Take Home Test Chapter 17: The Transatlantic Economy, Trade Wars, & Colonial Rebellion
All work must be HANDWRITTEN & submitted in class on January 10, 2011
Part 1: Read handout “Excerpts from Adam Smith’s Wealth of Nations, 1776” & answer questions (1-7) that follow.
Part 2: Answer review questions 1-6 on pp. 578 & 579 (Kagan) in complete sentences using support from the readings.
Part 3: Define & explain the significance of the following:
Mercantilism
Casa de Contratacion (House of Trade)
William Pitt
John Wilkes
Yorkshire Association Movement
The Seven Years War
Diplomatic Revolution of 1756
Triangle trade
Intolerable Acts
Stamp Act
Part 4: Answer each of the following questions in 5-7 complete sentences using evidence from your readings for support:
1. To what extent and in what ways were the reforms of the Spanish Bourbons effective?
2. What were the pros and cons of slave trade in the 18thc century?
3. Explain how mercantilism reflected the “marriage of politics and economy”. What challenges did it face?
4. In what ways did each of the major wars of the 18th century contribute to the next war?
5. What were the causes and effects of the Diplomatic Revolution?
6. In what ways did the mid-18thc Wars reflect the instability of the state
7. Do a Cost/Benefit analysis of mercantilism during the 18thc.
8. Compare and contrast the War of Spanish Succession and the Seven Years War.
9. To what extent and in what ways did the Wilkes affair and the Yorkshire Association movement reflect the problems and solutions of 18thc English politics?
10. Read the article, “The Columbian Exchange: Disease, Animals, & Agriculture” on pp. 582-585 in the Kagan text. Answer the question on p. 585 that follows the article.
Wednesday, December 22, 2010
Friday, December 17, 2010
Chapter 16 Review Questions
CHAPTER 16
REVIEW QUESTIONS
1. What kinds of privileges separated European aristocrats from other social groups? How did their privileges and influence affect other people living in the countryside? What was the condition of serfs in central and Eastern Europe?
2. How would you define the term family economy? How did the family economy constrain the lives of women in preindustrial Europe?
3. What caused the Agricultural Revolution? How did the English aristocracy contribute to the Agricultural Revolution? Why did peasants revolt in the eighteenth century?
4. Why did Europe’s population increase in the eighteenth century? How did population growth affect consumption?
5. What was the Industrial Revolution and what caused it? Why did Great Britain take the lead in the Industrial Revolution? How did consumers contribute to the Industrial Revolution?
6. How did the distribution of population in cities and towns change? How did the lifestyle of the upper class compare to that of the middle and lower classes? What were some of the causes of urban riots?
7. Where were the largest Jewish populations in eighteenth-century Europe? What was their social and legal position? What were the sources of prejudices against Jews?
REVIEW QUESTIONS
1. What kinds of privileges separated European aristocrats from other social groups? How did their privileges and influence affect other people living in the countryside? What was the condition of serfs in central and Eastern Europe?
2. How would you define the term family economy? How did the family economy constrain the lives of women in preindustrial Europe?
3. What caused the Agricultural Revolution? How did the English aristocracy contribute to the Agricultural Revolution? Why did peasants revolt in the eighteenth century?
4. Why did Europe’s population increase in the eighteenth century? How did population growth affect consumption?
5. What was the Industrial Revolution and what caused it? Why did Great Britain take the lead in the Industrial Revolution? How did consumers contribute to the Industrial Revolution?
6. How did the distribution of population in cities and towns change? How did the lifestyle of the upper class compare to that of the middle and lower classes? What were some of the causes of urban riots?
7. Where were the largest Jewish populations in eighteenth-century Europe? What was their social and legal position? What were the sources of prejudices against Jews?
Wednesday, December 15, 2010
Literacy in the Old Regime DBQ Thesis
Post your thesis for the DBQ: Literacy in the Old Regime before class on 12/16. Please comment on a classmate's thesis before class on 12/17. Comment should explain why you agree with their thesis, or CONSTRUCTIVELY critical of their thesis. All posts must be approved by Mr. Meli before they appear on the blog, so be patient...it will post.
Monday, December 13, 2010
December Reading/Assignment Schedule
APEH Reading/Assignment Schedule Chapters 16 & 17
Tuesday 12/14:
Sherman: pp. 83-84, “Letter to a Lady R., 1716: Women and the Aristocracy,
& “Women of the Third Estate”
Kagan: pp. 514-524 (stop at Children & the World of the Family Economy)
Wednesday 12/15:
Sherman: pp. 88-91 (all sources)
Kagan: pp. 524-529 (stop at Industrial Revolution)
Thursday 12/16:
Kagan: pp. 529-539 (stop at Growth of Citites)
Post DBQ thesis on class blog before class
Friday 12/17:
Kagan: pp 539-546
Comment on classmate blog post before class
Monday 12/20:
Kagan: p. 547, q. 1-6 Due
Social History Charts Due
Chapter 16 Test: Multiple Choice & FRQ
DBQ Essay & Chart Literacy in the Old Regime Due
Tuesday 12/21:
Kagan: pp. 552-560 (stop at Black African Slavery)
Wednesday 12/22:
Kagan: pp. 560-568
Sherman: pp. 82-83 “The Slave Trade”
Thursday 12/23:
Kagan: pp. 568-578
Monday 1/3/2011:
PERSIA Chart, Chapter 17 Due
Kagan: pp. 578-579, questions 1-6 due
Take Home Test, Chapter 17 Due
Tuesday 12/14:
Sherman: pp. 83-84, “Letter to a Lady R., 1716: Women and the Aristocracy,
& “Women of the Third Estate”
Kagan: pp. 514-524 (stop at Children & the World of the Family Economy)
Wednesday 12/15:
Sherman: pp. 88-91 (all sources)
Kagan: pp. 524-529 (stop at Industrial Revolution)
Thursday 12/16:
Kagan: pp. 529-539 (stop at Growth of Citites)
Post DBQ thesis on class blog before class
Friday 12/17:
Kagan: pp 539-546
Comment on classmate blog post before class
Monday 12/20:
Kagan: p. 547, q. 1-6 Due
Social History Charts Due
Chapter 16 Test: Multiple Choice & FRQ
DBQ Essay & Chart Literacy in the Old Regime Due
Tuesday 12/21:
Kagan: pp. 552-560 (stop at Black African Slavery)
Wednesday 12/22:
Kagan: pp. 560-568
Sherman: pp. 82-83 “The Slave Trade”
Thursday 12/23:
Kagan: pp. 568-578
Monday 1/3/2011:
PERSIA Chart, Chapter 17 Due
Kagan: pp. 578-579, questions 1-6 due
Take Home Test, Chapter 17 Due
Tuesday, November 23, 2010
Using Turnitin.com
Log on to http://www.turnitin.com and create a new student account. You must enroll in the class by entering the class ID and password. You must also provide a valid email address and create your own password. You must submit written portion of your project to turnitin.com to receive credit. Follow the instructions on the website for submission instructions.
Friday, November 19, 2010
17th Century Project: Due 12/7
Due Date: Tuesday 12/7/2010
AP EUROPEAN HISTORY: “NEW DIRECTIONS IN THOUGHT & CULTURE IN THE SEVENTEENTH CENTURY”
Mr. Meli
During the seventeenth century, the ideas of great men and women affected the evolution of science, philosophy, and literature. Your research project will offer you the opportunity to learn more about these individuals and their contributions. Your presentation of the research will involve “life skills” such as use of technology, interviews, oral presentation, and professional writing.
Select a partner and historical character; you may combine efforts in completing the tasks. After researching the background and contributions of the person, submit a resume for the person, including a cover letter and a letter of recommendation. You may design an ideal job as the target of your application, and create a resume which includes the information on the attached sheet. After researching the degree to which he/she actually succeeded in life, determine whether the response letter would be positive or negative and write it accordingly. Include reference to some of his original work (primary source).
The second part of the assignment is to give an oral presentation, in the role of your person, illustrated with Power Point. One of the partners will interview the historical character, but both can use the Power Point presentation as the backdrop. Although some of the person’s biography (e.g. education and experience) will be an inevitable part of the interview, the key part of your presentation is your explanation of the person’s contributions, not the biography. Therefore, the Power Point presentation should provide illustrations of complex concepts and the significance of those contributions for the future. In essence, you are teaching that portion of the chapter. According to Einstein, the best indication of brilliance is the ability to simplify and clarify complex concepts. So, demonstrate your brilliance!!
Nicolaus Copernicus
Tycho Brahe
Johannes Kepler
Galileo Galilei
Isaac Newton
William Shakespeare
Meguel de Cervantes Saavedra
Thomas Hobbes
John Milton
John Bunyan
Francis Bacon
Rene Descartes
Blaise Pascal
Baruch Spinoza
Margaret Cavendish
Jonathan Swift
Maria Cunitz
Francesco Algaroti
Emilie du Chatelet
John Locke
RESUME
Name:
Dates:
Major Field:
Background: influences
Historical Context
Education
Major Works
Key Ideas
Contrast with former ideas
Explanation
Illustration
Significance
Impact on today
Habits of Mind illustrated
Five words to describe the person
STUDENT NAME__________________________
PARTNER NAME__________________________
17THC INDIVIDUAL_______________________
AP: GREAT MEN AND IDEAS IN THE 17THC.: EVALUATION
RESUME
_____/10 Appropriate job objective
_____/20 Quality of research/content
_____/20 Summary of major work
_____/20 Effective presentation
_____/20 MLA Bibliography (including primary source reading: starred) and including technology used
RESPONSE LETTER
_____/10 Appropriate content and style
_____/20 Significance/major contributions
_____/20 Historical content
_____/20 Example of one work/idea which illustrates his key concepts
_____/20 Rationale for response, including laudatory quotation
_____/20 Quality of writing
_____/200 GRADE
AP EUROPEAN HISTORY: “NEW DIRECTIONS IN THOUGHT & CULTURE IN THE SEVENTEENTH CENTURY”
Mr. Meli
During the seventeenth century, the ideas of great men and women affected the evolution of science, philosophy, and literature. Your research project will offer you the opportunity to learn more about these individuals and their contributions. Your presentation of the research will involve “life skills” such as use of technology, interviews, oral presentation, and professional writing.
Select a partner and historical character; you may combine efforts in completing the tasks. After researching the background and contributions of the person, submit a resume for the person, including a cover letter and a letter of recommendation. You may design an ideal job as the target of your application, and create a resume which includes the information on the attached sheet. After researching the degree to which he/she actually succeeded in life, determine whether the response letter would be positive or negative and write it accordingly. Include reference to some of his original work (primary source).
The second part of the assignment is to give an oral presentation, in the role of your person, illustrated with Power Point. One of the partners will interview the historical character, but both can use the Power Point presentation as the backdrop. Although some of the person’s biography (e.g. education and experience) will be an inevitable part of the interview, the key part of your presentation is your explanation of the person’s contributions, not the biography. Therefore, the Power Point presentation should provide illustrations of complex concepts and the significance of those contributions for the future. In essence, you are teaching that portion of the chapter. According to Einstein, the best indication of brilliance is the ability to simplify and clarify complex concepts. So, demonstrate your brilliance!!
Nicolaus Copernicus
Tycho Brahe
Johannes Kepler
Galileo Galilei
Isaac Newton
William Shakespeare
Meguel de Cervantes Saavedra
Thomas Hobbes
John Milton
John Bunyan
Francis Bacon
Rene Descartes
Blaise Pascal
Baruch Spinoza
Margaret Cavendish
Jonathan Swift
Maria Cunitz
Francesco Algaroti
Emilie du Chatelet
John Locke
RESUME
Name:
Dates:
Major Field:
Background: influences
Historical Context
Education
Major Works
Key Ideas
Contrast with former ideas
Explanation
Illustration
Significance
Impact on today
Habits of Mind illustrated
Five words to describe the person
STUDENT NAME__________________________
PARTNER NAME__________________________
17THC INDIVIDUAL_______________________
AP: GREAT MEN AND IDEAS IN THE 17THC.: EVALUATION
RESUME
_____/10 Appropriate job objective
_____/20 Quality of research/content
_____/20 Summary of major work
_____/20 Effective presentation
_____/20 MLA Bibliography (including primary source reading: starred) and including technology used
RESPONSE LETTER
_____/10 Appropriate content and style
_____/20 Significance/major contributions
_____/20 Historical content
_____/20 Example of one work/idea which illustrates his key concepts
_____/20 Rationale for response, including laudatory quotation
_____/20 Quality of writing
_____/200 GRADE
Tuesday, November 16, 2010
Homework for 11/16/2010
Complete packet "The Development of Limited Royal Absolutism: Henry IV to Louis XIV"
Test, chapter 13: Thursday 11/18/2010
Test, chapter 13: Thursday 11/18/2010
Tuesday, November 2, 2010
Homework for 11/5
Kagan: Read pp. 425-430 (stop at Rise of Absolute Monarchy in France)
Elizabeth extra credit movie assignment
Elizabeth extra credit movie assignment
Wednesday, October 27, 2010
Wednesday, October 13, 2010
Age of Religious Wars Reading Schedule 10/13 through 10/20
APEH Reading Schedule-Kagan & Sherman
The Age of Religious Wars
Readings should be complete before the day of the class listed. You are responsible to keep up with readings, even if we do not get to that material in class by the date of the assigned reading. Tentative date for test is Monday 10/25.
Additional readings from other sources may be assigned in addition to textbook readings.
Kagan: questions 1-6 on p. 413 & 414 due on the day of test
Wednesday 10/13:
Kagan: pp. 390-395 (stop at Imperial Spain)
Thursday 10/14:
Kagan: pp. 395-401 (stop at England & Spain)
Sherman: p. 48, Ogier Ghiselin de Busbecq, “Civil War in France”
Friday 10/15
Kagan: pp. 401-404 (stop at Thirty Years’ War) & p. 405 “An Unknown Contemporary Describes Queen Elizabeth.”
Monday 10/18
Kagan: pp. 404-413
Sherman: pp.54-55 “Germany and the Thirty Years’ War” maps
Tuesday 10/19
Sherman: p. 56, Holborn, “A Political Interpretation of the Thirty Years’ War” & Friedrich, “A Religious Interpretation of the Thirty Years’ War.”
Be prepared to discuss “Consider” Questions
Wednesday 10/20
Kagan: p. 415, “A Woman Paints Her Life & Times.”
The Age of Religious Wars
Readings should be complete before the day of the class listed. You are responsible to keep up with readings, even if we do not get to that material in class by the date of the assigned reading. Tentative date for test is Monday 10/25.
Additional readings from other sources may be assigned in addition to textbook readings.
Kagan: questions 1-6 on p. 413 & 414 due on the day of test
Wednesday 10/13:
Kagan: pp. 390-395 (stop at Imperial Spain)
Thursday 10/14:
Kagan: pp. 395-401 (stop at England & Spain)
Sherman: p. 48, Ogier Ghiselin de Busbecq, “Civil War in France”
Friday 10/15
Kagan: pp. 401-404 (stop at Thirty Years’ War) & p. 405 “An Unknown Contemporary Describes Queen Elizabeth.”
Monday 10/18
Kagan: pp. 404-413
Sherman: pp.54-55 “Germany and the Thirty Years’ War” maps
Tuesday 10/19
Sherman: p. 56, Holborn, “A Political Interpretation of the Thirty Years’ War” & Friedrich, “A Religious Interpretation of the Thirty Years’ War.”
Be prepared to discuss “Consider” Questions
Wednesday 10/20
Kagan: p. 415, “A Woman Paints Her Life & Times.”
Chapter 12 Term Sheet
APEH CHAPTER 12: AGE OF RELIGIOUS WARS
TRENDS
Dynastic and religious wars
France, Spain, England, Holy Roman Empire
Thirty Years War
EVENTS
Francis I v. Charles V (1515-1559)
Battle of Lepanto (1571)
St. Bartholomew’s Day Massacre (1572)
Revolt of the Netherlands (1573)
Pacification of Ghent (1576)
Defeat of the Spanish Armada
Defenestration of Prague
TERMS
Cuius region, eius religio
“one king, one church, one law”
Baroque art and music
Dutch school of art
Politique
Huguenots
Guise
Bourbon
Montmorency-Chatillions
Edict of Nantes (1598)
Escorial
Spanish Fury
Treaty of Westphalia
Golden Age of Spain (1516-1659)
Congregationalists
PEOPLE
Rembrandt
Vermeer
Bernini
Titian
Rubens
Francis II
Catherine de Medici
Coligny
Prince of Conde
Theodore Beza
John Knox
Henry IV of Navarre
Philip II
El Greco
Cardinal Granvelle
Duke of Alba
William of Orange
Edward VI
Mary I
Elizabeth I
Mary, Queen of Scots
Breughel
Wallenstein
TRENDS
Dynastic and religious wars
France, Spain, England, Holy Roman Empire
Thirty Years War
EVENTS
Francis I v. Charles V (1515-1559)
Battle of Lepanto (1571)
St. Bartholomew’s Day Massacre (1572)
Revolt of the Netherlands (1573)
Pacification of Ghent (1576)
Defeat of the Spanish Armada
Defenestration of Prague
TERMS
Cuius region, eius religio
“one king, one church, one law”
Baroque art and music
Dutch school of art
Politique
Huguenots
Guise
Bourbon
Montmorency-Chatillions
Edict of Nantes (1598)
Escorial
Spanish Fury
Treaty of Westphalia
Golden Age of Spain (1516-1659)
Congregationalists
PEOPLE
Rembrandt
Vermeer
Bernini
Titian
Rubens
Francis II
Catherine de Medici
Coligny
Prince of Conde
Theodore Beza
John Knox
Henry IV of Navarre
Philip II
El Greco
Cardinal Granvelle
Duke of Alba
William of Orange
Edward VI
Mary I
Elizabeth I
Mary, Queen of Scots
Breughel
Wallenstein
Tuesday, October 12, 2010
Saturday, October 9, 2010
Reformation FRQs
Test will include a bank of 5 of the 14 past AP Exam FRQs, from which you must respond to 2:
'80: How did the disintegration of the medieval church and the coming of the Reformation contribute to the development of nation-states in Western Europe between 1450 and 1648?
'83: "Luther was both a revolutionary and a conservative."
Evaluate this statement with respect to Luther's responses to the political and social questions of his day.
'85: What were the responses of the Catholic authorities in the 16th century to the challenges posed by the Lutheran Reformation?
'86: The Reformation was a rejection of the secular spirit of the Italian Renaissance. Discuss.
'87: "The Protestant Reformation was primarily an economic event."
By describing and determining the relative importance of the economic, political and religious causes of the Protestant Reformation, defend or refute the statement.
'88: Describe and analyze the ways in which the development of printing altered both the culture and religion of Europe during the period 1450-1600.
'91: Describe and analyze the ways in which sixteenth century Roman Catholics defended their faith against the Protestant Reformation.
'92: Interiors of two churches. The pictures below and on the next page show the interiors of a Protestant church and a Roman Catholic church as each appeared in the first half of seventeenth century. Using these pictures as a starting point, explain how these interiors reflect the differing theologies and religious practices of Protestantism and Catholicism at that time.
'95: Compare and contrast the attitudes of Martin Luther and John Calvin toward political authority and social order.
'96: Assess the extent to which the Protestant Reformation promoted new expectations about social roles in the sixteenth century. Refer to at least two social groups in your assessment.
’98 Compare and contrast the Lutheran Reformation and the Catholic Reformation of the sixteenth century regarding the reform of both religious doctrines and religious practices.
‘01 Discuss the political and social consequences of the Protestant Reformation in the first half of the sixteenth century.
’05 Compare and contrast the motives and actions of Martin Luther in the German states and King Henry VIII in England in bringing about religious change during the Reformation.
’06 Analyze the aims, methods, and degree of success of the Catholic Reformation (Counter-Reformation) in the sixteenth century.
'80: How did the disintegration of the medieval church and the coming of the Reformation contribute to the development of nation-states in Western Europe between 1450 and 1648?
'83: "Luther was both a revolutionary and a conservative."
Evaluate this statement with respect to Luther's responses to the political and social questions of his day.
'85: What were the responses of the Catholic authorities in the 16th century to the challenges posed by the Lutheran Reformation?
'86: The Reformation was a rejection of the secular spirit of the Italian Renaissance. Discuss.
'87: "The Protestant Reformation was primarily an economic event."
By describing and determining the relative importance of the economic, political and religious causes of the Protestant Reformation, defend or refute the statement.
'88: Describe and analyze the ways in which the development of printing altered both the culture and religion of Europe during the period 1450-1600.
'91: Describe and analyze the ways in which sixteenth century Roman Catholics defended their faith against the Protestant Reformation.
'92: Interiors of two churches. The pictures below and on the next page show the interiors of a Protestant church and a Roman Catholic church as each appeared in the first half of seventeenth century. Using these pictures as a starting point, explain how these interiors reflect the differing theologies and religious practices of Protestantism and Catholicism at that time.
'95: Compare and contrast the attitudes of Martin Luther and John Calvin toward political authority and social order.
'96: Assess the extent to which the Protestant Reformation promoted new expectations about social roles in the sixteenth century. Refer to at least two social groups in your assessment.
’98 Compare and contrast the Lutheran Reformation and the Catholic Reformation of the sixteenth century regarding the reform of both religious doctrines and religious practices.
‘01 Discuss the political and social consequences of the Protestant Reformation in the first half of the sixteenth century.
’05 Compare and contrast the motives and actions of Martin Luther in the German states and King Henry VIII in England in bringing about religious change during the Reformation.
’06 Analyze the aims, methods, and degree of success of the Catholic Reformation (Counter-Reformation) in the sixteenth century.
Tuesday, October 5, 2010
Reformation Test Date Change
The date for the 2nd test has been changed to Tuesday 10/12.
All work that was previously due on 10/8 is now due on 10/12.
All work that was previously due on 10/8 is now due on 10/12.
Additional Homework for Week of 10/4 through 10/8
Due Wed 10/6: "The Council of Trent" & questions 1-3
Due Thurs 10/7: Test #1 Corrections
Due Thurs 10/7: "Actions & Reactions" chart & cartoon
Due Fri 10/8: DBQ Chart: Protestant Reformation
Due Thurs 10/7: Test #1 Corrections
Due Thurs 10/7: "Actions & Reactions" chart & cartoon
Due Fri 10/8: DBQ Chart: Protestant Reformation
Friday, October 1, 2010
Protestant Reformation Thesis
Post your thesis for the DBQ: "Defend or refute the following statement: The Protestant Reformation was a unified movement of dissent against the Catholic church." Please include your name with the thesis. You must post before class begins on Tuesday 10/5. Please note, your comment will not be posted until I approve it, so don't worry if it doesn't show up right away.
Monday, September 27, 2010
Reformation Reading Schedule (Kagan & Sherman)
APEH Reading Schedule-Kagan & Sherman
The Reformation
Readings should be complete before the day of the class listed
Additional readings from other sources may be assigned in addition to textbook readings
Term sheets, Kagan: p.384 Review Questions, Sherman: p. 32 1-3, & PERSIA Chart due on 10/8
Tuesday 9/28:
Kagan: 352-358 (stop at election of Charles V)
Sherman: 19-22 (stop at Condemnation of Peasant Revolt)
Wednesday 9/29:
Kagan: 358-361 (stop at “Reformation Elsewhere”)
Kagan: p. 362, “German Peasants Protest Rising Feudal Exactions”
Sherman: “Condemnation of Peasant Revolt”
Thursday 9/30:
Kagan: 361-368 (stop at the English Reformation)
Sherman: p. 23-27 (stop at Loyola)
Friday 10/1:
Kagan: 368-375 (stop at The Revolution in Religious Practices…)
Sherman: p. 27-31 (stop at Women in the Reformation)
Tuesday 10/5:
Kagan: 375-381 (stop at Literary Imagination)
Kagan: p. 382 “A Sixteenth-Century Father Describes His One-Year-Old Son”
Sherman: p. 31-32
Wedneday 10/6:
Kagan: 381-384
Reformation Test: Friday 10/8/2010
The Reformation
Readings should be complete before the day of the class listed
Additional readings from other sources may be assigned in addition to textbook readings
Term sheets, Kagan: p.384 Review Questions, Sherman: p. 32 1-3, & PERSIA Chart due on 10/8
Tuesday 9/28:
Kagan: 352-358 (stop at election of Charles V)
Sherman: 19-22 (stop at Condemnation of Peasant Revolt)
Wednesday 9/29:
Kagan: 358-361 (stop at “Reformation Elsewhere”)
Kagan: p. 362, “German Peasants Protest Rising Feudal Exactions”
Sherman: “Condemnation of Peasant Revolt”
Thursday 9/30:
Kagan: 361-368 (stop at the English Reformation)
Sherman: p. 23-27 (stop at Loyola)
Friday 10/1:
Kagan: 368-375 (stop at The Revolution in Religious Practices…)
Sherman: p. 27-31 (stop at Women in the Reformation)
Tuesday 10/5:
Kagan: 375-381 (stop at Literary Imagination)
Kagan: p. 382 “A Sixteenth-Century Father Describes His One-Year-Old Son”
Sherman: p. 31-32
Wedneday 10/6:
Kagan: 381-384
Reformation Test: Friday 10/8/2010
Reformation Term Sheet
APEH CHAPTER 11 TERMS
REFORMATION & COUNTER-REFORMATION
95 Theses
indulgences
Edict of Worms
Interim
Peace of Augsburg
Calvinism
Geneva
Council of Trent
Black Legend
Peasants Revolt (1525)
English Reformation
Anti Trinitarians
Anabaptists
Jansenists
Act of Supremacy
transubstantiation
“Here I stand!”
cuis region, eius religio
predestination
antinomianism
Arminianism
Reuchlin affair
Thomas a Kempis
Tetzel
Luther
Zwingli
Grebel & Swiss Brethren
Calvin
Ignatius of Loyola
Henry VIII
Servetus
Charles V
Rabelais
Tyndale
REFORMATION & COUNTER-REFORMATION
95 Theses
indulgences
Edict of Worms
Interim
Peace of Augsburg
Calvinism
Geneva
Council of Trent
Black Legend
Peasants Revolt (1525)
English Reformation
Anti Trinitarians
Anabaptists
Jansenists
Act of Supremacy
transubstantiation
“Here I stand!”
cuis region, eius religio
predestination
antinomianism
Arminianism
Reuchlin affair
Thomas a Kempis
Tetzel
Luther
Zwingli
Grebel & Swiss Brethren
Calvin
Ignatius of Loyola
Henry VIII
Servetus
Charles V
Rabelais
Tyndale
Tuesday, September 14, 2010
PERSIA Elaboration (in case you lose a PERSIA Chart)
PERSIA Elaboration
POLITICAL
• Leadership
• Military
• Types of rule/government
• Wars
• Treaties
• Participation (Parliament, Diet, etc.)
• Territorial expansion
ECONOMIC
• Trade
• Money/barter
• Products
• Banking
• Jobs, work
• Standard of living; gap between rich and poor
• Taxes
• Technology/inventions
RELIGIOUS
• Religion/gods/worship
• Religious culture/customs
• Religious acts by leaders
• Religious minorities & responses
SOCIAL
• Gender roles
• Family; children
• Education
• Leisure
• Customs
• Disease
INTELLECTUAL
• Philosophy
• Science
• Literature
• Attitudes, especially toward institutions
AESTHETIC
• Characteristics of art and architecture
• Reflection of the era
POLITICAL
• Leadership
• Military
• Types of rule/government
• Wars
• Treaties
• Participation (Parliament, Diet, etc.)
• Territorial expansion
ECONOMIC
• Trade
• Money/barter
• Products
• Banking
• Jobs, work
• Standard of living; gap between rich and poor
• Taxes
• Technology/inventions
RELIGIOUS
• Religion/gods/worship
• Religious culture/customs
• Religious acts by leaders
• Religious minorities & responses
SOCIAL
• Gender roles
• Family; children
• Education
• Leisure
• Customs
• Disease
INTELLECTUAL
• Philosophy
• Science
• Literature
• Attitudes, especially toward institutions
AESTHETIC
• Characteristics of art and architecture
• Reflection of the era
Schedule for week of 9/13 through 9/17/2010
Monday 9/13: Analysis discussion of Renaissance primary sources (Sherman 5-9)
Tuesday 9/14: Practice Multiple Choice (Kagan-9); Intro Point of View; Begin Plague DBQ
Wednesday 9/15: Plague DBQ Analysis & document breakdown
Thursday 9/16: Prep & Begin Plague DBQ Essay
Friday 9/17: European exploration: Motivations & Encounters
Tuesday 9/14: Practice Multiple Choice (Kagan-9); Intro Point of View; Begin Plague DBQ
Wednesday 9/15: Plague DBQ Analysis & document breakdown
Thursday 9/16: Prep & Begin Plague DBQ Essay
Friday 9/17: European exploration: Motivations & Encounters
Chapter 10 Term Sheet; Due day of test 1
APEH CHAPTER 10: RENAISSANCE & DISCOVERY TERM SHEET
TRENDS AND EVENTS
Rise of nation-states; “New Monarchy”
Rise of towns
Capitalism
Exploration
Economy of exploitation
Impact of the printing press
Sacking of Rome
TERMS
Jacquerie
Lollards
Humanism
Platonism
Mannerism
Estates General
Taille
Court of Star Chamber
Popolo grosso
Popola minuto
Milan
Florence
Venice
Naples
Condottiere
“School of Europe”
enclosures
palazzo
Aztecs
Incas
PEOPLE
Jacob Burckhardt
Marsilius of Padua
Jacques Coeur
Louis XI
Ferdinand & Isabella
Columbus
Charles V
Savonarola
Medici
Borgia
Petrarch
Dante
Boccaccio
Pico della Mirandola
Giotto
Donatello
Leonardo da Vinci
Raphael
Michelangelo
Tintoretto
Pope Julius II
Machiavelli
Pope John XXII
Lorenzo the Magnificent
Castiglione
Lorenzo Valla
Mosaccio
Alexander VI
Titian
Maximilian I
Richard III
Piers the Plowman
Chaucer
Fuggers
Botticelli
Brueghel
Durer
Bosch
Benvenuto Cellini
TRENDS AND EVENTS
Rise of nation-states; “New Monarchy”
Rise of towns
Capitalism
Exploration
Economy of exploitation
Impact of the printing press
Sacking of Rome
TERMS
Jacquerie
Lollards
Humanism
Platonism
Mannerism
Estates General
Taille
Court of Star Chamber
Popolo grosso
Popola minuto
Milan
Florence
Venice
Naples
Condottiere
“School of Europe”
enclosures
palazzo
Aztecs
Incas
PEOPLE
Jacob Burckhardt
Marsilius of Padua
Jacques Coeur
Louis XI
Ferdinand & Isabella
Columbus
Charles V
Savonarola
Medici
Borgia
Petrarch
Dante
Boccaccio
Pico della Mirandola
Giotto
Donatello
Leonardo da Vinci
Raphael
Michelangelo
Tintoretto
Pope Julius II
Machiavelli
Pope John XXII
Lorenzo the Magnificent
Castiglione
Lorenzo Valla
Mosaccio
Alexander VI
Titian
Maximilian I
Richard III
Piers the Plowman
Chaucer
Fuggers
Botticelli
Brueghel
Durer
Bosch
Benvenuto Cellini
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