1. Societies in Transition: Europe, 1400-1700 IB World History Unit 1

2. Graded Stuff Test (50): European Geography, Survey of Western History to 1300, Renaissance Test (50): European Geography, Survey of Western History to 1300, Renaissance Paper 2 Exam (100): Compare/Contrast on Societies in Transition, Europe 1400-1700 Paper 2 Exam (100): Compare/Contrast on Societies in Transition, Europe 1400-1700

3. Proper Format for In-Class Writing Being Turned In [Name][Assignment] P[#] [date] [Essay Short Title]

4. Proper Format for Outside- Class Writing Being Turned In [Name][Assignment] P[#] [date] [Essay Title] Typed Double-spaced 1” margins A standard font Font size 11 or 12

5. 8/19: Welcome; Scope of the Course Attendance Introduction PPT: Scope of the Course Read Launius, “What Are Turning Points in History, and What Were They for the Space Age?,” pgs 19-27 Begin reading Palmer, chapter 1, in preparation for classwork next Block Day

6. Homework Read Launius, “What Are Turning Points in History, and What Were They for the Space Age?,” pgs 19-27 Read Launius, “What Are Turning Points in History, and What Were They for the Space Age?,” pgs 19-27 – Consider the author’s arguments regarding turning points in preparation for discussion on Monday – How would you order the list on pg 26? Alternately, what changes would you make (substitutions allowed, but the list cannot grow longer than 25 items)? Begin reading Palmer, chapter 1, in preparation for classwork next Block Day Begin reading Palmer, chapter 1, in preparation for classwork next Block Day

7. 8/22: Turning Points Seating Chart Partner Meet n’ Greet Partners: List of Turning Points D: Lists of Turning Points Read Palmer, “Geography and History,” pgs 1-8 Read group-assigned Section in Palmer, ch1

8. Partner Meet-n-Greet Label your index cards 1-3 Label your index cards 1-3 On card 1, write three questions you want to ask of the person sitting next you On card 1, write three questions you want to ask of the person sitting next you On the back of card 1, take notes on your partner’s responses to your questions On the back of card 1, take notes on your partner’s responses to your questions Follow the teacher’s instructions regarding cards 2-3 Follow the teacher’s instructions regarding cards 2-3 Retain these cards – especially card 3 – as you’ll need them on the Block Day Retain these cards – especially card 3 – as you’ll need them on the Block Day

9. Partners: Lists of Turning Points Discuss the list of 25 “turning points” of the 20 th century (found on the penultimate page of the reader) with your partner. Discuss the list of 25 “turning points” of the 20 th century (found on the penultimate page of the reader) with your partner. – Use the assignment sheet to help guide your discussion You don’t need to re-write the list, but do jot down the main points from your discussion – what you re-ordered/changed/added, etc. You don’t need to re-write the list, but do jot down the main points from your discussion – what you re-ordered/changed/added, etc.

10. Group Assignment and Homework Your 4-person group will be assigned one of the following sections from Palmer, Chapter 1: Your 4-person group will be assigned one of the following sections from Palmer, Chapter 1: – – All: “Rise of Europe” intro, pgs 9-10 – – Ancient Times, Greece, Rome, and Christianity, pgs 10-18 – – The Early Middle Ages: the Formation of Europe, pgs 18-28 – – The High Middle Ages: Secular Civilization, pgs 28-37 – – The High Middle Ages: The Church, pgs 37-48 By the Block day, develop a list of 10 turning points from your assigned section for discussion in class, along with arguments supporting both status as a turning point and position on the list By the Block day, develop a list of 10 turning points from your assigned section for discussion in class, along with arguments supporting both status as a turning point and position on the list By Friday, you are to have read all of Palmer, Chapter 1 By Friday, you are to have read all of Palmer, Chapter 1

11. 8/23: European Physical Geography (skill) PPT: European Physical Geography Develop list of 10 turning points from your group’s reader Section Have all of Palmer, ch1 read by Friday

12. European Physical Geography Fill out the map of the physical features of Europe as we go through the powerpoint Fill out the map of the physical features of Europe as we go through the powerpoint On the reverse is an outline map showing the political boundaries of contemporary Europe; this should be completed at your leisure On the reverse is an outline map showing the political boundaries of contemporary Europe; this should be completed at your leisure These won’t be turned in, but you will be responsible for the information they contain These won’t be turned in, but you will be responsible for the information they contain

13. HW: Palmer Ch1 Reader Your 4-person group has been assigned one of the following sections from Palmer, Chapter 1: Your 4-person group has been assigned one of the following sections from Palmer, Chapter 1: – – All: “Rise of Europe” intro, pgs 9-10 – – Ancient Times, Greece, Rome, and Christianity, pgs 10-18 – – The Early Middle Ages: the Formation of Europe, pgs 18-28 – – The High Middle Ages: Secular Civilization, pgs 28-37 – – The High Middle Ages: The Church, pgs 37-48 By the Block day, develop a list of 10 turning points from your assigned section for discussion in class, along with arguments supporting both status as a turning point and position on the list By the Block day, develop a list of 10 turning points from your assigned section for discussion in class, along with arguments supporting both status as a turning point and position on the list By Friday, you are to have read all of Palmer, Chapter 1 By Friday, you are to have read all of Palmer, Chapter 1

14. 8/24-25: Turning Points in the Eras of World History Partner Discussion Small Group Introductions Small Group Discussion Large Group Introductions Large Group Discussion Ensure you have read all of Palmer, ch1

15. Turning Points in the Eras of World History - Partners Discuss with your partner the lists you assembled regarding your readings Discuss with your partner the lists you assembled regarding your readings – Ask critical questions, but you’re not trying to make a convert – You don’t need to come up with a combined list – You’ll have 10 minutes for this discussion – At the end of this time, you’ll arrange your desks to work in 4-person groups

16. Turning Points in the Eras of World History –- Small Groups Dig out the headlines you wrote on Monday, and introduce your partner to the group. Dig out the headlines you wrote on Monday, and introduce your partner to the group. – Take a little time for small talk and getting to know one another – these will be your colleagues on small group tasks for the foreseeable future Working as a group, develop a list of 10 turning points from your assigned reading, ranked in order of importance Working as a group, develop a list of 10 turning points from your assigned reading, ranked in order of importance – Figure out who is the oldest person in your group; that person will facilitate the discussion – You’ll have 30 minutes to develop your group’s list, along with the arguments to support it We’ll arrange the room to work in large groups, then take a 5-minute break We’ll arrange the room to work in large groups, then take a 5-minute break

17. Turning Points in the Eras of World History –- Large Groups Dig out the headlines you wrote on Monday, and introduce your partner to the group. Dig out the headlines you wrote on Monday, and introduce your partner to the group. – Take a little time for small talk and getting to know one another – these will be your colleagues on large group tasks for the foreseeable future Working as a group, develop a list of 10 turning points from your assigned reading, ranked in order of importance Working as a group, develop a list of 10 turning points from your assigned reading, ranked in order of importance – Figure out who is the oldest person in your group; that person will facilitate the discussion – This list should be written on butcher paper, in lettering suitable for reading from the board – You’ll have 30 minutes to develop your group’s list, along with the arguments to support it Turn in your large group’s butcher-paper list at the end of the period Turn in your large group’s butcher-paper list at the end of the period

18. HW: Finish Palmer, Ch1 Ensure that you’ve read all of Palmer, Ch1, so that you’ll be able to give effective input as your class debates the 10 biggest turning points in history prior to 1300 CE Ensure that you’ve read all of Palmer, Ch1, so that you’ll be able to give effective input as your class debates the 10 biggest turning points in history prior to 1300 CE

19. 8/26: Turning Points in World History to 1300 CE Class Activity: 10 Biggest Turning Points, Pre-1300 Read Nelson, “5 Contributions of the Middle Ages” Read Palmer, c2, pgs 49-55 (end of page) by Tuesday

20. 10 Biggest Turning Points, Pre-1300 The four group facilitators from the large group activities will lead a class discussion to determine which 10 of the 40 significant turning points from your reader section are the most significant of all The four group facilitators from the large group activities will lead a class discussion to determine which 10 of the 40 significant turning points from your reader section are the most significant of all

21. HW: Read Nelson, “5 Contributions of the Middle Ages”” As you read this article by a Professor Emeritus of Medieval History, consider: As you read this article by a Professor Emeritus of Medieval History, consider: Why does the author link the idea of “useful” history to Socrates’ dictum about knowing oneself? Why does the author link the idea of “useful” history to Socrates’ dictum about knowing oneself? Assuming you buy into Nelson’s basic argument, which of the contributions he lists do you think has been the most important in your life? Assuming you buy into Nelson’s basic argument, which of the contributions he lists do you think has been the most important in your life? Would you choose a different one as most important if the question were about its impact on the history of the country, as opposed to just yourself? Would you choose a different one as most important if the question were about its impact on the history of the country, as opposed to just yourself? If you find Nelson’s arguments unconvincing and/or don’t believe any of his listed contributions rise to a level worthy of your support, that’s okay – just be prepared to explain where it is that the professor’s analysis went wrong If you find Nelson’s arguments unconvincing and/or don’t believe any of his listed contributions rise to a level worthy of your support, that’s okay – just be prepared to explain where it is that the professor’s analysis went wrong

22. HW: Read Palmer, c2, pgs 49-55 (end of page) by Tuesday, 8/30 To what extent do you agree with Palmer’s arguments regarding the secularization of society? To what extent do you agree with Palmer’s arguments regarding the secularization of society? What were some of the societal impacts of the Black Death? What were some of the societal impacts of the Black Death? What were the Babylonian Captivity and the Great Schism, and what effect did they have on people’s view of the Church? What were the Babylonian Captivity and the Great Schism, and what effect did they have on people’s view of the Church? Why were the ideas of the Lollards, Huss, and Wycliff considered heresies by the Church? Why were the ideas of the Lollards, Huss, and Wycliff considered heresies by the Church? What were the results of the conflict between the popes and the conciliar movement? What were the results of the conflict between the popes and the conciliar movement?

23. 8/29: 5 Contributions of the Middle Ages D: Turning Points D: Nelson’s Thesis Here I Stand Read Palmer, c2, pgs 49-55 (end of page)

24. Discussions: Turning Points & Nelson’s Thesis First, a quick look at the lists the different classes assembled First, a quick look at the lists the different classes assembled Then, a volunteer will approach the board and record what less-voluntary students have to say about the thesis expressed in the “Five Contributions of the Middle Ages” article Then, a volunteer will approach the board and record what less-voluntary students have to say about the thesis expressed in the “Five Contributions of the Middle Ages” article

25. How You Guys Listed Turning Points Period 3 1.Writing/historical record 2.Rise/spread of Christianity 3.Plato & Socrates 4.Rise of Roman Empire 5.Rise of Islam 6.Agricultural advancements 7.Long-distance trade 8.Fall of Rome 9.Rise & fall of Charlemagne 10.Rise of parliaments Period 8 Greek contributions Fall of Rome Arabic numerals Feudalism Romans adopt Christianity Charlemagne Creation of the Holy Roman Empire Agricultural improvements Crusades Trade Christianity Christianity Islam Islam Greek ideals Greek ideals Parliament Parliament Church & State Church & State Rome falls Rome falls Farming technology Farming technology Sunni/Shia split Sunni/Shia split Universities Universities Thomas Aquinas Thomas Aquinas Period 4

26. Here I Stand Once the class has defined Nelson’s main thesis in “Five Contributions,” the class will segregate into groups based on which of his five supporting arguments individual students believe to be the strongest Once the class has defined Nelson’s main thesis in “Five Contributions,” the class will segregate into groups based on which of his five supporting arguments individual students believe to be the strongest – Groups will have 5 minutes to identify the thesis of the supporting argument and two pieces of evidence upon which Nelson builds this argument Individual students (some volunteers, some not so much) will Take A Stand on the “soapbox,” state the thesis of their group’s supporting argument, and proudly proclaim the rightness of his/her cause and give one piece of evidence from the article in its support Individual students (some volunteers, some not so much) will Take A Stand on the “soapbox,” state the thesis of their group’s supporting argument, and proudly proclaim the rightness of his/her cause and give one piece of evidence from the article in its support – Members of other groups will write down the theses and evidence as they are presented Time permitting, we will re-assess Where You Stand by having groups re-assemble based on new hearings of the evidence Time permitting, we will re-assess Where You Stand by having groups re-assemble based on new hearings of the evidence

27. HW: Read Palmer, c2, pgs 49-55 (end of page) To what extent do you agree with Palmer’s arguments regarding the secularization of society? To what extent do you agree with Palmer’s arguments regarding the secularization of society? What were some of the societal impacts of the Black Death? What were some of the societal impacts of the Black Death? What were the Babylonian Captivity and the Great Schism, and what effect did they have on people’s view of the Church? What were the Babylonian Captivity and the Great Schism, and what effect did they have on people’s view of the Church? Why were the ideas of the Lollards, Huss, and Wycliff considered heresies by the Church? Why were the ideas of the Lollards, Huss, and Wycliff considered heresies by the Church? What were the results of the conflict between the popes and the conciliar movement? What were the results of the conflict between the popes and the conciliar movement?

28. 8/30: Worldviews and Documents L: Documents and Worldviews PPT: The Miserable 14 th Century Read Palmer, ch2, pgs 56-69 (The Renaissance Outside Italy)

29. Worldviews This week’s theme will be shifts in worldviews – the evolution, sometimes slow and sometimes rapid, of societal perspectives on life, the universe, and everything This week’s theme will be shifts in worldviews – the evolution, sometimes slow and sometimes rapid, of societal perspectives on life, the universe, and everything Yesterday we looked at how changing worldviews during the Middle Ages gave rise to some of the important philosophies and movements of later eras Yesterday we looked at how changing worldviews during the Middle Ages gave rise to some of the important philosophies and movements of later eras Today we’ll investigate the impact of a single century, and how intense trauma and stress across an entire society can cause massive changes in the ways people look at the universe and their own place in it Today we’ll investigate the impact of a single century, and how intense trauma and stress across an entire society can cause massive changes in the ways people look at the universe and their own place in it

30. ...and Documents The printing press was still 100 years in the future when the Black Death struck The printing press was still 100 years in the future when the Black Death struck – …which is to say that the wide(r)-spread literacy and exchange of ideas that followed the printing press was still even further off – Thus, the people of the 14 th century saw their world from a largely Medieval – which is to say, Church-defined – perspective – This means that the intellectual tools they had to give order to their lives and surroundings consisted of what the Church had provided them: Aristotelian science and the books and prophecies of the Bible Since the task in IB Paper One, Question 1, consists of identifying the meaning of documents, and since the 14 th century provides an excellent example of how a worldview can be shaped and expressed by a document, we’ll look at the calamities of the 1300s through the lens of the Book of Revelations Since the task in IB Paper One, Question 1, consists of identifying the meaning of documents, and since the 14 th century provides an excellent example of how a worldview can be shaped and expressed by a document, we’ll look at the calamities of the 1300s through the lens of the Book of Revelations

31. PPT: The Miserable 14 th Century As you take notes on the powerpoint: As you take notes on the powerpoint: Don’t write down every word on the screen – just the word being defined and enough info for you to be able to recall what it means Don’t write down every word on the screen – just the word being defined and enough info for you to be able to recall what it means The first slides contain definitions of Eschatology, Christian Eschatology, and the Book of Revelations The first slides contain definitions of Eschatology, Christian Eschatology, and the Book of Revelations After these initial slides, you should develop a format for notes on each of the Four Horseman. Include this info: After these initial slides, you should develop a format for notes on each of the Four Horseman. Include this info: – Color and symbolism of horseman – Single-word definition of what the Horseman represents – Evidence justifying why a person in the Middle Ages might have thought humanity was being ridden down by this particular Horseman (ie, how Revelations might have been interpreted by a person at the time)

32. Read Palmer, ch2, pgs 56-69 (The Renaissance Outside Italy) In what ways did the Renaissance represent a change in worldviews, and what stayed the same? In what ways did the Renaissance represent a change in worldviews, and what stayed the same? What conditions led to the Renaissance beginning when and where it did? What conditions led to the Renaissance beginning when and where it did? Who were some of the main figures involved in terms of politics, economics, and warfare? In terms of painting, sculpture, and science? Who were some of the main figures involved in terms of politics, economics, and warfare? In terms of painting, sculpture, and science? What ideas lay behind the Italians’ “new conception of man?” What ideas lay behind the Italians’ “new conception of man?” What was “humanism,” and who were some of its practitioners? What was “humanism,” and who were some of its practitioners? What the “Renaissance ideal?” What the “Renaissance ideal?” What are the main messages of Machiavelli’s The Prince? What are the main messages of Machiavelli’s The Prince?

33. 9/1-2: The Italian Renaissance PPT: A Rebirth, not a Reboot Read Brotton, “The Myth of the Renaissance in Europe”

34. PPT: A Rebirth, not a Reboot Set up your notes page as a table that will allow you to compare and contrast the Late Middle Ages with the Italian Renaissance Set up your notes page as a table that will allow you to compare and contrast the Late Middle Ages with the Italian Renaissance

35. Read Brotton, “The Myth of the Renaissance in Europe” If we consider Palmer to be a “traditional” historian, then Brotton would be a “revisionist” – someone whose interpretations “re-vision” earlier views or standard narratives. Read the article with this in mind. If we consider Palmer to be a “traditional” historian, then Brotton would be a “revisionist” – someone whose interpretations “re-vision” earlier views or standard narratives. Read the article with this in mind. Do the same thing with Brotton’s arguments that you did with Nelson’s (“5 Contributions”): Do the same thing with Brotton’s arguments that you did with Nelson’s (“5 Contributions”): – Identify his main thesis – Identify the thesis of each of his supporting arguments – Note two pieces of evidence he uses to back each of his supporting arguments Do not set yourself up to argument for or against Brotton in todo – rather, take each of his points in turn. You may well find that you agree with some of his ideas, but not with others Do not set yourself up to argument for or against Brotton in todo – rather, take each of his points in turn. You may well find that you agree with some of his ideas, but not with others

36. 9/2: Timed Writing Exercise Timed Writing Exercise Timed Writing Exercise Debrief/Scored Discussion Assign sections of Gilbert reader for Humanism discussion Read Palmer, ch2, pgs 69-77 (The Protestant Reformation) Read your assigned Section from Gilbert, Renaissance and Reformation, by next Block Day

37. Timed Writing Exercise & Debrief Students will participate in a Timed Writing Exercise based on this week’s readings and class activities Students will participate in a Timed Writing Exercise based on this week’s readings and class activities Students will then have an opportunity to share (voluntarily or otherwise) their writing as part of a classwide scored discussion Students will then have an opportunity to share (voluntarily or otherwise) their writing as part of a classwide scored discussion

38. Read Palmer, ch2, pgs 69-77 (The Protestant Reformation) In what ways did the Renaissance in the North differ from that in Italy? In what ways did the Renaissance in the North differ from that in Italy? Who were the Christian humanists, and what was their ideology? Who were the Christian humanists, and what was their ideology? In what ways might mysticism and lay religion have undermined faith in the Church, even if their practitioners weren’t seeking to rebel? In what ways might mysticism and lay religion have undermined faith in the Church, even if their practitioners weren’t seeking to rebel? Why does Palmer term Erasmus “the greatest of all the northern humanists?” Why does Palmer term Erasmus “the greatest of all the northern humanists?” In what ways did the “New Monarchs” lay the foundations for modern nation-states? In what ways did the “New Monarchs” lay the foundations for modern nation-states? Compare and contrast the governments of France and Spain in terms of their relationship with the Church. Compare and contrast the governments of France and Spain in terms of their relationship with the Church.

39. Read your assigned Section from Gilbert All students read “Invention of Printing” and “Northern Renaissance,” pgs 3-6 All students read “Invention of Printing” and “Northern Renaissance,” pgs 3-6 Four Groups: Four Groups: – Devotio Moderna & Mysticism – German Humanism – English Humanism – French Humanism – In addition, one student may volunteer to play Erasmus Readings come from Chapter 9 of Gilbert, William, Renaissance and Reformation. Lawrence, KS: Carrie, 1998 Readings come from Chapter 9 of Gilbert, William, Renaissance and Reformation. Lawrence, KS: Carrie, 1998 http://vlib.iue.it/carrie/texts/carrie_books/gilbert/ http://vlib.iue.it/carrie/texts/carrie_books/gilbert/

40. 9/6: The Northern Renaissance PPT: Similar but Different Renaissances Read your assigned Section from Gilbert, Renaissance and Reformation

41. PPT: Similar but Different Renaissances Set up your notes page as a table that will allow you to compare and contrast the Northern with the Italian Renaissance Set up your notes page as a table that will allow you to compare and contrast the Northern with the Italian Renaissance

42. Read your assigned Section from Gilbert All students read “Invention of Printing” and “Northern Renaissance,” pgs 3-6 All students read “Invention of Printing” and “Northern Renaissance,” pgs 3-6 A familiarity with the rest of the reader may prove valuable in the class discussion on the Block day A familiarity with the rest of the reader may prove valuable in the class discussion on the Block day Four Groups: Four Groups: – Devotio Moderna & Mysticism – German Humanism – English Humanism – French Humanism – In addition, one student may volunteer to play Erasmus Readings come from Chapter 9 of Gilbert, William, Renaissance and Reformation. Lawrence, KS: Carrie, 1998 Readings come from Chapter 9 of Gilbert, William, Renaissance and Reformation. Lawrence, KS: Carrie, 1998 http://vlib.iue.it/carrie/texts/carrie_books/gilbert/ http://vlib.iue.it/carrie/texts/carrie_books/gilbert/ http://vlib.iue.it/carrie/texts/carrie_books/gilbert/

43. 9/7-8: Humanism Roundtable; Test Review Humanism Roundtable (time permitting) Review for Euro History/Georgraphy & Renaissance Test Prepare for Test #1

44. Humanism Roundtable Groups will assemble by section from Gilbert to clarify their understanding of their movement and/or country’s particular take on Humanism Groups will assemble by section from Gilbert to clarify their understanding of their movement and/or country’s particular take on Humanism – You’ll have about 10 minutes for this review – The Erasmus character will use this time to script questions and otherwise prepare Erasmus will then emcee a discussion of the similarities and differences between humanists and between the Northern and Southern Renaissances in general Erasmus will then emcee a discussion of the similarities and differences between humanists and between the Northern and Southern Renaissances in general This learning takes precedence over review for a test that you’ve known about for weeks – convince me of your collective grasp of the material, and we’ll be able to move on to test review that much more quickly This learning takes precedence over review for a test that you’ve known about for weeks – convince me of your collective grasp of the material, and we’ll be able to move on to test review that much more quickly

45. Review for Test 1 (time permitting) 15 map-labeling questions on European country identification 15 map-labeling questions on European country identification 5 fill-in-the-blank questions about European physical geography 5 fill-in-the-blank questions about European physical geography 10 multiple-choice questions about European history prior to 1300 10 multiple-choice questions about European history prior to 1300 20 multiple-choice questions about European Societies in Transition, 1300-ca. 1600 20 multiple-choice questions about European Societies in Transition, 1300-ca. 1600

46. 9/9: Test 1 Test #1: European Physical and Political Geography, History to 1300, European Society, 1300-ca. 1600 Read Palmer, ch2, pgs 77-92 (end of page)

47. Test 1 15 map-labeling questions on European country identification 15 map-labeling questions on European country identification 5 fill-in-the-blank questions about European physical geography 5 fill-in-the-blank questions about European physical geography 10 multiple-choice questions about European history prior to 1300 10 multiple-choice questions about European history prior to 1300 20 multiple-choice questions about European Societies in Transition, 1300-ca. 1600 20 multiple-choice questions about European Societies in Transition, 1300-ca. 1600

48. Read Palmer, ch2, pgs 77-92 (end of page) What “three streams” contributed to the religious turmoil of the 16 th century? What “three streams” contributed to the religious turmoil of the 16 th century? Who was Martin Luther, what were his ideas, and how did he express them? Who was Martin Luther, what were his ideas, and how did he express them? Who was John Calvin, what were his ideas, and how did he express them? Who was John Calvin, what were his ideas, and how did he express them? How did the Reformation play out in England? How did the Reformation play out in England? What was the state of Christendom in Western Europe around 1560? What was the state of Christendom in Western Europe around 1560?