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

Monday through Thursday, November 2-5, 2015

* Independent Research Topic Proposals are DUE on Monday, 11/2.

**In-class Matching Quiz #2.4: The Reformation, Religious Wars, and Thirty Years' War (Day 2/3).

*** Final Book Review Draft Revisions for Periods 4, 5, and 7 are DUE on Friday, 11/6 by 5PM.

****Holiday: Head's Holiday, 11/6.

*****Leading Questions: What conditions facilitated the rise of monarchical absolutism in the 17th-century? How did absolute monarchies build on past forms of politics, or represent new forms of power? What policies did 17th-century monarchs use to this end? How might mercantilist doctrines appeal to them? What explains the emergence of capitalism? What did family life look like? How did the 17th-century family reflect broader social, economic and political aspects of the 17th century?

Day 1: The Rise of Absolutism.

- In-class: Introduce the rise of absolutism and Europe's social and political order, 1600-1715.

- Homework for Day 2/3: 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".

Day 2/3: Independent Research.

- Long Periods: Meet in library for research and time to meet with instructor and librarians. Work toward historiography drafts, which are DUE before Thanksgiving Break on Tuesday, 11/24.

Day 2/3: 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 Wars (1559-1648)

Monday through Friday, October 26-30, 2015.

*Event: Halloween, 10/30; special school schedule. 

Day 1: The Catholic (Counter)Reformation.

- In-class: Divide into discussion groups; 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?

Homework for Day 2/3: 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.

- Question #1: What happened to life after the Reformation and why?

Day 2/3: Independent Research.

- Long Periods: Come prepared to work in the library during the long period on independent research and historiography, and consultation with the instructor; topic proposals are DUE by Monday, November 2.

Day 2/3: 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: What were the causes of the Thirty Years' War?

- Question #2: What were the effects of the Thirty Years' War?

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 topic proposal, DUE Monday, 11/2.

Week 9 - The Religious Reformations of Europe

Monday through Friday, October 19-23.

*Admissions Open House, Friday, 10/23 (35-minute class schedule).
**Long periods: Meet with Catherine McKenzie in the LIC for introduction to the research process.
***Quiz#1.2: Key Terms and Persons from Weeks 5-8 (The casta system to the Renaissance), Friday in-class; open note; matching.
****Quiz#1.3: The Renaissance, goes live online on the upgraded version of Haiku on this Friday, 10/23, after school at 1:30PM and closes next Monday, 10/26 at midnight; open book, open note; please access through your Santa Fe Prep Gmail account.  

 

Day 1: 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; discuss the textbook reading and the secondary sources on the Renaissance.

- Homework for Day 2/3: 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) in the textbook The West in the World, 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 Habsburg-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 2/3: Independent Research.

- Long Periods: Meet in the library LIC during the long period to work with Catherine McKenzie on independent research process.

 

Day 2/3: 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 (Counter-)Reformation.

- In-class: Review and discuss the spread of Protestantism and the Catholic Response to Protestantism.
- In-class: Key terms and persons identification and matching Quiz 1.2, for materials from week 5-8, from the casta system to the Renaissance.

- Homework: No new reading over the weekend; continue to work on independent research.

Week 8 - Humanism and the Northern Renaissance

Monday through Thursday, October 12-15, 2015.

*Event and Holiday: PSAT, Wednesday, 10/14; End of first quarter & mid semester break, Friday, 10/16.

**Leading questions: What were the causes of the Renaissance? Was the Renaissance such a distinct break with the Middle Ages? What are the legacies of the Renaissance?

***Current events chronicles will be checked at latest, during the long periods for each class. 

****Book Review drafts are DUE by the end of the school day on Thursday, 10/15.

*****Self-reflections are DUE by the end of the class day on Friday, 10/16 (See posted guidelines and handout).

Day 1: Individualism, Gender, and Politics in the Renaissance.

- In-class: Discuss the key terms and persons from the homework reading; ALSO: Read, interpret and discuss the primary source handouts #2: Christine de Pizan, "The City of Ladies," and #3. Niccolo Machiavelli, "The Prince".

- Guiding questions for discussion:  

- 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?

- How does Machiavelli's work reflect the values and practices of the Renaissance?

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

- Homework: Read "Individualism as Self-Interest: Life During the Renaissance," in The West in the World, eds. Sherman/Salisbury, pp. 305-315; make sure to take notes on the following aspects of life during the Italian Renaissance below:

- Aspects of life during the Italian Renaissance:

Crime:                     Family:                Religion:

Intolerance:             Art:                     Gender:

Economy:                Architecture:      Alchemy:

Slavery:                   Music:                Science & Math:

Day 2/3: Independent Research

- In-class: Read, interpret and discuss primary source handouts, and discuss life in the Italian Renaissance.

- In-library: Homework from Day 1 will be checked; time for drafting of the book review drafts, and consultation with the instructor and tutors.

- Homework over the weekend: Enjoy the long weekend. Please also prepare current event reports for the following Monday, read "Renaissance of the 'New Monarchies' of the North (1453-1640)" in The West in the World, eds. Sherman/Salisbury, pp. 315-320, and the historians' arguments and evidence about the Renaissance (see handout in-class on the articles by Jakob Burckhardt and Peter Burke), 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 Dürer, Henry VIII, Thomas More, and William Shakespeare.

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