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WORLD HISTORY JULY, 2002 COURSE DESCRIPTION: This course offers a survey of history that examines topics ranging from the development of the worl9in the Middle Ages to the problems the world faces as it enters the 21st century. Major topics examined include the emergence of the "modem" world (1000-1500), the age of exploration (1450-1770), revolutions, ideologies, and technological change (1750-1914) and the 2Oth Century world (1900- present). Students will develop historical knowledge of major events and phenomena in world history. STATE STANDARDS MET: 1: Students will employ chronological concepts in analyzing historical phenomena [ Chronology ]. 4: Students will develop historical knowledge of major events and phenomena in world, United States, and Delaware history [Content]. UNIT I: THE MIDDLE AGES (A.D. 500-1500): 5 WEEKS The Middle Ages serve as a bridge between the ancient and the modem world. This unit examines the many problems faced by Europeans during this difficult period of war, plunder, and hardship. Furthermore, during the Middle Ages, Europeans slowly began the transformation that would ultimately result in the formation of modem Europe. OBJECTIVES: 1. Explain how did the political and economic system of feudalism affect Europeans during the Middle Ages. 2. Describe how the Roman Catholic Church contributed to the spread of Christianity throughout Europe during the Middle Ages. 3. Identify the factors that led to the emergence of European monarchies 4. Explain the problems faced by the Church at the end of the Middle Ages KEY TERMS: The Franks Feudalism fief Lord/Vassal homage manorialism chivalry serf sacraments lay investiture heresy excommunication common law grand jury bourgeoisie William the Conqueror Henry II Thomas Becket The Crusades the Seljuk Turks Pope Urban II guild 100 Years War Joan of Arc POSSIBLE SPECIAL PROJECTS: 1. Write a historical fiction narrative set in medieval Europe which combines actual. leaders and situations with fictitious characters. 2. MANY projects for this unit can be adapted easily from the following websites: The OnLine Medieval and Classical Library: http://sunsite.berkeley .edu/OMACL WWW Medieval Resources: http:/ /ebbs.english. vt.edu/medieval/medieval.ebbs.htm1 Images of Medieval Art and Architecture: http:/ /www l.pitt.edu/ ~medart/index.html SUPPLEMENTARY SOURCES/READINGS Tuchman, Barbara. A Distant Mirror: The Calamitous Fourteenth Centurv. POSSIBLE FILMS: Joan of Arc BecketUNIT II: RENAISSANCE, REFORMATION, & EXPLORATION (1350- 1600): 5 WEEKS The Renaissance and Reformation changed European culture and created powerful political alliances. Europeans set out on uncharted seas to explore the world as powerful monarchs competed for trade, influence, and territory. OBJECTIVES: 1. Explain how the Renaissance emphasized individualism and how the Protestant Reformation established new forms of Christianity 2. Understand how Europeans explored and colonized the Americas, Mrica, and Asia. KEY TERMS: humanism Machiavelli Michaelangelo Leonardo da Vinci Medici florence Gutenberg Erasmus Luther justification by faith indulgences Wittenberg Worms predestination Zwingli Calvin Anabaptists Henry VIII Council of Trent cartography circumnavigation Prince Henry Dias da Garna Columbus Magellan Cape of Good Hope conquistador triangular trade middle passage Cortes Pizarro Montezuma Hudson Cartier Cabot Aztecs Mayas Incas mercantilism bullion POSSIBLE SPECIAL PROJECTS: 1. Analyze Renaissance art and describe the differences between particular artists as well as from artwork from earlier time periods. 2. Construct a chart that compares medieval knowledge, attitudes, and styles with those that emerged during the Renaissance. Categories might include philosophy, literature, art, science, and religion. 3. MANY projects for this unit can be adapted easily from the following websites: Mariners' Museum: http:llwww .mariner .org/marinerl Renaissance Art Museum: http:llwww .oir .ucf .edu/wmlpaintl glolrenaissance Virtual Renaissance: http:llwww .district 125.kI2.il. us/Renaissance/GeneralFiles/Introduction. html POSSIBLE FILMS: Anne of a Thousand Days A Man For All Seasons The Sea Hawks 1492: Conquest of Paradise UNIT III: AGE OF MONARCHS (1500-1750): 4 WEEKS Individual monarchs built strong nation-states bent on national expansion which led Europe into an age of territorial disputes and wars. OBJECTIVES: 1. Trace the growing power of monarchs and the rise of strong nation-states in Europe from the 1500s to the 1700s. KEY TERMS: absolutism divine right armada inflation Philip II balance of power Tudor Dynasty Cardinal Richelieu Louis XIV (the Sun King) Versailles balance of trade import/export The Thirty Years' War Hapsburgs Hohenzollems Frederick I & II boyars serf Ivan IV Peter I Catherine II St. Petersburg monarchy POSSIBLE SPECIAL PROJECTS: 1. Students create large outline maps of Europe indicating the territorial possessions of the individual nations 2. Students write essays comparing/contrasting the characteristics of any two European monarchs (ex: Louis XIV and Peter I) UNIT IV: AGE OF REVOLUTION (1500-1830) 6 WEEKS The discoveries and writings of the Age of Revolution ignited a fuse of knowledge that exploded in a scientific revolution throughout Europe and political revolutions in England, the United States, and France. OBJECTIVES: 1. Explain how the Scientific Revolution changed the way people looked at their world and how the Enlightenment advanced new social and political ideas. 2. Compare the results of the English and American Revolutions. 3. Understand the different phases of the French Revolution and trace the ways in which that revolution and the Napoleonic period transformed Europe. TERMS: Hypothesis ellipses Copernicus Kepler Galileo Bacon Descartes Newton Vesalius Harvey Hooke Boyle natural law Hobbes Locke philosophe salon Enlightenment enlightened despot Montisquieu Voltaire Rousseau Adam Smith free trade laissez faire supply/demand market economy separation of powers Classicism estate tithe bourgeoisie Louis XVI Marie Antoinette Versailles the Bastille Radical sans culottes Estates General National Assembly Great Fear Coup d'etat Napoleon Bonaparte Reactionary Political spectrum Danton Robespierre Marat Reign of Terror Jacobins Girondists dictatorship Napoleonic Code Duke of Wellington Waterloo Horatio Nelson Trafalgar Metternich Congress of Vienna POSSIBLE SPECIAL PROJECTS: 1. Create a newspaper that chronicles the American or English Revolution. The paper should have three main sections: Causes of the Revolution; Events of the Revolution; Effects of the Revolution. 2. Produce a "television documentary" of the French Revolution. 3. MANY projects for this unit can be adapted easily from the following websites: .Life in the American Colonies: http:11 grid.let.rug.n1/ ",welling/usa/revolution.html .The Enlightenment: http:llmistra1.culture.fr/lumiere/documents/files/imaginary _exhibition.html POSSIBLE FILMS: A Tale of Two Cities Napoleon (PBS Documentary ) UNIT V: INDUSTRIAL REVOLUTION (1750-1914): 3 WEEKS Political developments and unparalleled economic growth enabled western nations to dominate many areas of the world. OBJECTIVES: 1. Understand the technological innovations and new economic developments of the Industrial Revolution. 2. Trace new political, economic, and scientific ideas and the growth of popular culture. KEY TERMS Industrial Revolution industrialization Charles Dickens capital entrepreneur factory system enclosure movement James Hargreaves Richard Arkwright Edmund Cartwright Eli Whitney James Watt Henry Bessemer George Stevenson Richard Trevithick Samuel Morse Marconi Alexander Graham Bell Thomas Edison Wright Brothers interchangeable parts division of labor labor union collective bargain utilitarianism socialism communism proletariat David Ricardo John Stuart Mill Robert Owen Karl Marx Freidrich Engels POSSIBLE SPECIAL PROJECTS: 1. Groups of students should write/present a play that shows the changes that occurred in the lives of individuals as a result of industrialization. UNIT VI: REACTION, NATIONALISM, AND IMPERIALISM (1815- 1914): 3 WEEKS 1. Describe the revolutionary and reform that reshaped the politics of Europe and the Americas in the l800s. 2. Explain how the nationalists unified Italy and Germany and challenged the autocracy in Russia and Austria-Hungary . 3. Discuss the effects of European and United States imperialism in Asia, Africa, and Latin America. TERMS: nationalism nation-state diplomacy Giuseppe Mazzani Victor Emmanuel II Cavour Garibaldi realpolitik kaiser chancellor Bismarck Franco-Prussian War Seven Weeks' War militarism autocracy czar Russification pogrom soviet duma menesheviks bolsheviks Lenin Francis Joseph jingoism imperialism colony protectorate sphere of influence Cecil Rhodes Stanley & Livingstone Kipling Afrikaners Boers African National Congress sepoy Raj Sun Yat-Sen opium war open door policy Boxer Rebellion Matthew Perry Mutsuhhito Meiji Russo-Japanese War westernization UNIT VII: THE RUSSIAN REVOLUTION AND THE RISE OF COMMUNISM (1917-PRESENT): 4 WEEKS The emergence of communism was a major event in the 2Oth century .This unit examines the effects of communism on the people which lived under the system as well as on the those who opposed it. OBJECTIVES: 1. Examine the factors that led to rise/spread of communism. 2. Explain how the policies of communist leaders affected the citizenry . 3. Analyze the factors that led to the collapse of communism. TERMS: czar Czar Nicholas II Lenin St. Petersburg Bolshevik Revolution
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  • 1 in Search of Robert Lovell: Poet and Pantisocrat I. Introduction 'At The

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  • French Nationalism and Joan of Arc the Use of the Cult of Joan of Arc in France Between 1871-1926

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  • The Intersection Between Nationalism and Religion in The

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    Bibliography for French Reading: ACCP French III Reviews’ authors noted with full name and date of graduation from St. Pius X High School, Kansas City, Missouri. Reviews by Ron E. Scrogham noted as (RES) (Most read.) ​ ​ Adams, Jeremy Joan Of Arc: Her Story, New York: St. Martins Press, 1998. 264 pp. ​ ​ Adams doesn’t waste time lunging into the story of Joan the Maid-La Pucelle-, which begins with ​ ​ Joan making progress to crown the “Dauphin” Charles VII. Along with prayer and her divine guidance she wins many battles in the Hundred Years War, including the siege in Orleans, to help reclaim the Homeland for France from England. Despite her valiant efforts and success, Charles VII hesitated to listen to Joan in establishing dominance over Paris, and listened to his own advisers who disliked Joan. She remained inactive, until she was granted a small mission in Paris where she was captured, judged for heresy, and burned at the steak. Twenty-five years later, Pope Callixtus III reexamined the trial, and stated Joan was innocent, where she was named a martyr, and later a saint. Joan’s death had a major impact in France, by increasing English activity. Later though, military officials that fought with Joan lead French forces to claim initiative in both military and diplomacy in 1435, by having success in battle more than failure. (Jordan [Jacques] Wight, 2012) Anderson, James. Daily Life during the French Revolution. Greenwood Press, 2007. 296 pp. ​ ​ The book written by James Anderson is about the daily life before, during, and after the French Revolution.
  • Robert Southey John Spalding Gatton University of Kentucky

    Robert Southey John Spalding Gatton University of Kentucky

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  • Significant Modern Interpretations of Joan of Arc

    Significant Modern Interpretations of Joan of Arc

    University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 1-1948 Significant modern interpretations of Joan of Arc. Virginia Quarrier Wynn University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the English Language and Literature Commons Recommended Citation Wynn, Virginia Quarrier, "Significant modern interpretations of Joan of Arc." (1948). Electronic Theses and Dissertations. Paper 2193. https://doi.org/10.18297/etd/2193 This Master's Thesis is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. UNIVERSITY OF IDUISVILLE SIGNIFICANT MODERN INTERPRETATIONS OF JOAN OF ARC . (J \ r I ( I"~ r '\ A ms.enation Submitted to the Facul.t:r Of the Graduate School of the Uniyersit:r of Louisville In Partial. Fulfillment of the Reql,l1rell8nts for the Degree Of Kaster of Arts ( DepartJEnt of English '/ Virginia Quarrier W:rnn ' .. \ ! J , Year 1948 This PDF document is a scanned copy of a paper manuscript housed in the University of Louisville (UofL) Libraries. The quality of this reproduction is greatly dependent upon the condition of the original paper copy. Indistinct print and poor quality illustrations are a direct reflection of the quality of materials that are available for scanning. The UofL Libraries greatly appreciates any better copies that can be made available for replacement scans.
  • Robert Southey: Poetical Works 1793-1810; Thalaba the Destroyer

    Robert Southey: Poetical Works 1793-1810; Thalaba the Destroyer

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  • Lord Byron and the Cosmopolitan Imagination, 1795-1824

    Lord Byron and the Cosmopolitan Imagination, 1795-1824

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  • Robert Southey: Entire Man of Letters

    Robert Southey: Entire Man of Letters

    W. A. Speck. Robert Southey: Entire Man of Letters. New Haven: Yale University Press, 2006. xx + 305 pp. $45.00, cloth, ISBN 978-0-300-11681-6. Reviewed by Timothy Jenks (Department of History, East Carolina University) Published on H-Albion (May, 2007) An updated biography of Robert Southey has ans today is integrally related to the causes of his long been overdue. Arguably it takes a biographer languishing reputation as a poet. Enthusiasm for to make sense of Southey's life--so idiosyncratic it Southey's poetry has waned precisely because that sometimes seems. Southey was most famous as the verse was so deeply engaged with the contempo‐ "Jacobin poet" of the 1790s who became the conser‐ rary politics of his day. Most of Southey's epic po‐ vative tribune of the 1810s. But that "apostasy" at ems were centrally constructed as political ana‐ least had a chronological logic. Less obviously he logues for his own time. What this means is that al‐ was both the Socinian who defended the estab‐ though his poetry may have gone out of fashion, lished Church of England, and the anti-Catholic op‐ his life and all his writings are immeasurably valu‐ ponent of Emancipation who admiringly chroni‐ able for the deep political engagement they reveal. cled the cultures and peoples of Iberia. Active in Born to a Bristol wine merchant in 1774, politics his whole adult life, he opposed parliamen‐ Southey entered Westminster School in 1788. There tary reform. But he voted for the first time in 1835, began the practices that would mark his entire at the age of sixty-one, courtesy of the 1832 Reform adult life: publication and involvement in political Act.