty in Eastern Europe) and prepare notes on the following key terms, persons, and questions for a graded discussion in class:

Question#1: What were the pressures that the lower orders of French society faced in the 1600s (Use primary sources for support)?

Question#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, 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 library for research, writing and discussion on historiography.

Day 3: The Rise of Absolute Monarchies and France under Louis XIV, 1661-1715.
In-class: Discuss the homework readings, key terms, persons, and questions on France.
Homework for Monday, 11/10:Read "The Struggle for Sovereignty in Eastern Europe," from The West in the World, Vol II., eds. Sherman and Salisbury, pp.403-409 (up until the section, "The Triumph of Constitutionalism"), and prepare notes on the following questions for discussion.
Question#1: 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 10: A Century of Religious Warfare (1559-1648)

Monday through Friday, October 27-31, 2014
Quiz#4: Covers Protestant and Catholic Reformations. Key terms and persons will be assessed in-class on Day 3; online portion of quiz will go live Thursday, 10/30 at 3:30PM and will remain open until Monday, 11/3 at midnight.

Halloween! Friday, 10/31; special class schedule; please wear historically accurate costumes.

Day 1, Monday, October 27: The historiography on the Protestant and Catholic Reformations.
In-class: Review the secondary sources on the Reformation in groups and prepare for class discussion.

Homework for Day 2: NO new homework, except to review notes on the primary and secondary sources of the Reformation and Counter-Reformation; continue independent research in preparation for historiography assignment and use of long period on Day 2.

Homework for Day 3: Read "Europe Erupts Again: A Century of Religious Warfare, 1559-1648," in Western Civilization, pp. 346-348 (up until the "Thirty Years' War") and prepare notes on the following terms.

Key terms:  Saint Bartholomew's Day Massacre, Council of Blood, and the Spanish Armada.

Day 2: Independent Research.
Long Periods: Come prepared to work in the library during the long period on independent research and historiography.

Homework for Day 3: Read "Europe Erupts Again: A Century of Religious Warfare, 1559-1648," in Western Civilization, pp. 346-348 (up until the "Thirty Years' War") and prepare notes on the following terms.

Key terms:  Saint Bartholomew's Day Massacre, Council of Blood, and the Spanish Armada.

Day 3: A Century of Religious Warfare, 1559-1648.
In-class: Read and discuss primary source, "Ogier Ghiselin de Busbecq, "Civil War in France" (handout), and the homework reading on the religious wars.

Homework for Day 4: Read "The Thirty Years' War," in Western Civilization, pp. 348-355, prepare notes on the following terms, persons and questions.

Key terms: The Defenestration of Prague, the Peace of Westphalia, and the balance of power.

Key persons: Wallenstein, and Gustavus Adolphus.

Question#1: How did the nature of warfare change during the Thirty Years' War and why?

Question #2: What happened to life after the Reformation and why?

Day 4: The Thirty Years War.
In-class: Read and discuss the secondary sources, Hajo Holborn, "A Political Interpretation of the Thirty Years' War," and Carl J. Friedrich, "A Religious Interpretation of the Thirty Years' War" (handout), and the homework reading and questions.

Homework for Week 11: Continue to research and work on historiography assignments.

Independent Research Project Guide (1400 to 1815)

Fall Semester 2014

I. Research writing project calendar and due dates:

Weeks 9-16: Schedule research presentations.

Week 9: Independent Research Topic proposal due at the end of the class day on Thursday, 10/23/2014

Week 11: Overview of historiography due on Thursday, 11/6/2014.

Week 13: First Draft of Independent Research Paper, due by Thursday, 11/20/2014.

Week 16: Final Draft of Independent Research Paper, due by Thursday, 12/4/2014.

II. Assignment Descriptions:

1. 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 secondary sources; see the following note), 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.

2. 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.

- Organize the historiography into groups/camps that have formed around your topic. For instance, if discussing power dynamics in the Constitution, you might have a “camp” around how the Constitution enables/empowers the economic elite (5^th Amendment/property protection) at the expense of regular people. Elaborate on the contributions of scholars in those various camps in your paper.   

- Remember: this is still a thesis-driven paper, not a series of book reports.  So, as you’re considering the various arguments/schools, note the limits or problems in their arguments or evidence.  An articulation of these limitations will form the basis of your thesis.  For example, an author might focus solely on economic considerations but not socio-cultural factors in making his/her conclusions.

- Pay attention to any possible counter-arguments, more recent research 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.

                                                                                                                                                    

3. 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.

4. 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.

Week 9 - The Northern Renaissance, Protestant Reformation and Catholic Counter-Reformation

Monday through Friday, October 20-24, 2014
Grades and comments are due by Tuesday, 10/21 at 5PM.
Topic proposals DUE on Thursday, 10/23.
Online quiz#3 opens Thursday, 10/23 after school and will remain open through Sunday, 10/26 until midnight; covers material from the Renaissance and Northern Renaissance.
Admissions Open House on Friday, 10/24; 35 minute class schedule.

Day 1, Monday, October 20: Review of the Italian and Northern Renaissance.   
In-class: Review the notes on life in the Renaissance, why the Renaissance started in Italy and how it spread throughout northern Europe; go over the secondary sources on the Renaissance in groups and prepare for class discussion.

Homework for Day 2:  Prepare materials to use the following long period for research, one-on-one meetings with the instructor, and drafting of the independent topic proposals (see handout and online blog materials for guidelines and additional tips).

Homework for Day 3: Read and take SOAPSTONE notes on the first two primary sources from the Reformation primary source packet (see handout) by Johann Tetzel, "Indulgences," and by Martin Luther, "Justification by Faith"; also read "'Alone Before God': Religious Reform and Warfare, 1500-1648," pp. 323-334 (up until the section "Bringing Reform to the States in Switzerland), take notes on the following key terms and questions, and prepare those notes to discuss the following questions below. 

Key terms: Northern Renaissance, the Holy Roman Empire, Turkish Expansion, the Hapsburg-Valois Wars, devotio moderna, indulgences, the 95 theses, Protestant, iconoclasm, transubstantiation, Lutheranism ("justification by faith," "the priesthood of all believers," and "sola scriptura"), the Diet of Worms, the Peasants' War, the Peace of Augsburg, and cuius regio, eius religio.

Key persons: Holy Roman Emperor Charles V, Martin Guerre, Erasmus, Johann Tetzel, and Martin Luther.
Question#1: What were the immediate and even deeper causes of the Protestant Reformation?
Question#2: How did the ideas of Protestant theology appeal to different groups and classes of people?
Question #3: How did the Catholic Church respond?
 
Day 2: Independent Research.
Long Periods: Come prepared to work in the library during the long period on independent research topic proposals.
  
Day 3: The Protestant Reformation.
In-class: Discuss the first two primary sources by Johann Tetzel and Martin Luther.
Homework for Day 4: Read "Bringing Reform to the States in Switzerland" and "The Catholic Reformation," pp. 334-345; take notes on the following key terms and persons, and prepare those notes for discussion of the following questions below.

Key terms: Anabaptists, Calvinism ("predestination"), Huguenots, Church of England, the Catholic Reformation (or Counter-Reformation), the Society of Jesus, Baroque Art, and Council of Trent.

Key persons: Ulrich Zwingli, John Calvin, Henry VIII, Elizabeth I, Cardinal Ximinez, Ignatius Loyola, and El Greco.

Question#1: How did Protestantism spread throughout Europe in terms of ideas and influence on the new monarchies? 
Question#2: How did the Catholic church respond to growing Protestantism?

Day 4: The Catholic Reformation.
In-class: Review and discuss the spread of Protestantism and the Catholic Response to Protestantism.
Homework: No new reading; continue to work on independent research.

Self-Reflection Guidelines

 

Purpose: This assignment is designed to help students think about their work, how things are going, where are they finding success and making improvements, and identify any challenges and areas where they can improve. But the self-reflections are also designed to let the instructor know what he or she might not know about how hard the student is working behind the scenes, how much effort the student is making to communicate and meet with the instructor outside of class to go over assignments, even remind the instructor about extra credit work, and ultimately what the student thinks would be a reasonable grade that accurately reflects their work and progress. Students are asked to reflect on their work at the end of each quarter.

Format:

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, detailed note-taking, and reading comprehension.

3.  Analysis of primary and secondary sources.

4.   Analytical Writing, document-based questions, formulation of thesis/argument, use of sources & class materials in critical thinking.

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

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

Additional Notes:

-     - 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 (Preferably, please share on Google Drive).

-          Self-reflections for the first quarter are DUE by the end of the day, Thursday, October 16, 2014.

Fall Semester Research Topic Proposal Guidelines

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, i.e., scholars’ key arguments and evidence, any debate, or open question), 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: Thursday, October 23, by the end of the school day.

Research: Make sure to use the Santa Fe Prep online catalog and other online catalogs in the region; also make use of the World History in Context (GALE) and JSTOR. For additional tips on research see the online reference page “World History – Indy Research (1400-1815) put together by Mrs. McKenzie available on the library pages:

http://mckenzie.sfprep.org/?page_id=290

See also: http://library.sfprep.org/ for an overview of resources.

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 scholars’ arguments and evidence, any debate, open question), 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 the Protestant Reformation

Monday through Thursday, October 13-16, 2014.
End of quarter on Friday, 10/17 - No school.
All final revisions to the Book Review projects are due by the end of the class day on Thursday, 10/16.
Self-reflections are DUE by the end of the class day on Thursday, 10/16 (See posted guidelines and handout).
Long Periods: Meet in classrooms; introduction to independent research with Catherine McKenzie, associate librarian; work on independent research topic proposals; proposal drafts are due on Monday, 10/20 (see handout and post on guidelines).

Day 1 - Monday, October 13, 2014: Life During the Italian Renaissance.
- In-class: Discuss the homework reading and notes on life during the Renaissance; read, interpret and discuss primary source handouts on the northern Renaissance.
- Homework for Day 3: Read "Renaissance of the 'New Monarchies' of the North (1453-1640)" in Western Civilization, eds. Sherman/Salisbury, pp.315-320; take notes on the following key terms and persons, and answer the related question; preparation and participation will be graded in the first part of Day 2.
- Key Terms: English humanism, utopia, Renaissance queens, and the south bank.

- Key Persons: Louis the Spider, Jan van Eyck, Albrecht Duerer, Henry VIII, Thomas More, and William Shakespeare.

- Homework question: How did Renaissance ideas spread northward, and how were they transformed in France and England?

Day 2 - Long Periods: The Northern Renaissance and Independent Research
- Library: Meet in classrooms; introduction to independent research with Catherine McKenzie, associate librarian; use the second part of class to work topic proposals with research time in the library.
- Homework for Day 3: Read "Renaissance of the 'New Monarchies' of the North (1453-1640)" in Western Civilization, eds. Sherman/Salisbury, pp.315-320; take notes on the following key terms and persons, and answer the related question; preparation and participation will be graded in the first part of Day 2.
- Key Terms: English humanism, utopia, Renaissance queens, and the south bank.

- Key Persons: Louis the Spider, Jan van Eyck, Albrecht Duerer, Henry VIII, Thomas More, and William Shakespeare.

- Homework question: How did Renaissance ideas spread northward, and how were they transformed in France and England?

Day 3 - Historiographical Debates on the Renaissance. 
- In-class: Discuss the historians' arguments and evidence about the Renaissance.
- In-class: Read, interpret and discuss primary source handouts on the Protestant Reformation.