Today, you will get the period to review for the final exam. Don't forget that the final exam will include a multiple-choice test, a DBQ section, and an identifications section. You will also have to write an essay and turn it in on the day of the exam. See below for more information on the essay and identifications.
Unit #4 Essay Exam - Questions and Format - You'll also write one more essay as part of the Unit #4 Exam. This essay will be turned in NO LATER than your arrival at the final exam. Below you can find both the questions from which you will choose and the format for the essay portion on the Unit #4 Exam.
Format: The actual essay will be written, by hand or word-processed. You should prepare for a five-paragraph essay. That means that you should include an introduction (with a clear thesis statement), three body paragraphs, and a concluding paragraph. (Note that the questions lend themselves to such a format. That is on purpose.)
Remember that the questions are not designed for you to tell us everything you have learned. Focus on what the question is requiring you to do.
1. YOU MAY CHOOSE EITHER THE RENAISSANCE OR THE REFORMATION FOR THIS QUESTION. DO NOT CHOOSE BOTH OR "MIX AND MATCH."
The Renaissance/ Reformation was a time of profound change for the people of Europe. Identify and explain what you believe to be the three most significant impacts and/or legacies of the Renaissance/ Reformation. What single historical figure do you believe best epitomized the spirit of the Renaissance/ Reformation? Why?
2. Identify and explain what you believe were the three most significant motivations that led to the Age of Exploration in Europe and elsewhere. What historical figure do you believe best symbolizes the spirit of this period? Why?
3. The voyages of Christopher Columbus to the Americas certainly had lasting impacts. Identify and explain what you believe are the three most significant consequences of the voyages of Christopher Columbus. Do you believe he should be remembered as a hero or a villain? Why?
Identifications: For the final exam, you will write on your choice of 5 of the 8 identifications that appear on the Unit #4 exam chosen from the list below. You may bring 10 words of "notes" for each of the 15 possible identifications to the exam. (Printed out; not on your computer.) You will need to turn in these notes, and I reserve the right to count symbols, acronyms, etc. as one or more words. Each of the five identifications is worth 5 points.
A good identification is typically in the range of 4 to 6 sentences in length. (You do need to write in complete sentences.) You should demonstrate both an understanding of just who / what the ID "is" and place it in the appropriate historical context. In addition, you need to explain the significance of the ID. In other words, answer the "So what?" question.
Quetzalcoatl
Machu Picchu
humanism
Michelangelo
The Prince
Johann Gutenberg
John Calvin
Jesuits
Suleyman the Lawgiver
Akbar
Zheng He
Tokugawa Shogunate
Hernando Cortes
middle passage
Columbian Exchange
What was it? Your text calls it the "global transfer of foods, plants, and animals during the colonization of the Americas." There's a great graphic on page 572. For those of you without a textbook handy, this chart of the Columbian Exchange might be useful...
The Columbian Exchange: Plants, Animals, and Disease between the Old and New Worlds is a really interesting article posted by the National Humanities Center.
What do you think? These prompts for discussion come from Alfred W. Crosby, Professor Emeritus at the University of Texas at Austin. Pick one and let us know what you think.
Our last "new" stuff of the year should be to make sure that you understand, at a very basic level, economic terms like capitalism, joint-stock company and mercantilism.
HOMEWORK:
Study for the final exam.
Our major topic for today will be the African Slave Trade.
The Atlantic slave trade
Consider these to be guiding questions as we look at the Atlantic slave trade:
Here's are two excerpts from the PBS series, "Africans in America." The first is on The Atlantic Slave Trade and the second is on The Middle Passage.Timeline of Slavery This covers some of the major events in the slave trade, particularly those involving the United States.
The Atlantic Slave Trade and Slave Life in the Americas: A Visual Record is a series of more than 1000 images collected by the Virginia Foundation for the Humanities.
The Debate over Reparations
Here's an article that, while getting a little old, helps introduce you to the debate over reparations in the United States:
In order to discuss this as a group, we'll frame the issue in the following resolution. We'll start by assigning you to one side (affirmative or negative), but you'll later be free to express your own opinion.
Resolved: that the United States should pay monetary reparations to African-American descendants of slaves and to African nations whose development was impacted by the Atlantic Slave Trade.Let's hear what you have to say on this topic...
HOMEWORK:
Please finishing your reading for the year with "The Columbian Exchange and Global Trade." It's Section 4 of Chapter 20. Your final reading quiz of the year will be matching.
Today, we'll discuss/debate the impact of Europeans upon the Americas...
First, we'll go back to the material on China and Japan.
China: You are adviser to Emperor Qian-long (p. 539), who ruled from 1736 to 1795. It is 1775, and he asks your opinion as to whether or not he should decrease restrictions against Dutch and British traders. At that time, they were required to pay tribute and to "kowtow" before the emperor, and they were allowed access only to special ports. Do you recommend making it easier to trade?
Japan: It is 1615, and you are an advisor to Shogun Tokugawa Ieyasu. Trade has brought cannons, goods and Christian missionaries to your shores from Portugal and elsewhere. Some want you to drive the foreigners out, and you actually banned Christianity three years earlier. Should Japan seal its borders (except for the port of Nagasaki, which the shogun controls) and become a "closed country"?
Europe comes to the Americas We'll spend the rest of the class holding a discussion on Spain's empire in the Americas.
These are some resources that you might find useful:
Here are some questions to get us started:
We will review the timelines that you produced last night. Our goal will be to review not only the material from chapter 19, but to look for any patterns in the information. Be prepared to share some of the events that you added to your timelines.
Memo to an Emperor / Shogun: You can choose to work with ONE partner on this if you would like. As you know, both China and Japan chose policies of isolation for centuries. You're going to be placed at a key point in the history of one of these two cultures, and you will draft a memo for the ruler as to whether or not you believe that isolation is the best policy. Here are the two scenarios from which you may choose, and the specific instructions are below.
China: You are adviser to Emperor Qian-long (p. 539), who ruled from 1736 to 1795. It is 1775, and he asks your opinion as to whether or not he should decrease restrictions against Dutch and British traders. At that time, they were required to pay tribute and to "kowtow" before the emperor, and they were allowed access only to special ports. Do you recommend making it easier to trade?
Japan: It is 1615, and you are an advisor to Shogun Tokugawa Ieyasu. Trade has brought cannons, goods and Christian missionaries to your shores from Portugal and elsewhere. Some want you to drive the foreigners out, and you actually banned Christianity three years earlier. Should Japan seal its borders (except for the port of Nagasaki, which the shogun controls) and become a "closed country"?
Instructions for the "memo": Once you have chosen your scenario and decided on your position, you need to draft your memo. First, it should have an appropriate greeting for your emperor/ shogun. Your memo needs to consist of
1. A central argument (answer to the question/thesis)
2. Three major arguments (or "bullet points" if you like memo-speak) in support of your central position.
**Each supporting argument should be explained in a minimum of three good sentences.
These memos are due Tuesday.
Homework:
Reading Chapter 20, Section 1 for Tuesday.
Finish your memo for Tuesday.
Unit #4 Essay Exam - Questions and Format - You'll also write one more essay as part of the Unit #4 Exam. This essay will be turned in NO LATER than your arrival at the final exam. Below you can find both the questions from which you will choose and the format for the essay portion on the Unit #4 Exam.
Format: The actual essay will be written, by hand or word-processed. You should prepare for a five-paragraph essay. That means that you should include an introduction (with a clear thesis statement), three body paragraphs, and a concluding paragraph. (Note that the questions lend themselves to such a format. That is on purpose.)
Remember that the questions are not designed for you to tell us everything you have learned. Focus on what the question is requiring you to do.
1. YOU MAY CHOOSE EITHER THE RENAISSANCE OR THE REFORMATION FOR THIS QUESTION. DO NOT CHOOSE BOTH OR "MIX AND MATCH."
The Renaissance/ Reformation was a time of profound change for the people of Europe. Identify and explain what you believe to be the three most significant impacts and/or legacies of the Renaissance/ Reformation. What single historical figure do you believe best epitomized the spirit of the Renaissance/ Reformation? Why?
2. Identify and explain what you believe were the three most significant motivations that led to the Age of Exploration in Europe and elsewhere. What historical figure do you believe best symbolizes the spirit of this period? Why?
3. The voyages of Christopher Columbus to the Americas certainly had lasting impacts. Identify and explain what you believe are the three most significant consequences of the voyages of Christopher Columbus. Do you believe he should be remembered as a hero or a villain? Why?
Identifications: For the final exam, you will write on your choice of 5 of the 8 identifications that appear on the Unit #4 exam chosen from the list below. You may bring 10 words of "notes" for each of the 15 possible identifications to the exam. (Printed out; not on your computer.) You will need to turn in these notes, and I reserve the right to count symbols, acronyms, etc. as one or more words. Each of the five identifications is worth 5 points.
A good identification is typically in the range of 4 to 6 sentences in length. (You do need to write in complete sentences.) You should demonstrate both an understanding of just who / what the ID "is" and place it in the appropriate historical context. In addition, you need to explain the significance of the ID. In other words, answer the "So what?" question.
Quetzalcoatl
Machu Picchu
humanism
Michelangelo
The Prince
Johann Gutenberg
John Calvin
Jesuits
Suleyman the Lawgiver
Akbar
Zheng He
Tokugawa Shogunate
Hernando Cortes
middle passage
Columbian Exchange
Today's lesson will be a continuation of what we started yesterday. Tomorrow, we'll focus more on China and Japan's decisions to turn inward toward isolation at this time period. This Age of Exploration (and its consequences) is basically our topic for the rest of the way.
Here's where we left off... I'll give you a few minutes to meet with the others who had the same voyage(s), and then we'll hear from all the groups.
Conquest of the Oceans:
Using both the notes and the sources, try to figure out answers to these questions:
**Timeline - Chapter 19: I'm surprised we've gotten to this point in the year without me having you create a timeline. I think they are a great way to see comparisons and contrasts between events and over time. It's not about memorizing the dates, but rather about seeing how the events occur in relation to each other.
You should download a Chapter 19 - Timeline. Depending on how fancy you want to be, you can use shading, borders, "paint" features, etc. in Microsoft Excel. Or, you can simply use it to place the information correctly. Notice that I've given you one example for each of the three cultures or "sections" from the chapter.
Your job is to add additional events, periods, reigns or whatever it is that you find important.
The Age of Exploration: We'll do a number of things to try to understand how and why the Europeans (particularly the Spanish and Portuguese in the beginning) began to venture further from home, forever changing the course of history.
For those of you thinking about the reading and the Unit #4 Objective Exam, I'd be sure I could define the following terms and answer the following questions:
Defining terms: "God, Gold and Glory," Prince Henry the Navigator, Bartolomeu Dias, Vasco da Gama, Treaty of Tordesillas, Dutch East India Company
"Seeing" the World: This
first activity will help us see just how differently people saw the
world of five hundred years ago as opposed to the GoogleEarth outlook of
today. Pairs of you will get a copy of a map to show us on the
overhead. (If you want a better look at the little writing on your map,
go to the original source at A World History for Us All and scroll down to pages 22-30.)
Preparing for the Voyage: First, let's make sure we've "packed" what we need in terms of new technologies and knowledge...
Discussion question #1: If you were planning a long-distance sea voyage during the second half of the 15th century to little-known destinations along unknown routes, what problems with the physical environment would you expect to have to deal with during the voyage? What problems of human-to-human relations would you expect to have to deal with on board and on arrival at your destination? What might you do to minimize or deal with these problems?
Discussion question #2: What personality traits do you think would have been helpful to the long-distance mariners of the 15th and 16th centuries? How would they have been helpful? Who, if anyone, in modern society is called upon to possess a similar set of qualities?
Discussion question #3: How accurate is this statement? "It was adopting and adapting the ideas and technologies of earlier times and other peoples, rather than anything they came up with on their own, that made possible the long distance voyages of the Iberian mariners in the 15th and early 16th centuries."
Discussion question #4: How would you rank the following in terms of importance to voyages such as (#1) da Gama's reaching India and returning and (#2) Columbus' crossing the Atlantic and returning? Explain why.
Conquest of the Oceans: We'll make you all "specialists" in one of five voyages from the Age of Exploration.
Using both the notes and the sources, try to figure out answers to these questions:
Our plan for today will be simple. You'll work on one of the three
empires for a period of time in class. Then, we'll bring everyone
together and look for comparisons across and contrasts among the three.
You should download a copy of The Muslim "Gunpowder" Empires
to help you in your work. The information in your text should be
sufficient to answer virtually all of the questions, but you are free to
look online as well for additional help.
Homework:
Read Chapter 19, Section 1 for tomorrow.
Welcome
to the Third Annual MPA Renaissance and Reformation Round Table. This
will be a graded discussion. You'll find your seat at your name tag.
I may group folks differently, but here is our cast of characters.
Baldassare Castiglione
Desiderius Erasmus
Francesco Petrarch
Giovanni Boccaccio
Girolamo Savonarola
Isabella d'Este
Johann Gutenberg
Leonardo da Vinci
Lorenzo de Medici
Michelangelo Buonarroti
Niccolo Machiavelli
Raphael Sanzio
Thomas More
Vittoria Colonna
William Shakespeare
Elizabeth I
Henry VIII
HRE Charles V
Ignatius of Loyola
John Calvin
Martin Luther
Pope Leo X
John Knox
We can begin with questions like the following:
HOMEWORK:
You should read Chapter 18, Section 3 ("The Mughal Empire in India") for class time tomorrow.
Work
on your section of the Muslim Gunpowder Empires chart for tomorrow. You
will also have some time to work in class. You should download a copy
of The Muslim "Gunpowder" Empires to
help you in your work. The information in your text should be
sufficient to answer virtually all of the questions, but you are free to
look online as well for additional help.
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