February 2008 Archives

If you are interested: I mentioned this new study on religion in the United States done by Pew Research during the discussions yesterday. It basically concludes that there is much diversity and fluidity among the religious affiliations of Americans. It seems like a logical follow-up to what we talked about yesterday.

Today, we'll turn our attention to the empires of the Muslim world found in Chapter 18. There's a perception that, after the Middle Ages, the rise of European power and military might meant that they modernized while the Islamic world was left behind. However, when measured by size, population or military power, the so-called "gunpowder empires" of the Ottomans, Safavids, and the Mughal rivaled or exceeded in power any of the states of Europe. As the age of warfare by well-trained men on horseback gave way to the cannons and guns of a new time, these Muslim empires reached the peak of their power.

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 for next session: Monday, March 3rd

It's simple. Read Section 1 of Chapter 19, "Europeans Explore the East."

Welcome to the First Annual MPA Renaissance and Reformation Round Table. This will be a graded discussion. You'll find your seat at your name tag. Remember that, in our initial round of introductions, you'll need to provide the following at a minimum:

* Who are you?
* What was your significance during this time?
* At least one statement of opinion/perspective (For example, "The Renaissance was great for women because...")

In most cases, I'd expect this to be between 30 seconds and a minute. Be sure to TALK to us, not just read something at us.

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

We can begin with questions like the following:

• What conditions were necessary for the Renaissance and Reformation to have occurred?




• How did the Renaissance impact you? What were its greatest strengths? What were its biggest drawbacks?


• Was the Renaissance really a "new" time, or was it simply a continuation of the Middle Ages?


• How did the Church influence the Renaissance? How was it influenced by the Renaissance?


• Did the Renaissance really affect life for the "average" person? Why or why not?


• Who should be considered the epitome of the Renaissance Man (Woman)? Would it be possible for someone today to match his/her achievements? Explain.


• What work of art or literature best epitomizes the Renaissance?




• In what ways was the the Reformation foreshadowed by Renaissance thinking?


• Was the Reformation necessary? Why or why not?


• Was the Reformation a positive or negative development? Why?


• How should history judge Martin Luther?


• Did the Reformation really affect life for the "average" person? Why or why not?


• Where should blame be placed for the blood that was spilled in the name of religion during the Reformation?




• Which event has proven to be more historically significant, the Renaissance or the Reformation? Why?




• Is America undergoing either a Renaissance or Reformation today? Should America undergo one or both of these movements today? Why?

HOMEWORK for tomorrow: Friday, February 29th

Since tomorrow is "Leap Day," we'll give you a little break. No, I don't know what that has to do with Leap Day either... Anyway, you should have read all of Chapter 18, "The Muslim World Expands," by class time tomorrow. If you have already done that, you are set. If you haven't, get ready. You might also think a little about whether you'd be most interested looking more closely at the Ottomans, the Safavids, or the Mughals during class tomorrow.

I've made a little change to the original plans. We're going to hear from the Incans today, but we'll hold off on the Renaissance and Reformation Round Table until Thursday. Instead, we'll use the rest of the hour to get caught up on some odds and ends, mostly related to the Reformation.

NOTE: I've decided that, since we won't be as pressed for time, that I want to add one more requirement to the "Renaissance and Reformation Round Table." We'll do a quick round of "introductions" at the beginning. Basically, you'll need to provide the following at a minimum:

* Who are you?
* What was your significance during this time?
* At least one statement of opinion/perspective (For example, "The Renaissance was great for women because...")

In most cases, I'd expect this to be between 30 seconds and a minute. Be sure to TALK to us, not just read something at us.

Maya, Aztec and Inca - Early American Empires

Wednesday, February 27th: Incan Empire

Your group will have about 25 - 30 minutes of class time. (Presentations shorter than 20 minutes or longer than 35 will be penalized.) Your "presentation" is expected to include the following elements.

• an outline of the material in your section (1 page maximum) for a class handout
• at least 10 visual images to project in class
• a 3 - 5 minute "introduction" to your empire
• 5 possible multiple choice questions for Unit #4 Exam
• a 3 - 5 minute "focus" on a topic of particular interest
• a minimum 5-minute discussion among group members on the question: "Were the ____ civilized? Why or why not?" (You can disagree with each other.)
• anything else relevant that you would like to include

Figure that each of the 5 components are worth 5 points maximum. You get another potential of 10 for your use of class time in preparation and your attentiveness as an audience member. There are another five points you can earn for the "anything else" or overall impression, etc. That's a total of 40, but we'll make it half that for the grade book. So, it's worth 20 points.

The Impact of the Reformation

Let's make sure you are comfortable with the events from yesterday's performances...

Henry VIII and the Anglican Church (p. 492)
Elizabeth restores Protestantism (p. 494)
Calvin continues the Reformation (p. 495)
Calvinism spreads (p. 496)
Ignatius and the Jesuits (p. 498)
Reforming Popes (p. 499)

Question: What are the implications of using the term Catholic Reformation and opposed to Counter Reformation? Which do you prefer? Why?

Martin Luther: Primary Documents - We mentioned these Monday, but I had a couple of questions that I wanted to ask about them.

• Martin Luther's 95 Theses - October 31, 1517


• Exurge Domine - Condemning the Errors of Martin Luther - Pope Leo X - 1520


• Martin Luther - excerpts from speech at Diet of Worms - 1521


• Martin Luther - "The Jews and Their Lies" - 1543

Christian Denominations - Now that we've had both of the major splits that will occur in the Christian faith, we'll take a few minutes to look at a graphic representation of the various branches of the religion.

Connection to Today: I posted this once before, but we didn't get to it. Let's chat a bit about this topic today...

We've talked a little about the role of patronage in the art of the Renaissance. We have also talked about its significance in the "civic life" of Florence and other cities. Today, while patronage takes many forms, one that has generated a spirited debate is that of governmental funding for the arts. Let's talk about that a bit as time permits...

Here's the homepage for the National Endowment for the Arts. The site features a list of "Exemplary projects funded since 1965" that you might find interesting.

It is currently estimated that each American taxpayer ends up "contributing" less than $1 of their taxes to the NEA.

In the late 1980s, an artist named Andres Serrano generated much controversy for art produced after he received a $15,000 NEA grant. I've linked you to a page of Senate testimony used in a college philosophy course lesson on this topic.

• Should the US government use public money to fund the arts? Why or why not?


• Should there be limits imposed on what types of art will be funded? If so, how?


• What should be government's role, if any, with respect to art?

HOMEWORK for tomorrow: Thursday, February 28th

Please finish reading Chapter 18, "The Muslim World Expands." That means reading BOTH 18.2 ("Cultural Blending") and 18.3 ("The Mughal Empire in India").

It's the Aztecs today, and then back to the Reformation...

Maya, Aztec and Inca - Early American Empires

Tuesday, February 26th: Aztec Empire
Wednesday, February 27th: Incan Empire

Your group will have about 25 - 30 minutes of class time. (Presentations shorter than 20 minutes or longer than 35 will be penalized.) Your "presentation" is expected to include the following elements.

• an outline of the material in your section (1 page maximum) for a class handout
• at least 10 visual images to project in class
• a 3 - 5 minute "introduction" to your empire
• 5 possible multiple choice questions for Unit #4 Exam
• a 3 - 5 minute "focus" on a topic of particular interest
• a minimum 5-minute discussion among group members on the question: "Were the ____ civilized? Why or why not?" (You can disagree with each other.)
• anything else relevant that you would like to include

Figure that each of the 5 components are worth 5 points maximum. You get another potential of 10 for your use of class time in preparation and your attentiveness as an audience member. There are another five points you can earn for the "anything else" or overall impression, etc. That's a total of 40, but we'll make it half that for the grade book. So, it's worth 20 points.

Reformation and Counter-Reformation

More events from the Reformation:
Some of you will like this, but it might drive others of you crazy. You're going to be assigned an event from the Reformation. Your group will have your choice of the following ways to transmit to us the "big picture" of what happened.

1. Dramatic skit
2. Opera scene
3. Pantomime
4. Rap song
5. Straight-forward "lecture"

Henry VIII and the Anglican Church (p. 492)
Elizabeth restores Protestantism (p. 494)
Calvin continues the Reformation (p. 495)
Calvinism spreads (p. 496)
Ignatius and the Jesuits (p. 498)
Reforming Popes (p. 499)

I'll help make sure you all get the "facts" you need for each of these events, but this should help you with the "big picture."

Question: What are the implications of using the term Catholic Reformation and opposed to Counter Reformation? Which do you prefer? Why?

Martin Luther: Primary Documents - We mentioned these yesterday, but I had a couple of questions that I wanted to ask about them.

• Martin Luther's 95 Theses - October 31, 1517


• Exurge Domine - Condemning the Errors of Martin Luther - Pope Leo X - 1520


• Martin Luther - excerpts from speech at Diet of Worms - 1521


• Martin Luther - "The Jews and Their Lies" - 1543

HOMEWORK for tomorrow: Wednesday, February 27th

Please read Section 1, "The Ottomans Build a Vast Empire," from Chapter 18, "The Muslim World Expands."

Obviously, you need to be ready for your group's presentation if you are an Inca.

Do a little thinking for the Renaissance and Reformation Round Table. Remember that you should think a little about what your figure might say to these types of questions. (Not all apply to everyone.)

• How did the Renaissance impact you? What were its greatest strengths? What were its biggest drawbacks?
• Was the Renaissance really a "new" time, or was it simply a continuation of the Middle Ages?
• How did the Church influence the Renaissance? How was it influenced by the Renaissance?
• Did the Renaissance really affect life for the "average" person? Why or why not?




• Was the Reformation necessary? Why or why not?


• Was the Reformation a positive or negative development? Why?


• Did the Reformation really affect life for the "average" person? Why or why not?



• What conditions were necessary for the Renaissance and Reformation to have occurred?



• Is America undergoing either a Renaissance or Reformation today? Should America undergo one or both of these movements today? Why?

We'll begin our "Early American Empires" presentations today with the Mayans, as well as starting our look at the Reformation.

Maya, Aztec and Inca - Early American Empires

Monday, February 25th: Mayan Empire
Tuesday, February 26th: Aztec Empire
Wednesday, February 27th: Incan Empire

Your group will have about 25 - 30 minutes of class time. (Presentations shorter than 20 minutes or longer than 35 will be penalized.) Your "presentation" is expected to include the following elements.

• an outline of the material in your section (1 page maximum) for a class handout
• at least 10 visual images to project in class
• a 3 - 5 minute "introduction" to your empire
• 5 possible multiple choice questions for Unit #4 Exam
• a 3 - 5 minute "focus" on a topic of particular interest
• a minimum 5-minute discussion among group members on the question: "Were the ____ civilized? Why or why not?" (You can disagree with each other.)
• anything else relevant that you would like to include

Figure that each of the 5 components are worth 5 points maximum. You get another potential of 10 for your use of class time in preparation and your attentiveness as an audience member. There are another five points you can earn for the "anything else" or overall impression, etc. That's a total of 40, but we'll make it half that for the grade book. So, it's worth 20 points.

Introduction to the Reformation

We'll look at Martin Luther today, saving Henry VIII and the rest for tomorrow's class. By the time we are finished, you should be sure that you understand the following terms.

Defining terms: Martin Luther, indulgences, Friar Tetzel, Wittenberg, 95 Theses (1517), Reformation, Pope Leo X, papal bull (1520), HRE Charles V, Diet of Worms (1521), Edict of Worms (1521), Prince Frederick the Wise, Peasants' Revolt, Protestant, Peace of Augsburg (1555)

These are the questions we'll work to answer:
* What were the underlying social, political, economic and religious causes of the Reformation?
* How did Luther challenge the Church? What ideas were at the base of his teachings?
* How did the Catholic Church react to Luther's challenge?
* What was the impact of Luther and his actions?

• Martin Luther's 95 Theses - October 31, 1517
• Exurge Domine - Condemning the Errors of Martin Luther - Pope Leo X - 1520
• Martin Luther - excerpts from speech at Diet of Worms - 1521
• Martin Luther - "The Jews and Their Lies" - 1543 NOTE: One thing that is often overlooked in Martin Luther's career is a strong degree of Anti-Semitism in his writings. These excerpts have been posted at a site called the Jewish Virtual Library, and they are linked here not to shock, but rather to get you to think about how these type of writings influence your opinion of Luther.

Renaissance and Reformation Round Table

Remember that we'll be doing this review activity on Wednesday. All of you should have selected a figure from this time period. You'll be asked to speak from "their" perspective, answering questions and commenting in a way consistent with what they might have done. You don't need to do anything written for your person, but you should certainly know what made them important, how they were affected by the times, etc.

The discussion may go a number of ways, but here are some questions to get you thinking.

• How did the Renaissance impact you? What were its greatest strengths? What were its biggest drawbacks?
• Was the Renaissance really a "new" time, or was it simply a continuation of the Middle Ages?
• How did the Church influence the Renaissance? How was it influenced by the Renaissance?
• Did the Renaissance really affect life for the "average" person? Why or why not?




• Was the Reformation necessary? Why or why not?


• Was the Reformation a positive or negative development? Why?


• Did the Reformation really affect life for the "average" person? Why or why not?



• What conditions were necessary for the Renaissance and Reformation to have occurred?



• Is America undergoing either a Renaissance or Reformation today? Should America undergo one or both of these movements today? Why?

HOMEWORK for tomorrow: Tuesday, February 26th

Please read Section 17.4 on the Reformation for Tuesday's class. If you have not read all of Chapter 16, you should do that as well.

Obviously, you need to be ready for your group's presentation if that hasn't yet happened.

I thought folks did a nice job yesterday with the Renaissance Art Festival. Today, you'll notice that I am gone. You've got the period to work with your group to get ready for the presentation early next week. I'll expect to hear glowing reports about how cooperative you were and how well you used your time...

Maya, Aztec and Inca - Early American Empires

Here is the schedule. Each group is responsible for being ready on the correct day.
Friday, February 22nd: Work day - THAT'S TODAY!
Monday, February 25th: Mayan Empire presentation
Tuesday, February 26th: Aztec Empire presentation
Wednesday, February 27th: Incan Empire presentation

Your group will have about 25 - 30 minutes of class time on your date. (Presentations shorter than 20 minutes or longer than 35 will be penalized.) Your "presentation" is expected to include the following elements.

• an outline of the material in your section (1 page maximum) for a class handout
• at least 10 visual images to project in class
• a 3 - 5 minute "introduction" to your empire
• 5 possible multiple choice questions for Unit #4 Exam
• a 3 - 5 minute "focus" on a topic of particular interest
• a minimum 5-minute discussion among group members on the question: "Were the ____ civilized? Why or why not?" (You can disagree with each other.)
• anything else relevant that you would like to include

Figure that each of the 5 components are worth 5 points maximum. You get another potential of 10 for your use of class time in preparation and your attentiveness as an audience member. There are another five points you can earn for the "anything else" or overall impression, etc. That's a total of 40, but we'll make it half that for the grade book. So, it's worth 20 points.

Obviously, I want you to use today's class time wisely. If you finish early, you should do your reading or do a little research on your figure for the "Renaissance and Reformation Round Table" discussion.

HOMEWORK for next session: Monday, February 25th

Please read Section 17.3 on the Reformation for Monday's class. If you have not read all of Chapter 16, you should do that as well.

Obviously, you need to be ready for your group's presentation early next week.

After yesterday's look at the words of the Renaissance, we'll turn our attention to its art and architecture today...

Renaissance Art Festival

Remember that we're expecting somewhere in the neighborhood of three minutes or so per work. Presentations can take various forms, but these were some of the questions you were asked to consider as you prepared. (Of course, not all apply to all works.)

Your presentation should include items like these, as they apply:
Name of the work
Name of the artist
Date of the work (location of creation)

Description of the work and its creation
* Interesting information about the process of its creation
* Interesting information about materials, style, approach, etc.

What makes this a "Renaissance" work of art/architecture?
* What Renaissance values, ideas and/or themes does the work depict?

What is the significance of this work?
* What was its impact during the time when it was created?
* What has been the subsequent impact of the work?
* Where, if anywhere, can the work be seen today?

What is your reaction to the work? What do you think of it?

You will receive up to 10 points for your presentation. (You will also lose at least half of those if you are a bad audience member or one fooling around on your computer...)

Renaissance Art and Architecture

Masaccio - The Expulsion of Adam and Eve (Brancacci Chapel - 1425)
Brunelleschi - Duomo (Florence: 1420 - 1436)
Donatello - David (1430)
Jan van Eyck - Arnolfini Wedding (1434)
Paolo Uccello - The Battle of San Romano (1438-1440)
Leonardo da Vinci - The Annunciation - (1472 - 1475)
Perugino - Christ Giving the Keys to St. Peter (1480 - 1482)
Botticelli - The Birth of Venus (after 1482)
Leonardo da Vinci - Vitruvian Man (c. 1485 - 1492)
Leonardo da Vinci - The Last Supper (1495 - 1497)
Michelangelo - Pieta (1500)
Leonardo da Vinci - Mona Lisa (1502)
Hieronymus Bosch - The Garden of Earthly Delights (1503 - 1504)
Michelangelo - David (1504)
Michelangelo - Holy Family (1506)
Michelangelo - Creation of Man (Sistine Chapel - 1510)
Raphael - School of Athens (1510)
Raphael - Sistine Madonna (1512 - 1514)
Michelangelo - Moses (1515)
Raphael - Transfiguration (1520)
Michelangelo - The Last Judgment(Sistine Chapel: 1534 - 1541)
Bramante, Michelangelo, others - St. Peter's Basilica (Rome: 1506 - 1626)

Connection to Today: We've talked a little about the role of patronage in the art of the Renaissance. We have also talked about its significance in the "civic life" of Florence and other cities. Today, while patronage takes many forms, one that has generated a spirited debate is that of governmental funding for the arts. Let's talk about that a bit as time permits...

Here's the homepage for the National Endowment for the Arts. The site features a list of "Exemplary projects funded since 1965" that you might find interesting.

It is currently estimated that each American taxpayer ends up "contributing" less than $1 of their taxes to the NEA.

In the late 1980s, an artist named Andres Serrano generated much controversy for art produced after he received a $15,000 NEA grant. I've linked you to a page of Senate testimony used in a college philosophy course lesson on this topic.

• Should the US government use public money to fund the arts? Why or why not?


• Should there be limits imposed on what types of art will be funded? If so, how?


• What should be government's role, if any, with respect to art?

HOMEWORK for tomorrow: Friday, February 22nd

You don't need to do any additional reading tonight in Chapter 17. Instead, go back to Chapter 16 and read the remaining section on the empire that is NOT yours for the group presentation. You should have all of Chapter 16 read before Monday.

We'll get back to reading 17.3 on the Reformation for Monday's class.

Today, our focus will be on the Renaissance as it played out in literature, writing and ideas. Tomorrow, we'll have our Renaissance Art Festival.

Five Authors of the Renaissance (and One More) to Remember:
This is, of course, a completely arbitrary list made by me. However, I think most would agree that these are definitely some of the key figures of the literature of the Renaissance.

Dante is generally regarded as the link from the Middle Ages. His most famous work was The Divine Comedy, and he wrote in the vernacular (Italian).

• Petrarch - "father of humanism," famous for sonnets, Laura was his muse (ideal)
• Boccaccio - wrote The Decameron - stories of young Florentines fleeing the plague
• Erasmus - Christian humanist from Holland, wrote The Praise of Folly
• Thomas More - English friend of Erasmus, wrote Utopia
• William Shakespeare - Elizabethan Age, greatest playwright of all to many

Words of the Renaissance - I've got a series of short excerpts from Renaissance authors. We'll have some dramatic readings (with explanations). Here are the selections:

The Discourses - Niccolo Machiavelli
On the Dignity of Man - Giovannia Pico della Mirandola
Self-Portrait of a Universal Man - Leon Battista Alberti
Murder in the Streets - Benvenuto Cellini
The Courtier - Baldassare Castiglione
Rules of Etiquette - Giovanni della Casa
Sonnet - Petrarch
A Carnival Song - Lorenzo de Medici
Body and Soul - Michelangelo
Journey to the Moon - Lodovico Ariosto
Advent Sermon - Girolamo Savonarola

You and a partner will take one of these. You have ten minutes to figure out what you've got. As we go through them, two things should happen. One of you will introduce the work and tell us why it is a good example of Renaissance literature. (Refer to specific values and ideas if you can.) The other of you will read us part of the selection. (Since they vary in length, I'd suggest aiming for something around a dozen lines. Use your judgment. In some cases, a summary of the narrative may seem more appropriate.)

Johann Gutenberg and the printing press - Don't underestimate the significance of this advancement in Germany around 1440. Although the Chinese had invented movable type centuries earlier, Gutenberg combined a number of advancements to make a printing press capable of making large numbers of books quickly and cheaply. Like the Internet in our time, it revolutionized the way knowledge was made available and spread.

* #1 Event of the Millennium - Gutenberg Prints the Bible - Life magazine ranked the top 100 events of the millennium between 1000 and 2000 CE. Here's the whole list.
* Project Gutenberg - This is an online library of more than 17000 books available for free download.
* The Gutenberg Bible (1455) - Here's information on a copy of the bible at the University of Texas.

Machiavelli's The Prince - As you read, Niccolo Machiavelli wrote The Prince as a sort of "guide" to political leaders of his time. He is remembered today for his rather pessimistic view of human nature. Download these words of advice from Machiavelli. Pair up with someone and look through them, evaluating their relevance for today's world. We'll discuss what you think.

• Do you agree with Machiavelli that it is primarily the character or skill of an individual leader that determines the success of a state?
• In politics, to what degree does the end justify the means? Why?

HOMEWORK for tomorrow: Thursday, February 21st

Your contribution to the "Renaissance Art Festival" needs to be ready to go for tomorrow. Lesson #24 has more specific information, and you should be planning on your presentation being somewhere in the neighborhood of three minutes. I'll have the projector set up, so your work will be displayed for us all to see.

You don't need to do any additional reading tonight or tomorrow in Chapter 17. Instead, go back to Chapter 16 and read the section on one of the two empires that is NOT yours for the group presentation. You can read the third for homework Thursday night. (We'll get back to reading 17.3 on the Reformation for Monday's class.)

Remember that your group presents next week. You'll have Friday as a work day. Starting with Monday, it goes Mayan, Aztec, and Inca.

Welcome back. In addition to learning more about what you'll need to do with your early American empire, we'll introduce the Renaissance today. Pay close attention to due dates and reading assignments, as we'll be doing things a little differently these next few days and chapters.

Maya, Aztec and Inca - Early American Empires

Here is the schedule. Each group is responsible for being ready on the correct day.
Friday, February 22nd: Work day - I'll be gone.
Monday, February 25th: Mayan Empire presentation
Tuesday, February 26th: Aztec Empire presentation
Wednesday, February 27th: Incan Empire presentation

Your group will have about 25 - 30 minutes of class time on your date. (Presentations shorter than 20 minutes or longer than 35 will be penalized.) Your "presentation" is expected to include the following elements, and a more specific checklist will be provided Friday.

• an outline of the material in your section (1 page maximum) for a class handout
• at least 10 visual images to project in class
• a 3 - 5 minute "introduction" to your empire
• 5 possible multiple choice questions for Unit #4 Exam (5 choices each)
• a 3 - 5 minute "focus" on a topic of particular interest
• a minimum 5-minute discussion among group members on the question: "Were the ____ civilized? Why or why not?" (You can disagree with each other.)
• anything else relevant that you would like to include

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Introduction to the Renaissance
Most of what we do with the Renaissance will be with written and visual sources. However, we'll spend a few minutes together going over the basics.

• What was the Renaissance?
• When did the Renaissance occur?
• Why was the early Renaissance concentrated in Italy?
• What new values and ideas were expressed in the Renaissance?
• How did the forms and techniques of art change in the Renaissance?

A couple of quick side trips:

Medieval painting: I think it is easier to appreciate the art of the Renaissance if we have something to compare it to. Here are some medieval art works. (Remember there is also a rich tradition in architecture and other forms of expression. These mainly show a contrast in painting styles and subject matter.)

Here's a 13th-century painting of the popular "Madonna with Child" style.
Here's a work by Giotto, generally considered the first or fore-runner of Renaissance artists.

The Baptistery (Florence): a case study: The Baptistery is believed to be the oldest building in Florence. Keeping with the Renaissance spirit, a competition was announced to design the decorative bronze panels for the new North Doors in 1401. Seven sculptors completed, but Lorenzo Ghiberti and Filippo Brunelleschi were the finalists for their interpretations of the Old Testament story of Abraham and Isaac. Ghiberti was judged the winner, Brunelleschi left for Rome in anger, and Ghiberti spent the next 21 years creating what Michelangelo called, "The Gates of Paradise." Typical of the spirit of the time, Ghiberti carved his image above the doors, modestly calling them "the most singular work that I have ever made."

The original doors now can be found in the Bargello Museum of Florence, as copies adorn the North Doors of the Baptistery itself.

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Renaissance Art Festival - Thursday, February 21st
You'll select a work of art or architecture from the list below. By class time on Thursday, there will be links to each work. You'll be asked to introduce your work. Figure about 3 minutes per work.

Your presentation should include items like these, as they apply:
Name of the work
Name of the artist
Date of the work (location of creation)

Description of the work and its creation
* Interesting information about the process of its creation
* Interesting information about materials, style, approach, etc.

What makes this a "Renaissance" work of art/architecture?
* What Renaissance values, ideas and/or themes does the work depict?

What is the significance of this work?
* What was its impact during the time when it was created?
* What has been the subsequent impact of the work?
* Where, if anywhere, can the work be seen today?

What is your reaction to the work? What do you think of it?

Renaissance Art and Architecture

Masaccio - The Expulsion of Adam and Eve (Brancacci Chapel - 1425)
Brunelleschi - Duomo (Florence: 1420 - 1436)
Donatello - David (1430)
Jan van Eyck - Arnolfini Wedding (1434)
Paolo Uccello - The Battle of San Romano (1438-1440)
Leonardo da Vinci - The Annunciation - (1472 - 1475)
Perugino - Christ Giving the Keys to St. Peter (1480 - 1482)
Botticelli - The Birth of Venus (after 1482)
Leonardo da Vinci - Vitruvian Man (c. 1485 - 1492)
Leonardo da Vinci - The Last Supper (1495 - 1497)
Michelangelo - Pieta (1500)
Leonardo da Vinci - Mona Lisa (1502)
Hieronymus Bosch - The Garden of Earthly Delights (1503 - 1504)
Michelangelo - David (1504)
Michelangelo - Holy Family (1506)
Michelangelo - Creation of Man (Sistine Chapel - 1510)
Raphael - School of Athens (1510)
Raphael - Sistine Madonna (1512 - 1514)
Michelangelo - Moses (1515)
Raphael - Transfiguration (1520)
Michelangelo - The Last Judgment(Sistine Chapel: 1534 - 1541)
Bramante, Michelangelo, others - St. Peter's Basilica (Rome: 1506 - 1626)

NOTE: I used Wikipedia for the images to provide some consistency and because they do a good job of crediting their sources and/or showing that the image is in the "public domain."

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Renaissance and Reformation Round Table -Wednesday, February 27th
Next Wednesday (2/27), we'll spend part of class summarizing the Renaissance and Reformation. You'll be asked to represent one of the major figures from the time during this discussion. You'll be provided with more guidelines as to specific topics. For now, work on figuring out "who" you are, your views on the "big issues" of the times, and your historical legacy.

Renaissance Figures
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

Reformation Figures
Elizabeth I
Henry VIII
HRE Charles V
Ignatius of Loyola
John Calvin
Martin Luther
Pope Leo X

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HOMEWORK for tomorrow: Wednesday, February 20th

Please read Section 17.2, "The Northern Renaissance," for tomorrow. If you haven't yet read "your" section from Chapter 16 (Maya, Aztec or Inca), you should also take care of that.

Your "entry" into the Renaissance Art Festival needs to be ready to go for Thursday's class.

Remember that your group's early American empire presentation will be early next week.

Happy Valentine's Day. I hope you take today's lesson to "heart." I think you will "love" it. (OK, I've got that out of my system...)

We can take a quick look at the multiple choice questions from the Unit #3 Exam. We can also talk some politics if that is of interest to people.

Chapter 16 takes a look at some of the "People and Empires in the Americas, 500 - 1500." This fourth (and final for the year) unit is called "Connecting Hemispheres," so you probably have some idea of where we are headed. This chapter, however, will focus only on events in the Americas that precede the arrival of Columbus and others.

We're going to do things a little bit differently here. After an introduction to the chapter today, we're going to sort of set it aside for a week. You'll all be part of a group focusing on one of the three "big" empires of the Americas: Maya, Aztec and Inca. Next week, we'll turn to Chapter 17, "European Renaissance and Reformation," but we'll come back to these American empires after that. Make sense? It should as we get going...

We'll do a couple of quick activities to kick things off here.

Spheres of Interaction: First, one of the common misperceptions about the early Americas is that small pockets of people were living in isolation with no contact among them until the Europeans come along. We'll take a look at some evidence that may lead you to rethink that conclusion.

You'll get a handout on trade goods found in one of three areas: Eastern North America, Mesoamerica and the Andes. Work with people with the same group to sort the items into three categories: food, raw materials, manufactured items. We'll get these listed on the board.

Consider these questions: Which items are most likely to be locally produced and which have come from some distance? What considerations influence your predictions?

Next, we'll give you a couple minutes to think about geography. For your region, make a list of both advantages and obstacles geography provides for your region in terms of trading.

Finally, what evidence or hypotheses do we have to suggest that these spheres actually did interact?

North American Societies - Chapter 16.1
As I said, we won't do much with this. However, there's some interesting information on the Internet that can help supplement what your textbook has for information.

Spend a few minutes browsing the links provided for some of the groups mentioned in the section.

* Hohokam (Arizona) - click on the map of the village to learn about various features
* Anasazi (Four Corners region) - take a tour of the "great kiva" and the "great house"
* Mississippian Mound Builders (woodlands east of the Mississippi) - browse the artifact collections
* Hopewell (Ohio) - sort of an odd mix of information about the Great Serpent Mound

Choosing an Empire - As I mentioned, we'll be embarking on a project (the exact form of which I will decide over the weekend) on the three great empires of Mesoamerica and South America in the pre-Columbian period. To help you refresh your understanding of the Maya, Aztecs and Inca, I have a quick document-based activity for you to work through.

After we discuss these items, we'll get you assigned to three groups. The rest of the time is yours to look at the information in your section and/or check out the book and reviews below.

1491: New Revelations of the Americas Before Columbus is a relatively recent (and controversial) book written by Charles Mann. I'm linking a couple of reviews below. We'll talk a bit about what these critics have to say if we get time.

1491: The Truth About the Americas Before Columbus from Upside Down World

'1491' Explores the Americas Before Columbus - National Public Radio

Reviews of Books - a site offering multiple reviews from different sources

HOMEWORK for next session - Tuesday, February 19th

If you haven't yet read 16.1, "North American Societies," you should do that this weekend. You also are responsible for reading "your" empire's section of the chapter.

Please also read 17.1, "Italy: Birthplace of the Renaissance," for our next meting on Tuesday.

It is a pretty straight-forward plan for today. You'll take the objective portion of the Unit #3 Exam. It has 60 multiple choice questions and 4 DBQs. (I should have the multiple choice portions graded by tomorrow.)

If you have not yet finished your essay, you need to do that as well.

HOMEWORK for tomorrow: Thursday, February 14th

I know, only a real meanie assigns reading the night of the exam. I'd like you to read Section 16.1 for tomorrow. This is a short quarter, so we need to keep going. (I do promise that there is not a surprise quiz, so you probably won't be too far behind if you don't read it until the weekend...)

Unit #3 Identifications answer sheet

REMINDER: You must finish the identifications before you leave class. Start with those. You do NOT need to be done with the essay. (You'll be asked to either email or print out what you have at the end of the hour. You can finish tomorrow.)

Unit #3 Identifications: You'll receive a handout from which you will write on your choice of 5 of the 8 identifications that appear. You may have 10 words of "notes" for each of the 15 possible identifications to the exam. 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.

Unit #3 Essay Exam - Questions and Format - You'll also write your in-class essay. The actual essay will be written, by hand or word-processed, in class. 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.

You may bring in a sheet of paper with up to 150 words on it. (You do not need to count the words in the actual question itself in that total...) If you choose to hand-write, I will provide you with paper for that.

1. Islam is now the world's second largest religion. In separate body paragraphs, identify and explain your position on each of the following: the major reason(s) Islam spread so quickly in its first century, the way in which Islam treated the people of its new empire, and the most significant impact(s) Islam had on the culture of the medieval world. Does Muhammad deserve his place atop Michael Hart's list of the "most influential persons in history?" Why or why not?

2. Identify and explain at least three specific ways in which the Mongols changed the course of world history. Should Genghis Khan (Chinggis Han) be remembered as a hero or a villain? Why?

3. Assume that you have been named "Historian for the Day." You are given the task of renaming the Middle Ages. Using at least three reasons and/or examples to support your choice, select the term that you think best describes the Middle Ages. How important do you believe "labels" such as these are for students of history?

(Note that you are free to use one of the terms discussed in class (Dark Ages, Age of Faith, Age of Feudalism, Golden Age), or you may come up with one of your own.)

This blog entry is for anyone in 4th hour who wanted to post some information for their classmates from "their" section of the review activity.

Comment away... Note that this is not in any way required.

This blog entry is for anyone in 2nd hour who wanted to post some information for their classmates from "their" section of the review activity.

Comment away... Note that this is not in any way required.

Unit #3 Identifications and Essay Exam questions, in case you can't locate them...

We'll tackle the "Two-Minute Drill" to aid you in preparing for the Unit #3 Exam. Remember, you each have a chance to contribute to our overall understanding of the material that we have studied so far this year. (These are worth 5 points each.) Here's a list of the sections in the order that we'll cover them:

WORLD HISTORY: PATTERNS OF INTERACTION

UNIT 3: An Age of Exchange and Encounter (500 - 1500)

Chapter 10: The Muslim World (600 - 1250)
1 The Rise of Islam
2 Islam Expands
3 Muslim Culture

Chapter 11: Byzantines, Russians, and Turks Interact (500 - 1500)
1 The Byzantine Empire
2 The Russian Empire
3 Turkish Empires Rise in Anatolia

Chapter 12: Empires in East Asia (600 - 1350)
1 Tang and Song China
2 The Mongol Conquests
3 The Mongol Empire
4 Feudal Powers in Japan
5 Kingdoms of Southeast Asia and Korea

Chapter 13: European Middle Ages (500 - 1200)
1 Charlemagne Unites Germanic Kingdoms
2 Feudalism in Europe
3 The Age of Chivalry
4 The Power of the Church

Chapter 14: The Formation of Western Europe (800 - 1500)
1 Church Reform and the Crusades
2 Changes in Medieval Society
3 England and France Develop
4 The Hundred Years' War and the Plague

Chapter 15: Societies and Empires of Africa (800 -1500)
1 North and Central African Societies
2 West African Civilizations
3 Eastern City-States and Southern Empires

You're free to ask me questions and do whatever sort of review that you think would be helpful with any remaining time.

HOMEWORK for tomorrow: Tuesday, February 12th

We've got the Unit #3 Exam coming up tomorrow and Wednesday. You know exactly what the format will look like, so you should have an idea of what sort of preparation will be most useful for you. REMEMBER, you can bring in up to 150 words of notes tomorrow to help with the essay and 10 words for each of the identification terms.

TUESDAY: Identifications (must finish) and Essay
WEDNESDAY: Objective Exam

We'll finish our look at the trading kingdoms of West Africa today. After that, you'll have some time to begin reviewing for the Unit #3 Exam.

Trading Kingdom Top Tens: Our three groups were responsible for creating a "Top Ten" list on one of three important West African trading kingdoms: Ghana, Mali, or Songhai. Today, each group will share its list with the groups representing the other two kingdoms. The BBC website, The Story of Africa: West African Kingdoms might be useful. You can download a template for the West African Trading Kingdom Top Tens if you still need one.

Trading Kingdoms Study Guide: The Trading Kingdoms study guide was designed to get you looking at a few primary source documents on Africa. We'll hear what you thought of those today.

Cool Site of the Day: As you read, Great Zimbabwe was an important city in southern Africa. Here's a pretty interesting slide show on Great Zimbabwe that also contains useful information.

Unit #3 Two-Minute Reviews: We will again spend some time on Monday reviewing for the multiple choice portion of the Unit #3 Objective Exam. I have a list of all the sections we've read. You'll be asked to sign up for exactly one of those items. On Monday, we'll spend about two minutes on each of these. You decide what to do. You might say, "Here are the top five things..." You might ask the group questions, etc. You can be creative, but be sure that you are being helpful... We'll sign up before you leave today.

HOMEWORK for next session: Monday, February 11th

Your only homework for the weekend will be to do your part in our review activity. Those are due on Monday.

The Unit #3 Exam will be next week. The Identification and Essay portions will be on Tuesday, and you can access those items on the blog. The Objective Exam will be on Wednesday.

I'll take any questions about the Unit #3 Exam format at the top here.

Today's focus will be on Africa and Chapter 15. We'll show a couple of maps in the beginning, but you'll have the bulk of the hour to work on two tasks.

Trading Kingdom Top Tens: Initially, we'll divide into three groups. Each will be responsible for creating a "Top Ten" list on one of three important West African trading kingdoms: Ghana, Mali, or Songhai. On Friday, your group will share your list with the groups representing the other two kingdoms. You decide what is important enough to go our your list. Section 2 of Chapter 15 will be a good resource, and some of you may like using the BBC website, The Story of Africa: West African Kingdoms. You can download a template for the West African Trading Kingdom Top Tens.

Trading Kingdoms Study Guide: There aren't a lot of primary source documents that have survived from these trading kingdoms, but this activity will acquaint you with some of the most famous. You'll get a packet containing four of these documents. You can download a study guide that contains a number of questions. You may work with one partner if you'd like, but everyone should have their own set of answers. I'm planning on doing a 5 point "homework check" on this during Friday's class.

HOMEWORK for tomorrow: Friday, February 8th

Finish your reading in Chapter 15, "Societies and Empires of Africa, 800 - 1500." If you didn't get to Section 1 yet, please read that for tomorrow. You should also read Section 3, "Eastern City-States and Southern Empires."

Your only homework for the weekend will be to do your part in our review activity. That will be assigned tomorrow.

Unit #3 Identifications: On Tuesday, you will write on your choice of 5 of the 8 identifications that appear on the exam chosen from the list below. You may bring 10 words of "notes" for each of the 15 possible identifications to the exam. 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.

Muhammad
Qur'an
Caliph
Justinian
Primary Chronicle
Tatar Yoke
Song Dynasty
Kublai Khan
The Tale of Genji
Charlemagne
Lay investiture
Crusades
Magna Carta
Hundred Years' War
Mali

Unit #3 Essay Exam - Questions and Format - On Tuesday, you'll also write your in-class essay. Below you can find both the questions from which you will choose and the format for the essay portion on the Unit #3 Exam.

Format: The actual essay will be written, by hand or word-processed, in class Tuesday. 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.

You may bring in a sheet of paper with up to 150 words on it. (You do not need to count the words in the actual question itself in that total...) Whether you hand-write or word-process, that paper should be printed out in advance of class. Under no circumstances can you bring in your actual essay, only 150 words. If you choose to hand-write, I will provide you with paper for that.

1. Islam is now the world's second largest religion. In separate body paragraphs, identify and explain your position on each of the following: the major reason(s) Islam spread so quickly in its first century, the way in which Islam treated the people of its new empire, and the most significant impact(s) Islam had on the culture of the medieval world. Does Muhammad deserve his place atop Michael Hart's list of the "most influential persons in history?" Why or why not?

2. Identify and explain at least three specific ways in which the Mongols changed the course of world history. Should Genghis Khan (Chinggis Han) be remembered as a hero or a villain? Why?

3. Assume that you have been named "Historian for the Day." You are given the task of renaming the Middle Ages. Using at least three reasons and/or examples to support your choice, select the term that you think best describes the Middle Ages. How important do you believe "labels" such as these are for students of history?

(Note that you are free to use one of the terms discussed in class (Dark Ages, Age of Faith, Age of Feudalism, Golden Age), or you may come up with one of your own.)

YES, you may print both your identification and essay notes on the same sheet of paper if you are interested in conservation of paper...

We'll finish our look at the Middle Ages today by considering the deadly epidemic of the bubonic plague. After that, we'll discuss the "meaning" of the Middle Ages.

The Bubonic Plague (The Black Death) We will use various sources to try to make sense of this epidemic and its impact. Start with reading the handout, "Dramatic Moment: A Case of Germ Warfare that Got Out of Hand."
Next, here are some basic facts. We'll also take a look at the geography of the plague.

• The plague first arrived in Europe in 1347 aboard Genoese ships in Sicily.
• Black rats carried fleas infected with Yersinia pestis.
• Within 4 years, it touched almost all parts of Europe.
• About 1/3 of Europe's population was lost. Perhaps 25 million died.
• Another 25 million died in Asia and Africa.

Contemporary Accounts of the Black Death: We'll have you read two accounts of the suffering of those living in Italy during the plague. Both Boccaccio and Agnolo di Tura wrote about its effects. The next handout contains an excerpt from each of them.

Some questions to consider:

1. Besides the fact of death itself, what other problems caused by the Black Death did Boccaccio and di Tura identify?

2. What characteristics of the Black Death were emphasized by the contemporary observers read so far (including those in the Dramatic Moment)?

3. What reasons can you give for accepting, and what reasons for doubting, the information given by Boccaccio and di Tura?

4. In your reaction to Boccaccio's and di Tura's accounts, what difference, if any, does it make that the two authors' outlook and purpose were different? That Boccaccio's account is part of a book that is fiction, and he did not speak from personal experience, while di Tura's is a chronicle by an eyewitness? How acceptable is hearsay as historical evidence? How acceptable is fiction as historical evidence?

Trying to Cope: For the Europeans of the time, explaining just what was happening, and how to stop it, proved to be difficult. We'll look at some of the various explanations.

Some questions to consider:

1. What explanations did people at the time give for the pestilence?

2. Which explanations were based on observation? Which on reasoning? On religious belief? Analogy? Inference? Later statements by authorities?

3. If you had to identify one thing we now know from scientific research that was not known in the fourteenth century and most handicapped efforts at finding the causes of the plague, what would you pick? Why? Given fourteenth-century conditions, what would have been the consequences of someone at the time discovering the one thing you picked?

Effects of the Plague: It should be no surprise that the plague had long-reaching effects and impacts upon Euorpe. Let's see if we can figure many of them out. Think in terms of social, political and economic impacts. (I've also got a few interesting overheads to show you.)

COOL(?) SITE OF THE DAY: The Black Death is part of the "Insecta Inspecta" website. Their motto? "The world is covered in bugs, so shouldn't you know a little bit about them?" There is some good information on the plague and its effects here.

Discussion: What was the Middle Ages? Dark Ages, Age of Faith, Age of Feudalism, or a Golden Age?"

We'll give you five minutes initially to meet with others in your group to brainstorm ideas for "your" side of this discussion. Following that, we'll hear your thoughts. Consider this likely to be a graded discussion, so be sure to make at least one good contribution.

HOMEWORK for tomorrow: Thursday, February 7th

Begin your reading in Chapter 15, "Societies and Empires of Africa, 800 - 1500." While you should read all three sections in this chapter this week, I'd like you to be sure to read Section 2, "West African Civilizations," before class on Thursday. If that means you don't get to Section 1 until tomorrow, that is fine.

After we decide the fate of Eleanor of Aquitaine, we'll take a look at the development of the earliest nations in Europe today. England and France are generally considered the first to develop strong central governments. Soon after that, they'll be fighting each other in the Hundred Years War (1337 - 1453).

Eleanor of Aquitaine - As you (hopefully) read, Eleanor was a fascinating woman who was both wife to two kings (one French and one British) and also mother to two other kings (England's Richard the Lion-Hearted and John).

We'll give you a quick chance to accuse or defend Eleanor of Aquitaine on the charges that she both incited a rebellion against her husband, the King of England Henry Plantagenet, and encouraged her sons to rebel against their father.

Let's spend some time together bringing England and France from collections of feudal lords to what we might call "nations."

England

Norman Conquest - 1066 - throne is vacant after Edward the Confessor
* William the Conqueror - Duke of Normandy
* defeated Harold Godwinson at Battle of Hastings
* claimed all English lands as his - gave to loyal nobles

Henry II (rules 1154 - 1189) - marries Eleanor of Aquitaine - gains French lands
* strengthened courts and justice system
* rise of the jury trial
* rulings formed basis of "common law"

Richard the Lion-Hearted - succeeded by brother John
* cruelty and taxes led to conflict with nobles
* forced to agree to Magna Carta in 1215 (Translation here.)
* limited the power of the king and enforced basic legal rights
* huge influence on the US and democracy centuries later

Model Parliament formed under Edward I
* 1295 - called people together to raise money for war
* involved both nobles (House of Lords) and commoners (House of Commons)

France

Hugh Capet begins Capetian Dynasty (987 - 1328)
* spread power outward from Paris

Philip II (Philip Augustus) - rules from 1180 to 1223
* seized Normandy from the English
* tripled lands under the king's control
* made central government stronger
* grandson, Louis IX, adds court of appeals

Philip IV creates the Estates-General
*called French together for support against pope
*First Estate - Church leaders
*Second Estate - lords and nobles (later key in French Revolution)
*Third Estate - commoners

The Hundred Years War (1337 - 1453) in about Ten Minutes
This war is generally seen as the "end" of medieval society in Europe. Let's see what we can figure out about the conflict.

* Who fought?
* When did they fight?
* Where did they fight?
* Why did they fight?
* How did they fight?

Remember that Joan of Arc played a role in this conflict... She led the French to a victory at Orleans at age 17, and she was burned at the stake less than two years later.

Impacts of the Hundred Years War: nationalism, end of knights in battle, increased power for French monarch, turmoil in England

"The Middle Ages: Dark Ages, Age of Faith, Age of Feudalism, or a Golden Age?"

This will be the discussion we'll use to wrap up our look at the Middle Ages tomorrow. We'll give you the last ten minutes today to meet with others in your group to brainstorm ideas for "your" side of the discussion to introduce tomorrow. (Remember that we'll also look at the bubonic plague, or Black Death, tomorrow as well.)

HOMEWORK for tomorrow: Wednesday, February 6th

Finish up your reading on the Middle Ages in Chapter 14. For most of you, that means you should be reading Section 4, "The Hundred Years' War and the Plague."

We'll be reading Chapter 15, "Societies and Empires of Africa, 800 - 1500," yet this week. You can get started on that if you get a chance. It has three sections.

Our focus today will be on the "tour" of medieval art and architecture. You'll get your chance to briefly teach us about your part of the tour. These are worth 10 points. You should have between five and ten slides. You'll lose points for not following directions. These should go quickly, like 2 or 3 minutes each. Here's the order in which we'll see presentations:

By the way, I should have put Sainte Chapelle (Paris) on the list...

Medieval Art and Architecture:

Gothic Cathedrals
Notre Dame de Paris (France)
Chartres (France)
Reims (France)
Canterbury Cathedral (England)
Westminster Abbey - (England)
Cologne Cathedral (Germany)

Castles
Tower of London (England)
Warwick Castle (England)
Eilean Donan (Scotland)
Chateau de Vincennes (France)
Bojnice (Slovakia)
Others?

Art and Museums
Louvre (Paris)
National Gallery (London)
The Cloisters (branch of New York's Metropolitan Museum of Art)
illuminated manuscripts

The Crusades
Your assignment was to have put in a good effort on the Crusade Document Study Guide that you received on Friday. We can talk briefly about what you found interesting and/or important on those questions. (Of course, if you have any question on the "basics" of the Crusades, it would be a good time to ask them.)

As Bob Dylan wrote and sang, "The Times They Are A-Changin'." They were also doing so during the Middle Ages. How's THAT for a transition? Let's briefly look at some of those changes:

Growth in food supply:

horsepower
three-field system

Development of the guilds

Commercial Revolution

fairs and trade
business and banking

Growth in population and urban life

Revival of learning:

Muslin connections
Universities
growth of the vernacular
Thomas Aquinas - links Greeks to Christianity

HOMEWORK for next session: Tuesday, February 5th

For tomorrow, read through the "historical background" and the "documents" in the "Eleanor of Aquitaine and the Angevin Empire" packet you receive. Tomorrow, we'll briefly debate the charges against her, namely that she helped her sons rebel against their father, Henry Platagenet, the King of England.

For Wednesday: Finish the Middle Ages reading in Chapter 14 by completing Section 4, "The Hundred Years War and the Plague."

We'll be finishing up the Middle Ages tomorrow and Wednesday. Chapter 15, "Societies and Empires of Africa," will be the last of the reading for this unit. We'll read those three sections the last two days of this week.

Things will be a little bit different today between my two classes. In 4th hour, we'll spend the first part of class with our guest, Dr. Jeff Suzik. (I'll be leaving at the same time he does, but Mr. Studer, one of our speech coaches here, will hang out with you guys for the remainder of the block. Your task is described below, and I trust you will all treat him kindly...)

Remember that Current Events #1 are due today (email attachment or paper copy), and your part of our Medieval Art and Architecture Tour should be ready to go for class on Monday.

The Crusades - Reviewing the Basics

Since I won't be with 4th hour for the entire time, I'm trying to structure this in a way that you can make sure you are on track on your own. You should have read the textbook's section on the Crusades by now. (pp. 382-385) If you can answer the questions below, I think you are on the right track. (If you can't answer them, it's a good time to use your textbook and figure out those answers.)

• Who actually "began" the Crusades in 1095 with his call to reclaim the Holy Land?
• In addition to the obvious religious motives; what economic, political and social factors helped spur the Crusades?
• What was the most significant outcome of the First Crusade? Was this gain permanent?
• Who were Richard the Lion-Hearted and Saladin?
• What was the Reconquista in Spain? How did later Spanish rulers use the Inquisition?
• What would you consider to be the main effects of the Crusades?

The Crusades - Looking at Primary and Secondary Sources

After you are feeling good about the "basics" of the Crusades, you should tackle this activity. The seven sources below each correspond to a question on this Crusades Document Study Guide. You can work with a partner if you'd like, and I certainly might wander around checking these during our Medieval Art and Architecture tour on Monday. You know, maybe even giving credit to those who show evidence of having used their time effectively and gotten something out of this activity...

Pope Urban II (1088-1099): Speech at Council of Clermont, 1095, (Five versions of the Speech) - Internet Medieval Sourcebook

Crusader Letters: Medieval Sourcebook

The Siege and Capture of Jerusalem: Collected Accounts - Medieval Sourcebook

A Christian/Moslem Debate of the 12th Century - Medieval Sourcebook

The "Children's Crusade", 1212 - Medieval Sourcebook

"Kingdom of Heaven" - Insight (CNN transcript) - May 9, 2005

(AFTER you answer the questions on this one, you can check out the "trailers" and some other features.)

"Europe cringes at Bush 'crusade' against terrorists" - Christian Science Monitor, September 19, 2001 (NOTE: The Christian Science Monitor is a well-respected international newspaper. It shouldn't be seen as coming from an exclusively religious perspective.)

HOMEWORK for next session: Monday, February 4th

Continue reading in Chapter 14 by completing Section 3, "England and France Develop."

Your part of our Medieval Art and Architecture tour should be ready to go for Monday.