Western Civilization 101 Syllabus - 3 Credit Hours

WESTERN CIVILIZATION 101 SYLLABUS - 3 CREDIT HOURS Spring 09 Aspen 119 Dr. Jim Gentry Class Schedule: 10:00 M W F Aspen108 732-6864 [email protected] Office Hours: 9:00 - 9:50 M W F "Not to know what happened 8:00 - 11:50 T Th before we were born is to remain 2:00 – 2:50 M F - Library perpetually a child." Cicero 3:00 - 3:50 M

CSI Mission Statement The College of Southern Idaho, a comprehensive community college, provides quality educational, social, cultural, economic, and workforce development opportunities that meet the diverse needs of the communities it serves. CSI prepares students to lead enriched, productive and responsible lives in a global society.

General Education Criteria: This course satisfies all eight criteria for general education. It is designed to: 1. provide a broad-based survey of a discipline and show the interconnectedness of knowledge. 2. develop a discerning individual. 3. practice critical thinking and problem-solving skills. 4. promote awareness of social and cultural diversity in order to appreciate the commonality of mankind. 5. foster the balance between individual needs and the demands of society. 6. reinforce reading, writing, speaking, and/or quantitative skills. 7. encourage and inspire life-long learning. 8. encourage creativity.

Social Science Department Mission Statement The mission of the Social Science Department is to provide educational, social and cultural opportunities which encourage enriched, productive and responsible lives primarily by instructing students to understand, interpret, and apply Social Science discipline coursework.

Social Science Department Goals: This course also addresses the following Social Science Department goals: 1. help students understand important facts, concepts and theories of Social Science subjects. 2. help students acquire techniques and methods used to gain new knowledge in the disciplines. 3. help students learn to distinguish between fact and opinion. 4. teach students to use evaluation, analysis and synthesis to interpret and solve problems. 5. teach students to use different perspectives from the social sciences to make better-informed decisions 6. help students acquire an informed understanding of various cultures. 7. prepare students to transfer to a university.

History Program Mission Statement In order to prepare learners to lead enriched, productive and responsible lives, the History Program prepares students to understand and interpret a variety of historical areas and perspectives with the intention of encouraging a lifelong love of the subject.

History Program Objectives: The student will: 1. examine central themes of United States History and various cultures in Western Civilization and Latin America. 2. use reading, lecture-discussion, and supplementary material to understand and interpret the past. 3. demonstrate an understanding of the past by writing interpretive essays. 4. explore different perspectives about the past. 5. acquire an appreciation of the historical process which will encourage a lifelong study of the past.

i History 101 Catalog Course Description Analyzes important developments which contributed to the formation of the West, including the Ancient Near East, Greece, Rome, the Middle Ages, and Early Modern Europe to 1648.

Text Jackson J. Spielvogel, Western Civilization 7th Edition, Volume 1

History 101 Course Outcomes aligned with GE Criteria, Social Science Goals and History Program Objectives: Students will: G E Criteria SS Goals History Program Objectives 1. demonstrate an understanding of important 1,2,3,4,5,6,7,8 1,3,4,6,7 1,2,4,5 developments 2. write essay exams 1,2,3,4,5,6,7,8 1,2,3,4,5,6,7 1,2,3,4,5 3. write an analytical paper 1,2,3,4,5,6,7,8 2,3,4,5,7 1,2,3,4,5 4. participate in class 2,3,6,8 1,3,4,6,7 1,2,4,5 5. develop self assessment skills 2,5,7,8 1,4,6,7 1,2,4,5

Assessment Methods: Alignment of course outcomes with course assessment methods. Multiple Choice Essay Book Points for Attendance and for Peer Practice Questions and Exam Questions Critique Group Participation grade estimates 1  2  3  4  5 

Grading 1. Four Unit Tests - 400 points Each of the four units has eight goals. The first seven goals have objectives; book objectives have asterisks, lecture objectives do not. These objectives are assessed with 35 multiple choice questions (two points each). The eighth goal has six essays. Students answer in class the two essays selected by dice (15 points each) for a total of 100 points.

Writing Essays Historians use evaluation (determining the value), analysis (separating material into its constituent parts and examining it critically), synthesis (uniting parts so as to form a whole), and insight (intuitively apprehending the true nature of a thing) in essays to explain meaning. Five types of analysis are frequently used: 1. Classification (creates categories such as the Middle Ages, the Renaissance, the 17th Century, or the 1960s) 2. Cause and effect (explains reasons for changes and the effects of those changes) 3. Example (detailed knowledge not required. For example, Abraham Lincoln was a great president) 4. Comparison and contrast (can move from a better known to a lesser known subject) 5. Analogy (compare a simply idea such as a rose to a complicated idea such as love)

2. Book Critique (due 4/17/09) - 100 points (late papers lose 20 points) - Select one book from my HIST 101 booklist either at the CSI Library front desk or on my webpage. In addition my webpage has two example book critiques.

ii How to write an excellent book critique. The book critique should be about 4 pages Provide a good thesis - email thesis statement to me by 3/9/09 for 10 points  The thesis is your interpretations of the author’s central argument or thesis.  The thesis is always an opinion, not a fact.  Authors, not books, make arguments.  Place the thesis in the first paragraph and underline it  Use the verb “argues” to present the thesis. For example-“ In The Witch-Hunt in Early Modern Europe , Brian Levack argues that …”

Develop four supportive arguments in from 1 ¼ to 1½ pages:  Have one paragraph of three or four sentences for each supportive argument.  The supportive argument is your interpretation of how the author convinces you of the thesis.  Present the author’s arguments, not your idea of what they should be!  Remember that supportive arguments provide evidence for the central argument or thesis.

Develop three strengths and three weaknesses in from 2 ¼ to 2 ½ pages:  You can evaluate the author’s arguments. Was the thesis achieved? What worked or did not work in the thesis? Was the evidence convincing?  You can evaluate the author’s wording or structure in the book. Did the ideas flow? Was the wording effective? Were the maps, pictures, and illustrations effective? How was the style, organization or structure? What would you have liked the author to do to help you understand the material better?

Use effective grammar:  Type, double space, and staple with no folder,  Has a title page with student name, class time, grade estimate, book author name, title, publication date.  Avoid “I think” or “I feel” statements along with choppy one or two sentence paragraphs.  Use “explains” or “discusses.” instead of “tells about” or “talks about”

Instructions for Peer Assessment of Book Critiques:  By 4/3/09 give a copy of your book critique to your two peers.  Each peer provides feedback on the Peer Book Critique Evaluation Form. Return the book critique and the Peer Book Critique Evaluation Form to the author by 4/10/09.  As the author, make required changes and give the book critique to me by 4/17/09.  Staple the two Peer Book Critique Evaluation Forms (see example next page) to my copy for 10 points.

iii Peer Evaluator’s Name______

Author of the Book Critique______

HIST 101 HIST 102

Peer Book Critique Evaluation Form

Provide a good thesis (10 points) Provides a good thesis (10 points) Provides an unclear thesis (8 points) Provides an thesis which is a fact not an argument (6 points) Provides no thesis (4 points) Five points subtracted because the thesis is not underlined (-5 points)

______Emailed thesis statement to [email protected] by 3/9/09 and it was accepted - 10 points possible

Develop four supportive arguments in from 1¼ to 1½ pages - 20 points possible (5 points per argument) Four supportive arguments are excellently developed (20 points) Four supportive arguments are adequately developed (16 points) Four supportive arguments need elaboration or read like a summary (14 - 12 - 10 points) Three supportive arguments are excellently developed (15 points) Three supportive arguments are adequately developed (12 points) Three supportive arguments need elaboration or read like a summary (11 - 9 - 7 points) Two supportive arguments are excellently developed (10 points) Two supportive arguments are adequately developed (8 points) Two supportive arguments need elaboration or read like a summary (7 - 5 - 4 points) Less than two supportive arguments are given (5 points)

Develop three strengths and three weaknesses in from 2 ¼ to 2 ½ pages - 30 points possible (5 points for each strength or weakness) Three strengths and three weaknesses are excellently developed (30 points) Three strengths and three weaknesses are adequately developed (24 points) Three strengths and three weaknesses need more elaboration (21 - 19 - 17 points) Two strengths and two weaknesses are excellently developed (20 points) Two strengths and two weaknesses are adequately developed (16 points) Two strengths and two weaknesses need more elaboration (12 - 10 points) Less than two strengths and weaknesses are given (8 points)

______Use effective grammar - 20 points possible One or no marked mistakes (20 points) Two to four marked mistakes (16 points) Four to six marked mistakes (12 points) More than six marked mistakes (8 points)

Two Peer Book Critique Evaluation Forms demonstrate participation in a peer group - 10 points

Total - 100 points possible

iv 3. Good Attendance rewarded-Students missing no more than one time per unit may retake any of goals A-G for that unit. Students missing no classes receive 12 bonus points, one absence, 8 points, two absences, 6 points.

4. TOTAL POINTS - 500 points A - 90% of 500 = 450 B - 80% of 500 = 400 C - 70% of 500 = 350 D - 60% of 500 = 300 F - less than = 300

For Your Convenience to Record Test and Book Critique Point Totals

Test 1 ______100 possible Test 2 ______100 possible Test 3 ______100 possible Test 4 ______100 possible Book Critique ______100 possible

Total ______500 total possible

Policies

Honesty: A student cheating on an exam or plagiarizing on the book critique receives a zero on that assignment.

On-line Course Evaluation: Students are strongly encouraged to complete evaluations at the end of the course. Evaluations are very important to assist the teaching staff to continually improve the course. Evaluations are available online at: http://evaluation.csi.edu. Evaluations open up two weeks prior to the end of the course. The last day to complete an evaluation is the last day of the course. During the time the evaluations are open, students can complete the course evaluations at their convenience from any computer with Internet access, including in the open lab in the Library and in the SUB. When students log in they should see the evaluations for the courses in which they are enrolled. Evaluations are anonymous. Filling out the evaluation should only take a few minutes. Your honest feedback is greatly appreciated!

Student Disabilities: Any student with a documented disability may be eligible for related accommodations. To determine eligibility and secure services, students should contact the coordinator of Disability Services at their first opportunity after registration for a class. Student Disability Services is located on the second floor of the Taylor Building on the Twin Falls Campus. 208.732.6260 (voice) or 208.734.9929 (TTY), or e-mail [email protected].

CSI E-mail: E-mail is the primary source of written communication with all CSI students. Students automatically get a CSI e-mail account when they register for courses. Messages from instructors and various offices such as Admission and Records, Advising, Financial Aid, Scholarships, etc. will be sent to the students’ CSI accounts (NOT their personal e-mail accounts). It is the students’ responsibility to check their CSI e-mail accounts regularly. Failing to do so will result in missing important messages and deadlines. Students can check their CSI e-mail online at http://students.csi.edu. Student e-mail addresses have the following format: [email protected]. At the beginning of each semester free training sessions will be offered to students who need help using their CSI e-mail accounts.

v Reading and Testing Schedule:

Unit 1 – BEFORE THE ROMANS ...... 1 1/21 - Introduction 2/4 - Goal F – Organize into peer groups of three 1/23 - Goal A 2/6-Goal G 1/26- Goal B 2/9 1/28 - Goal C 2/11 1/30 - Goal D 2/13 - Test 1 2/2 - Goal E

Unit 2 - ROME AND SUCCESSOR STATES TO 750...... 4 2/16-Presidents Birthday 3/2 - Goal E 2/18 3/4 - Goal F 2/20 - Goal A 3/6 - Goal G 2/23 - Goal B 3/9 - email thesis statement to [email protected] 2/25 - Goal C 3/11 - Test 2 2/27 - Goal D

Unit 3 - MIDDLE AGES AND THE ITALIAN RENAISSANCE 750-1460 ...... 7 3/13 3/16-3/20 Spring Vacation 4/3 - Goal F, Book Critique to two peers 3/23 - Goal A 4/6 - Goal G 3/25 - Goal B 4/8 3/27 - Goal C 4/10 - return Book Critique to author 3/30 - Goal D 4/13 - Test 3 4/1 - Goal E

Unit 4 – EARLY MODERN EUROPE 1460-1650...... 10 4/15 4/29 - Goal F 4/17 - Goal A – Book Critique due to me 5/1 - Goal G 4/20 - Goal B 5/4 4/22 - Goal C 5/6 4/24 - Goal D 5/8 - Return Book Critiques to students 4/27 - Goal E 5/11- Test 4-Finals Week 10:00-12:00

vi HISTORY 101 GOALS AND OBJECTIVES

UNIT 1 – BEFORE THE ROMANS: Spielvogel pp.1-112

Goal A. TO UNDERSTAND ANCIENT NEAR EASTERN CIVILIZATIONS TO ABOUT 1200 B.C.: Spielvogel pp. 1-33 (See Essays 2&3)

Prepare to answer multiple-choice questions from these objectives:

1. major origins of modern Western Civilization *2. consequences of the Neolithic agricultural revolution *3. basic characteristics of civilizations 4. contributions of the Sumerians to Mesopotamian culture 5. characteristics of Mesopotamian civilization *6. significance of Menes, of Osiris and of Isis *7. changes introduced by the Hyksos *8. significance of Ahmose I, and Amenhotep IV *9. important Indo-European languages *10. contributions of the Hittites

Goal B. TO UNDERSTAND THE HEBREWS AND SURROUNDING EMPIRES AFTER 1200 B.C.: Spielvogel pp. 34-54

*1. accomplishments of King Solomon *2. characteristics of Yahweh *3. three aspects of Jewish religious tradition *4. new concepts of the prophets 5. influences of the Hebrews *6. most important cultural contribution of the Phoenicians *7. factors allowing Assyrians to conquer and maintain an empire *8. important developments during the reign of Nebuchadnezzar II *9. policies of Cyrus the Great showing that he “demonstrated considerable wisdom”

Goal C. TO UNDERSTAND EARLY GREECE AND SPARTA: Spielvogel pp. 55-66

*1. geographical features which played a significant role in developing Greek history *2. developments during the Dark Ages which formed the basis of a revived Greece *3. basic story of the Iliad and of the Odyssey *4. significance of the hoplites in the new military order *5. effects of Greek colonization 6. economic consequences of Greek colonization *7. actions of the tyrants which made their actions more acceptable *8. significance of Cypselus 9. changes introduced by Lykurgus

1 Goal D. TO UNDERSTAND ATHENS AND LATER GREEK POLITICAL DEVELOPMENTS: Spielvogel pp. 66-76

1. factors stimulating commerce and industry in Athens *2. reforms made by Solon, and by Cleisthenes *3. significance of Sappho, of Hesiod, and of Theognis *4. sequence of the four major battles of the Persian Wars 5. governmental structure under Pericles 6. philosophical attacks on democracy according to A.H.M. Jones *7. reason the Athenian constitution was called a democracy according to Pericles *8. fundamental long-range cause of the Peloponnesian War according to Thucydides

Goal E. TO UNDERSTAND GREEK CULTURAL DEVELOPMENTS: Spielvogel pp. 76-88 (See Essay 4)

*1. central theme of Herodotus’ work. *2. assumptions of Thucydides about history *3. story of Sophocles’s Oedipus the King *4. method advocated by Aristophanes’ Lysistrata to end the Peloponnesian war *5. ways Classical Greek sculpture differed from the kouros figure of the Archaic period *6. belief of Thales, and of Pythagoras *7. teaching method used by Socrates 8. basic philosophical assumptions of Plato, and of Aristotle *9. function of each god: Zeus, Athena, Apollo, Aphrodite, and Poseidon 10. characteristics of Greek values

Goal F. TO UNDERSTAND HELLENISTIC POLITICAL AND SOCIAL ISSUES: Spielvogel pp. 89-103 (See Essay 5)

*1. portrayal of Philip II by Demosthenes, and by Isocrates *2. alliance created for the Greeks after the Battle of Chaeronea *3. Spielvogel’s interpretation of Alexander the Great’s aspirations *4. political legacy of Alexander the Great *5. dynasty established in Macedonia, in Syria, and in Egypt *6. innovative Hellenistic military techniques *7. complaint of the Egyptian camel driver *8. noticeable feature of Hellenistic social life

2 Goal G. TO UNDERSTAND HELLENISTIC CULTURAL DEVELOPMENTS: Spielvogel pp. 103-112 (See Essay 6)

*1. reason Alexandria was a cultural center *2. focus of Polybius’s history *3. contribution of Aristarchus of Samos, Eratosthenes, and Euclid *4. famous quotes of Archimedes of Syracuse *5 contribution of Hippocrates to medicine *6. beliefs of Epicureanism, and of Stoicism 7. beliefs of Cynicism, and of Skepticism *8. fundamental premise of the mystery religions *9. Jewish festival celebrating the capture of the Temple from the Seleucids

Goal H. USE EVALUATION, ANALYSIS, SYNTHESIS, AND INSIGHT TO INTERPRET THE DEVELOPMENTS IN UNIT ONE

ESSAY QUESTIONS: Write in class a detailed one page essay on each of the two essays selected by the dice.

1. Use evaluation, analysis, synthesis, and insight to select four of the most important developments in this unit; in four paragraphs argue why each development was so significant. Then explain in a paragraph how one of those four has personally influenced your life.

2. Examine three ideas in Hammurabi’s code which you interpret to be significant. (See pages 10-12)

3. Discuss three differences between Mesopotamian and Egyptian civilizations.

4. Examine the three most important Greek contributions to Western Civilization.

5. Develop three reasons that Alexander the Great captures the imagination of the modern world.

6. Discuss four modern ideas influenced by Cynicism, Stoicism, Epicureanism, or Skepticism. Make clear which Hellenistic philosophy is associated with each modern idea.

Unit 1 Related Videos Video DF234.A44 1985 Alexander the Great (movie) Video CB311.A53 1980z The Ancient River Civilizations Video DT56.2.E34 1986 Egypt Video DT61.E35 1987 Egypt: Quest for Eternity DVD DT61.E353 2005 Egypt’s Golden Empire Video PA4037.G74 1988 Greek Epic DVD DF77.G7447 1999 The Greeks: Crucible of Civilization Video DF77.C57 1988 Greeks: the Classical Age Video PA3052.M56 1988 Greeks: the Minds of Men Video DS69.M465 1995 Mesopotamia DVD DF234.T78 2005 True Story of Alexander the Great Video HQ1134.W661980z Women in Ancient Greece and Rome

3 UNIT 2 - ROME AND SUCCESSOR STATES TO 750: Spielvogel pp. 113-212

Goal A. TO UNDERSTAND ROMAN DEVELOPMENTS TO 133 B.C.: Spielvogel pp. 113-126

*1. geographic advantages of Italy over Greece *2. ways the Etruscans impacted Roman civilization 3. tendencies of the Roman Republic *4. provision of the Licinian-Sextian laws *5. provision of the Hortensian law 6. powers of consuls and of the senate 7. causes of the Punic and Macedonian Wars *8. significance of Hannibal 9. social and economic changes brought about by the Punic and Macedonian Wars

Goal B. TO UNDERSTAND THE DECLINE OF THE ROMAN REPUBLIC BETWEEN 133 AND 31 B.C.: Spielvogel pp. 126-146 (See Essay 2)

*1. crucial factor for establishing the right relationship with the gods in Roman religion *2. crucial ingredient in Roman education *3. significance of Sparticus *4. practical products of Roman architecture *5. reason Tiberius Gracchus angered the Senate 6. political threats between 107 and 44 *7. policies of Caesar in 59 B.C. to implement aims of the First Triumvirate *8. reforms Caesar instituted as dictator 9. policies of the Second Triumvirate *10. two themes of Lucretius’s On the Nature of the Universe

Goal C. TO UNDERSTAND ROMAN EMPIRE DEVELOPMENTS TO A.D. 284: Spielvogel pp. 147-170

1. powers making Octavius the princeps *2. emphasis of Virgil’s the Aeneid and of Livy’s History of Rome 3. political characteristics between 14 and 68 4. achievements during the “Five Good Emperors" *5. purpose of history according to Tacitus *6. way the Romans coped with daytime congestion *7. purposes served by gladatorial games 8. developments destabilizing Rome between 180 and 284 9. contributions of Galen, of Ptolemy, and of Pliny the Elder

4 Goal D. TO UNDERSTAND THE RISE OF CHRISTIANITY AND THE REVITALIZATION OF ROME: Spielvogel pp. 170-183 (See Essay 3)

Prepare to answer multiple-choice questions from these objectives

*1. identifying beliefs of the Sadducees, of the Pharisees, and of the Zealots *2. ethical concepts of Jesus which were not values of Greco-Roman civilization *3. teachings of Paul providing the universal foundation for the spread of Christianity 4. reasons the Roman government and Christianity were in conflict 5. reasons for Christianity's success *6. provision of the Edict of Milan *7. change made by Theodosius the Great *8. argument of Donatism and of Arianism *9. conclusion of the Council of Nicaea in 325

GOAL E. TO UNDERSTAND THE COLLAPSE OF THE WESTERN ROMAN EMPIRE AND THE DEVELOPMENT OF THE GERMAN SUCCESSOR STATES: Spielvogel pp. 183-191 (See Essays 4 & 5)

Prepare to answer multiple choice questions from these objectives:

*1. reason Germans experienced pressure in the late fourth century *2. Visigothic leader who sacked Rome in 410 *3. Vandal leader who sacked Rome in 455 *4. name of the last western Roman emperor 5. differences between the present and the Roman Empire *6. Ostrogothic leader who ruled Rome from 493 to 526 *7. fatal weakness of the Visigothic Kingdom of Spain *8. significance of Clovis, and of Charles Martel 9. German influences on the West

Goal F. TO UNDERSTAND CHRISTIAN CHURCH DEVELOPMENTS TO 750: Spielvogel pp. 192-201 (See Essay 6)

Prepare to answer multiple choice questions from these objectives:

*1. content of the Confessions of Augustine 2. ideas in Augustine’s City of God *3. major contribution of Jerome 4. questions debated in Christian theology 5. papal developments to 750 *6. significance of St. Benedict of Nursia *7. significance of Saint Patrick *8. significance of the Synod of Whitby *9. contribution of the Venerable Bede

5 Goal G. TO UNDERSTAND EARLY BYZANTINE AND ISLAMIC DEVELOPMENTS TO 750: Spielvogel pp. 201- 212

*1. lasting contribution of Justinian to Western civilization *2. result of the Battle of Yarmuk in 636 *3. objective of the Iconoclasts 4. characteristics of Byzantine culture *5. event which became the year one in the Muslim calendar *6. basic message of the Qur’an *7. five pillars of Islam *8 actual meaning of Jihad *9. capital of the Umayyad dynasty *10. difference between the Shi’ites and the Sunnites

Goal H. USE EVALUATION, ANALYSIS, SYNTHESIS, AND INSIGHT TO INTERPRET THE DEVELOPMENTS IN UNIT TWO

1. Use evaluation, analysis, synthesis, and insight to select four of the most important developments in this unit. In four paragraphs argue why each development was so significant. Then explain in a paragraph how one of those has personally influenced your life.

2. Examine three problems faced by the Roman Republic between 133 and 31 B.C. (See pages 124-142)

3. Discuss three changes made in the Roman Empire by Diocletian and Constantine. (See pages 180-183)

4. Explain three reasons why the Western Roman Empire declined between A.D. 180 and 476. (See pages 170-186)

5. Examine three German influences on the Western world.

6. Discuss three reasons for the success of Christianity.

Unit 2 Related Videos Video PR2802.A23 1985 Anthony and Cleopatra – (play) 1603 AD vol. 1 Video D141.A88 1996 Attila: Scourge of God Video DA16 .H57 2000 v. 2 History of Britain 3500 B.C. Video DG279 .A84 1997 Augustus: First of the Emperors 1603 AD vol.2 Video DF552 .B99 1997 Byzantium the Lost Empire–pts 1-2 Video DA16 .H57 2000 v. 3 History of Britain 3500 B.C. Video DG283 .C35 1997 Caligula: Reign of Madness 1603 AD vol. 3 Video NA7745.C37 1988 Castle Video PR2808.A23 1978 Julius Caesar – (play) DVD D70.C457 2003 The Celts: Rich Traditions and Ancient Video DG261.J85 1998 Julius Caesar: Master of the Roman Myths World Video DC79.C47 1989 Charlemagne and the Holy Roman Video DF572 .J87 1997 Justinian: the Last of the Romans Empire Video DG285.N47 1998 Nero: the Power and the Madness Video DT92 .7 .C643 1994 Cleopatra: Destiny’s Queen Video DG77.R673 1971 Romans: Life, Laughter and Law Video DG316.C66 1998 Constantine: the Christian Emperor DVD DG272.R66 2005 The Roman Empire in the First DVD D121 .D37 2007 Dark Ages Century Video D131.F48 1989 The Feudal System Video DA145.R66 1994 The Roman Invasions Video DG295 .H33 1997 Hadrian: Emperor of the Golden Video BR1720.P26S25.1996 Saint Patrick: the Man, the Myth Age Video BP50.I85 1990 Story of Islam Video DA16 .H57 2000 v. 1 History of Britain 3500 B.C.

6 UNIT 3 -MIDDLE AGES AND THE ITALIAN RENAISSANCE 750-1460: Spielvogel pp. 213-362

Goal A. TO UNDERSTAND THE EARLY MIDDLE AGES BETWEEN 750 AND 1000: Spielvogel pp.213- 242 (See Essay 2)

Prepare to answer multiple-choice questions from these objectives.

1. turning points around 750. 2. accomplishments of the Carolingian Renaissance *3. provision of the Treaty of Verdun 843 4. developments in Europe between 850 and 1000. *5. three major new invading groups in the ninth and tenth centuries *6. policies of Otto I *7. reason Anglo-Saxon England unified under Alfred the Great *8. significance of Cyril and Methodius 9. characteristics of Kievan Rus *10. Islamic mathematical and astronomical achievements

Goal B. TO UNDERSTAND SOCIAL, ECONOMIC AND INTELLECTUAL DEVELOPMENTS FROM 1000 to 1300: Spielvogel pp. 243-270 (See Essays 3 & 4)

1. factors strengthening the West around 1000 *2. improvements made in medieval agriculture *3. primary preoccupation of scholasticism *4. method of scholasticism *5. technique for discovering truth for the realists and for the nominalists *6. assumption of Thomas Aquinas regarding the truth of faith and the truth of reason *7. chief events portrayed in the chanson de geste *8. popular subject for the courtly romance *9. characteristics of the Romanesque, and of the Gothic

Goal C. TO UNDERSTAND THE EXPANSION OF MONARCHICAL AND PAPAL POWER BETWEEN 1000 and 1300: Spielvogel pp. 271-284

1. three groups challenging feudalism 2. ways William I encouraged centralization *3. two ways Henry II strengthened the monarchy *4. purpose of the Magna Carta 5. reasons for the success of the House of Commons according to Geoffrey Elton 6. developments under Edward I 7. reasons Capetians consolidated control over France *8. most noticeable feature of Spanish history starting in the tenth century 9. reasons the Holy Roman Empire failed to centralize

7 Goal D. TO UNDERSTAND RELIGIOUS GROWTH AND THE CRUSADES: Spielvogel pp. 284-302

*1. methods Cluny used to eliminate some abuses *2. major objective of Gregory VII *3. way Franciscans and Dominicans differed from earlier orders *4. beliefs of the Cathars *5. two policies of the Fourth Lateran Council in 1215 which influenced Jews *6. motives for knights to fight the crusades *7. names of the four crusader states *8. event stimulating the Second Crusade, and the Third Crusade *9. consequence of the Fourth Crusade in 1204

Goal E. TO UNDERSTAND NEW PROBLEMS AND NEW OPPORTUNITIES IN THE FOURTEENTH AND EARLY FIFTEENTH CENTURIES: Spielvogel pp. 303-326 (See Essay 5)

1. changes in Europe between 1300 and 1460 *2. psychological consequences of the Black Death 3. characteristics of the Hundred Years War 1338-1453 *4. accomplishments of Joan of Arc *5. provision of the Golden Bull of 1356 *6. two general tendencies in fourteenth century Italy *7. importance of Unam Sanctum (1302) *8. location of the final authority in the church according to Marsiglio of Padua’s Defender of the Peace 9. results of the Avignonese Residency and Great Schism

Goal F. TO UNDERSTAND THE DEVELOPMENT OF THE ITALIAN RENAISSANCE: Spielvogel pp. 326-349 (See Essay 6)

Prepare to answer multiple-choice questions from these objectives: *1. story in Dante’s Divine Comedy, in Boccaccio’s The Decameron, in Chaucer’s The Canterbury Tales, and in Pizan’s The Book of the City of Ladies *2. ways that Giotto made sacred figures seem more human *3. changes in urban regulations as a result of the Black Death *4. impact of the clock and of gunpowder 5. characteristics of the Italian Renaissance *6. attributes of a perfect courtier according to Castiglione’s The Book of the Courtier *7. way Renaissance ambassadors differed from those of the Middle Ages 8. ideas in Niccolo Machiavelli’s The Prince

8 Goal G. TO UNDERSTAND THE INTELLECTUAL RENAISSANCE IN ITALY: Spielvogel pp. 349-362

*1. subjects which we call the humanities *2. way Petrarch characterized the Middle Ages *3. focus of Marsilio Ficino *4. assumption about human potential of Giovanni Pico della Mirandola *5. purpose of a liberal education *6. significance of Francesco Guicciardini’s History of Italy and History of Florence *7. consequences of development of printing *8. two directions of an experimental trend in the Renaissance style of painting *9. three artistic giants of the High Renaissance *10. staggering characteristic of Jan van Eyck’s Giovanni Arnolfini and His Bride

Goal H. USE EVALUATION, ANALYSIS, SYNTHESIS, AND INSIGHT TO INTERPRET THE DEVELOPMENTS IN UNIT THREE

2. Discuss three characteristics of the military relationship between lords and vassals, and/or the economic relationship between lords and peasants. (See pages 228-234)

3. Discuss three of the most important agricultural and/or urban developments in the High Middle Ages. (See pages 244-247, 251-259)

4. Examine three characteristics of medieval universities and student life. (See pages 259-262)

5. Explain three reasons England and France developed the first centralized states. (See pages 271-277, 308-319)

6. Survey five Renaissance attitudes recognizable in modern America.

Unit 3 Related Videos

Video PQ2601.N67B413 1980z Beckett (movie) Video PS3513.033L5 1986 The Lion in Winter (movie) Video RC178 .E85 B56 1997 Black Death Video G370 .P72 M37 1995 Marco Polo Video NA7745.C37 1988 Castle Video N6923.B9M53 1986 Michelangelo Video DS22.G46 1995 Genghis Khan: Terror and Video N6923 .B9 M52 1994 Michelangelo: Artist and Conquest Man Video DC103 .J63 1999 Joan of Arc (movie) Video DC774 .N7 N68 1996 Notre Dame: Witness to Video DC103 .J638 1998 Joan of Arc: Virgin Warrior History Video E105 .L45 1995 Leif Ericson: Voyages of a Video PR2821.A23 1985 Richard III Viking Video HQ1143.W66 1980z Women in Medieval Video ND623 .L5 L468 1997 Leonardo da Vinci: Renaissance Euro Renaissance Master

9 UNIT 4 – EARLY MODERN EUROPE 1460-1650: Spielvogel pp. 362-508

Goal A. TO UNDERSTAND STATE AND CHURCH IN EARLY MODERN EUROPE TO 1500: Spielvogel pp. 362-372

1. political developments in Europe between 1460 and 1500 *2. techniques used by Henry VII to weaken the nobility *3. the major step in unifying the Iberian kingdoms 4. Mongol influences on Russian history 5. policies of Ivan III (The Great) *6. Ottoman leader who captured Constantinople in 1453 *7. arguments of John Wyclif *8. Bohemian reformer burned at the stake at the Council of Constance in 1415 *9. provision of Excrabilis in 1460 *10. technique used by the “Renaissance papacy” to promote the interest of its family

Goal B. TO UNDERSTAND THE NORTHERN RENAISSANCE, LUTHER, ZWINGLI AND THE ANABAPTISTS: Spielvogel pp. 373-389

1. achievement of Johann Reuchlin *2. focus in Erasmus’s Praise of Folly *3. characteristics of More’s Utopia 4. developments in Luther's life 5. doctrines of Luther *6. provision of the Peace of Augsburg in 1555 7. ideas of Ulrich Zwingli 8. beliefs of the Anabaptists *9. practices of the Munster Anabaptists

Goal C. TO UNDERSTAND THE ENGLISH REFORMATION, CALVIN AND THE CATHOLIC REFORMATION TO 1610: Spielvogel pp. 389-409 (See Essay 2)

1. general characteristics from 1509-1560 *2. provision of the Act of Supremacy, and of the Treason Act 3. contributions of Calvin to American ideas *4. major activities of the Jesuits *5. doctrinal decrees of the Council of Trent 6. destabilizing factors between 1560-1610 *7. emphasis of the politiques *8. provisions of the Edict of Nantes *9. methods Philip II of Spain used to consolidate and secure his lands *10. three general developments during Queen Elizabeth’s reign

10 Goal D. TO UNDERSTAND DISCOVERY AND EXPANSION OUTSIDE OF EUROPE: Spielvogel pp. 410-442 (See Essay 3)

*1. motivations for Renaissance European expansion *2. conditions making the voyages possible *3. significance of Prince Henry the Navigator *4. achievement of Bartholomeu Dias and of Vasco da Gama *5. significance of Vasco Nunez de Balboa, and of Ferdinand Magellan *6. significance of Hernan Cortes, and of Francisco Pizarro *7. achievement of Bartolome de las Casas *8. effects of the slave trade

Goal E. TO UNDERSTAND THREATS TO EUROPEAN STABILITY BETWEEN 1610 AND 1648: Spielvogel pp. 443-451,458-461, 463-472 (See Essays 4)

1. changes between 1610-1649 *2. contributing factors for the witchcraft craze *3. the correct sequence of the four phases of the Thirty Years’ War *4. provisions of the Edict of Restitution 1629 5. provisions of the Treaty of Westphalia *6. policies of Richelieu *7. conclusion in France after the Frondes about the best hope for stability 8. results of the Time of Troubles *9. limitations on the king in the Petition of Right 1628 *10. parliamentary reforms made in 1640-1641

Goal F. TO UNDERSTAND NEW DEVELOPMENTS IN SCIENCE: Spielvogel pp. 483-499 (See Essay 5)

1. reasons for new scientific ideas in the 16th and 17th centuries *2. argument of Nicolaus Copernicus *3. contribution of Tycho Brahe *4. conclusion of each of Johannes Kepler’s first two laws 5. contributions of Galileo to the philosophical and scientific changes *6. reasons the Dialogue on the Two Chief World Systems: Ptolemaic and Copernican was threatening to the church *7. cause of disease according to Paracelsus *8. significance of Andreas Vesalius *9. contribution of William Harvey

11 Goal G. TO UNDERSTAND THE FLOWERING OF CULTURE AND THE INTELLECTUAL REVOLUTION: Spielvogel pp. 475-482,499-508 (See Essay 6)

*1. method of Mannerism *2. strategies of the Baroque style *3. contributions of Gian Lorenzo Bernini *4. incredible insight of Shakespeare *5. the one fact that Descartes could not doubt *6. principle deducted by Descartes *7. method of Francis Bacon 8. intellectual solutions developed during the "century of crisis" 9. emphasis of Michel de Montaigne

Goal H. USE EVALUATION, ANALYSIS, SYNTHESIS, AND INSIGHT TO INTERPRET THE DEVELOPMENTS IN UNIT FOUR

2. Examine three long-term consequences of the Protestant and Catholic Reformations.

3. Discuss three major consequences of the encounters between Europe and the rest of the world.

4. Discuss three insights you have gained as a result of studying political developments in Europe between 1509 and 1649.

5. Develop three long-term contributions of the Scientific Revolution. 6. Examine three solutions which the Europeans developed to cope with the political, scientific and intellectual challenges of the late 16th and 17th centuries.

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