European History, Advanced,
American School of Marrakech, 2015-2016
Dr. VLADIMIR BROVKIN
Content: The main purpose of this course is to comprehend the causes of change in political organization, belief systems, culture, religion, arts and sciences and identities in Europe from the late Renaissance to the 21th Century. The focus is not on studying facts but in finding explanations for the rise of Renaissance and Reformation, Scientific Revolution, and the Age of Reason leading to Enlightenment and revolutions and a search for new identities in nationalism, socialism, imperialism and democracy. The devastating wars in 19th and 20th centuries are examined as outcomes of these trends, as well as a search for a new European identity and the development of the European Union.
Skills: The study of content facilitates learning of essential skills, such as seeing the “Big Picture” through the maze of small facts, identifying the main idea by relating it to supporting evidence, comparing/contrasting historical phenomena, reading maps and graphs, working in teams, taking notes, making oral presentations, finding sources, using Internet resources and writing essays. The ultimate objective is to develop students’ analytical thinking, capacity to draw conclusions and distinguish between various interpretations.
Outcomes: After successfully completing this course, students will have skills involving collection of evidence, building an argument and formulating new interpretations in an essay. They should be able to reach the AERO standards for 10th grade. The course is structured in order to reach those goals.
Assessment procedures and policies:
Class Work:
Every class shall begin with questions posed randomly to two students at the blackboard. Students are invited to pose questions, the instructor approves or disapproves of the posed questions and directs the question to a student at the blackboard. That way all students are involved in formulating the question and following on the ways it is answered. If the student at the board fails to answer the question, the instructor addresses the question to the class. There correct answers provide 99 point to the category of class work in the total list of assessment. In addition to questions, class work grade includes, evaluation of preparedness, class participation in discussion and intellectual vigor in formulating responses and ideas.
Note-Taking:
Students are required to take notes using Cornell system. Every class they must take notes on the proceedings and material presented by the instructor and the students making summaries and presentations.
Summaries and Presentations:
Students are required to prepare summaries on a particular topic from the text book and from on-line resources and present the content in class. Likewise students choose a topic for individual research presentation once a trimester on atopic which is not in the textbook and prepare a research based presentation in class.
Essay writing: Students are required to write at least two document based essays in a given trimester. As a group in class students read and discuss the historical document. The instructor explains the origin of the document and ways of its interpretation. Students are then invited to write a document based essay using the rubric criteria of assessment provided by the instructor. Students are required to submit the paper to their account in Turnitin.com.
Tests:
Students will take a test approximately every two weeks on the content of one or two units in the syllabus. The tests will usually combine multiple choice questions and regular questions.
Grades for all categories of activities are entered into Engrade.com. Students are encouraged to follow their performance on Engrade.
The overall grade for the trimester is composed of the following
Class work 10%
Note-taking 10%
Summaries 10%
Tests 30%
Presentation 20%
Essays 20%
Materials: Students shall use the text book, as one of the sources for learning. Equally important are materials distributed, discussed and provided by the instructor in class. Almost every class we shall use Internet resources, such as documents, videos and documentaries. Students are required to take notes on the content of those materials. The complete list of those resources will be too long. It includes biographies of American Presidents, letters, declarations, speeches, and other relevant materials.
Skills: The study of content facilitates learning of essential skills, such as seeing the “Big Picture” through the maze of small facts, identifying the main idea by relating it to supporting evidence, comparing/contrasting historical phenomena, reading maps and graphs, working in teams, taking notes, making oral presentations, finding sources, using Internet resources and writing essays. The ultimate objective is to develop students’ analytical thinking, capacity to draw conclusions and distinguish between various interpretations.
Outcomes: After successfully completing this course, students will have skills involving collection of evidence, building an argument and formulating new interpretations in an essay. They should be able to reach the AERO standards for 10th grade. The course is structured in order to reach those goals.
Assessment procedures and policies:
Class Work:
Every class shall begin with questions posed randomly to two students at the blackboard. Students are invited to pose questions, the instructor approves or disapproves of the posed questions and directs the question to a student at the blackboard. That way all students are involved in formulating the question and following on the ways it is answered. If the student at the board fails to answer the question, the instructor addresses the question to the class. There correct answers provide 99 point to the category of class work in the total list of assessment. In addition to questions, class work grade includes, evaluation of preparedness, class participation in discussion and intellectual vigor in formulating responses and ideas.
Note-Taking:
Students are required to take notes using Cornell system. Every class they must take notes on the proceedings and material presented by the instructor and the students making summaries and presentations.
Summaries and Presentations:
Students are required to prepare summaries on a particular topic from the text book and from on-line resources and present the content in class. Likewise students choose a topic for individual research presentation once a trimester on atopic which is not in the textbook and prepare a research based presentation in class.
Essay writing: Students are required to write at least two document based essays in a given trimester. As a group in class students read and discuss the historical document. The instructor explains the origin of the document and ways of its interpretation. Students are then invited to write a document based essay using the rubric criteria of assessment provided by the instructor. Students are required to submit the paper to their account in Turnitin.com.
Tests:
Students will take a test approximately every two weeks on the content of one or two units in the syllabus. The tests will usually combine multiple choice questions and regular questions.
Grades for all categories of activities are entered into Engrade.com. Students are encouraged to follow their performance on Engrade.
The overall grade for the trimester is composed of the following
Class work 10%
Note-taking 10%
Summaries 10%
Tests 30%
Presentation 20%
Essays 20%
Materials: Students shall use the text book, as one of the sources for learning. Equally important are materials distributed, discussed and provided by the instructor in class. Almost every class we shall use Internet resources, such as documents, videos and documentaries. Students are required to take notes on the content of those materials. The complete list of those resources will be too long. It includes biographies of American Presidents, letters, declarations, speeches, and other relevant materials.
Required Reading: The textbooks:
Judith G. Coffin Robert Stacey, Western Civilization vol.2. New York, London Norton
· Internet Modern History Sourcebook. Fordham University. The Sourcebook is a collection of public domain and copy-permitted texts for introductory level classes in modern European and World history. Unless otherwise indicated the specific electronic form of the document is copyright. Permission is granted for electronic copying, distribution in print form for educational purposes and personal use. If you do reduplicate the document, indicate the source. No permission is granted for commercial use of the Sourcebook.
· Les Grande Peintres Le portail n°1 sur les plus grands maîtres de la peinture - Histoire de l’art - Art et Culture - Ressources éducatives - Musée virtuel - Du XVème au XXème siècle http://www.grandspeintres.com/
· Eurodocs: European Union database of documents: On Line Sources for European Documents: http://eudocs.lib.byu.edu/index.php/Main_Page These links connect to European primary historical documents that are transcribed, reproduced in facsimile, or translated. They shed light on key historical happenings within the respective countries and within the broadest sense of political, economic, social and cultural history. The order of documents is chronological wherever possible. These open access sources are readily available to all -- without fees or subscriptions
Judith G. Coffin Robert Stacey, Western Civilization vol.2. New York, London Norton
· Internet Modern History Sourcebook. Fordham University. The Sourcebook is a collection of public domain and copy-permitted texts for introductory level classes in modern European and World history. Unless otherwise indicated the specific electronic form of the document is copyright. Permission is granted for electronic copying, distribution in print form for educational purposes and personal use. If you do reduplicate the document, indicate the source. No permission is granted for commercial use of the Sourcebook.
· Les Grande Peintres Le portail n°1 sur les plus grands maîtres de la peinture - Histoire de l’art - Art et Culture - Ressources éducatives - Musée virtuel - Du XVème au XXème siècle http://www.grandspeintres.com/
· Eurodocs: European Union database of documents: On Line Sources for European Documents: http://eudocs.lib.byu.edu/index.php/Main_Page These links connect to European primary historical documents that are transcribed, reproduced in facsimile, or translated. They shed light on key historical happenings within the respective countries and within the broadest sense of political, economic, social and cultural history. The order of documents is chronological wherever possible. These open access sources are readily available to all -- without fees or subscriptions
Content, Weekly Topics and Readings:
Unit One: RENAISSANCE:
Economic political and cultural origins of Renaissance.
· Italians city states: republic, oligarchy, dictatorship (Florence, Sienna, Pisa, Venice, Milan and Papal Rome); Great patrons of art: rulers, Popes and merchants, the Medici clan.
· Fundamentals of new art: human body and soul, feeling, perspective, motherhood, beauty, God and Man; Botticelli, Giotto, Raphael, Michelangelo, Leonardo, Titian, Veronese.
Culture of Renaissance:
· shape of cities, dress, behavior codes, women’s roles, lifestyles, architecture;
Patriots, critics and rebels: Castiglione, Machiavelli, Savonarola.
· France, Spain and division of Italy: Charles V, the sacking of Rome and decline of Renaissance.
Questions for discussion: Papacy |Religion and Art in Renaissance Italy.
Essays: Compare and contrast “avid”| by |Michelangelo and Raphael’s Christ giving keys to St.Peter” in terms of their projection of Renaissance values.
Student presentation in class: The Music of Renaissance; The Medici clan: their politics, religion, patronage.
Debate two propositions: 1. Renaissance is a celebration of Man and Life and in that sense a rejection of obedience, subservience, chastity and poverty. i.e. the Christian values. Renaissance is a rebellion against Christianity.
2. Renaissance is a celebration of Humanity and Humanism, elevation of Human creativity and spirit in the name of Christian values of love, devotion and family which led to religious awakening and search for truth in the Scripture.
Textbook: Merriman, chap.2, Coffin and Stacey, chap.12
Primary Sources Reading:
· Niccolo Machiavelli: The Prince (1508), translated 1908, Literature Network On Line, http://www.online-literature.com/machiavelli/prince/ (1.02.2012)
· Francis Petrarch, “On the Nature of Poetry,” in: Familiar Letters, From James Harvey Robinson, ed. and trans. Petrarch: The First Modern Scholar and Man of Letters (New York: G.P. Putnam, 1898) Internet Modern History Sourcebook, http://history.hanover.edu/texts/petrarch/pet13.html (5.02.2012)
· Girolamo Savonarola: on his defense , see: Charles Spurgeon – “The Sword and the Trowel -April,” God Rules.net: http://www.godrules.net/library/spurgeon/NEW9spurgeon_b16.htm (5.02.2012)
Visual sources: paintings of major artists: Botticelli: Birth of Venice, Three Graces; Raphael: School of Athens; Michelangelo, Sistine Chapel murals; Leonardo Da Vinci: The Last Supper, in: Les Grande Peintres: http://www.grandspeintres.com/
Video Sources:
· PBS, The Medici, Godfathers of Renaissance, in: Cosmolearning, a free educational website for students and teachers http://www.cosmolearning.com/videos/the-medici-ep-1-birth-of-a-dynasty/ (6.02.2012)
· BBC, Leonardo Da Vinci (2003) Cosmolearning http://www.cosmolearning.com/documentaries/leonardo-da-vinci/
Unit Two: REFORMATION AND COUNTERREFORMATION:
Origins of Reformation:
· the schism of the 14th century, the Avignon Papacy, Yan Hus movement, ideas of Erasmus, the reform commission of Pope Alexander VI.
The Critics:
· Martin Luther, his life, ideas, accomplishments and failures: the 93 thesis, The Pope’s response, the Diet of Worms, Peasant War in Germany, the basic tenets of Lutheranism, the Peace of Augsburg.
· John Calvin: his teaching, his rule in Geneva and his followers in France, Low countries, Central Europe and Scotland.
· Zwingli, Anabaptists, Puritans and other Protestant communities and their values.
Reformation in England.
· Henry VIII and the Act of Supremacy, Elizabethan religious policy; Catholics and Protestants’ uneasy relationship in England, Scotland and |Ireland in the 16th century.
Catholic Counter-reformation,
· Council of Trent, Ignatius Loyola and militant Catholicism, anti-Semitism and Inquisition.
Questions for discussion: Why did Savonarola’s fiery speeches did not lead to Reformation and Martin Luther’s 93 theses did? Why was there no powerful reformation movement in Italy and Spain? Was English Reformation a royal act or a genuine popular movement?
Open ended essay topics:
· Discuss the attitude to state authority by various Protestant teachings and movements.
· Assess the ways in which women participated in Renaissance and Reformation:
Debate propositions: Reformation is a Reaction against Renaissance, a rebellion against the cult of human body, quest for luxury, joy, celebration and power.
Reformation is a continuation of Renaissance. It is an application of Reason to Religion in quest for morality, faith and order.
Student Research Presentations:
· The wives of Henry VIII of England;
· Women's dress from 15th to 17th centuries;
· The Jews in the Age of Reformation and Spanish Inquisition.
· I. Loyola and militant Catholicism:
Textbook: Merriman, chap3. Coffin and Stacey, chap.13
Primary Sources:
· John Calvin: The Institutes of Christian Religion (1541) in: Complete Works of John Calvin in: God Rules.net. http://www.godrules.net/library/calvin/calvin.htm (3.02. 2012)
· Martin Luther: Disputation of Doctor Martin Luther on the Power and Efficacy of Indulgences by Dr. Martin Luther (1517) Published in:Works of Martin Luther:
Adolph Spaeth, L.D. Reed, Henry Eyster Jacobs, et Al., Trans. & Eds. (Philadelphia: A. J. Holman Company, 1915), Vol.1, pp. 29-38 link in EuroDocs http://eudocs.lib.byu.edu/index.php/Main_Page to: http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html
· Documents on English Reformation and The Act of Supremacy (1564) in Eurodocs: http://eudocs.lib.byu.edu/index.php/Main_Page link to: http://www.thenagain.info/Classes/Sources/ActSupremacy.html (3.02.2012)
· The Council of Trent (1545), Hanover Historical Texts Project Scanned by Hanover College students in 1995. In Eurodocs, link: http://history.hanover.edu/texts/trent/ct01.html (4.02.2012)
Video Sources: PBS, Martin Luther, Reluctant Revolutionary, in Cosmolearning, a free educational website for students and teachers http://www.cosmolearning.com/videos/martin-luther-ep-2-reluctant-revolutionary/
UNIT THREE: THE WARS OF RELIGION
as a civil War in France:
· Catherine the Medici’s religious policy 1530 – 1572;
· the rise of Huguenot movement,
· economic geography of Calvinism,
· the escalation of the conflict, Royal house divided;
· the rise of Militant Catholic League,
· the Night of St. Bartholomew, and an all-out war under Henry III;
· the crisis of French Monarchy; Henry IV and the Edict of Nantes
as a war of national liberation: Netherlands, Belgium vs. Spain
· The Spanish Empire in the 16th century.
· The Hapsburg’s war aims in Low countries from Charles V to Phillip II;
· Re-imposition of Catholicism as a tool of national subjugation,
· William of Orange, the Protestants and the making of Dutch national identity.
· Armada, attack on England and collapse of great power status of Spain.
As a Pan-European War the 30 Years War:
· The Protestant League, the Hapsburgs Empire, the Hungarians, the Czechs, the Ottomans, the Swedes, the Danes and the French.
· Peace of Westphalia and the new system of International Relations.
Issues for discussion: Why was religious conflict in Germany settled by the Peace of Augsburg and in France led to a series of civil wars? Why did the Catholic League dare to challenge Royal power in France? What are the causes of Spain’s defeat?
Students Research presentations in class: Women in religious wars; Elizabethan Theater
Textbook: Merriman, chap.4, Coffin and Stacey, chap.14
Primary Sources Reading: Edict of Nantes, (1589) in: French-at-a-touch.com: http://french-at-a-touch.com/French_History/edict_of_nantes_[1589].htm (3.02.2012)
UNIT FOUR: The Rise of Absolutist state in the 17th Century: Kings, Nobilities and Merchants --the dynamics of a Relationship.
· Louis XIII and the rise of French cultural preeminence
· Louis XIV, Fronde and Versailles; how to keep aristocracy at bay
· James I and Charles I conflict with Parliament
· The English Civil War; Cromwell and Ireland; The Glorious Revolution; the Bill of Rights
· The Rise of Modern Russia – Peter I
· Constitutional Monarchy in Sweden and Karl XII
· The Rise and decline of Poland
· The siege of Vienna and decline of the Ottomans
· The decline of Habsburg Spain and the War of Spanish succession
Questions for discussion: Comparative power of Kings, Nobles and Church in France, England, Spain, Sweden, Russia and Ottoman Empire. Why do kings in some countries prevail over nobilities and in others they do not?
Student presentations in class: 1.Emergence of Ukraine; 2. The Ottomans’ siege of Vienna 1682; 3. Time of Troubles in Russia 1580-1612.
Open ended essay topics: One King, One Faith and One Law: Discuss how this formula played out in at least three of the following: France, England, Spain, Sweden, The Holy Roman Empire, Russia, Poland, Ottoman Empire, Kingdom of Sardinia or Kingdom of Naples from circa 1600 to 1700.
DBQ Essays:
· Compare the ideas on Kingship and Royal power of Jacques Bossuet and Thomas Hobbs.
· Compare the rise of the Catholic League in France in 16th century and to the rise of the Puritan movement in England in the 17th century.
Textbook: Merriman, chap.7, Coffin and Stacey, chap. 15.
DBQ Essay:
· The King and the Law: Magna Carta, The Petition of Right and Charles’s Response.
Primary Sources Reading:
· The Magna Carta 1215 Prepared by Nancy Troutman (The Cleveland Free-Net — aa345) Distributed by the Cybercasting Services Division of the National Public Telecomputing Network (NPTN). Permission is hereby given to download, reprint, and/or otherwise redistribute this file, provided appropriate point of origin credit is given to the preparer(s) and the National Public Telecomputing Network. http://www.marxists.org/history/england/early-history/magna-carta.htm (2 February 2012)
· The Petition of Right (1628) in Constitution society.org: Liberty Library of Constitutional Classics, http://www.constitution.org/eng/petright.htm (3.04.2. 2012)
· Charles’s I Response to Parliament (1629); http://michael-streich.suite101.com/charles-i-of-england-and-the-petition-of-right-a89921
· Thomas Hobbes, Leviathan, (extracts) (1651) Internet History Sourcebook, http://www.thenagain.info/Classes/Sources/Hobbes.html (4.02.2012)
· The election of Romanov as Russian Tsar: http://www.enotes.com/topic/Michael_of_Russia
Louis XIV: L’etat c’est moi. http://www.gigausa.com/gigaweb1/quotes2/quautlouisxivx001.htm
· Bishop Jacques Bossuet: Political Treatise on Kingship in J.H. Robinson, Readings in European History 2 vols. (Boston: Ginn, 1906), 2:1273-277. Scanned by Brian Cheek, Hanover College. November 12, 1995. In: http://history.hanover.edu/early/bossuet.htm (4.02.2012)
UNIT FIVE: The Scientific Revolution and the First Globalization Wave in the 17th Century.
The Atlantic triangle:
· Britain. Colonies and redefining geography of the world; The age of charter companies and Mercantilism. Netherlands and spice trade: Amsterdam, banking houses, culture, art Jews.
Indian Ocean trade: Portugal, Spain, Netherlands, Britain
Science:
· Kepler redefine the solar system;
· From Copernicus to Brahe
· Descartes and deductive reasoning;
· Newton’s synthesis
Questions for discussion: How did the understanding of the world and of ourselves change as a result of scientific discoveries?
DBQ essay topics: Analyze attitudes toward and responses to “the poor” in Europe between 1450 and 1700. (College Board collection of documents)
Student presentation in class:
· Baroque Art and Music;
· Newton;
· The Founding of St. Petersburg
Textbook: Merriman, chap.8, Coffin and Stacey, chap.16
Primary sources:
· Rene Descartes, Discourse on the Method of Rightly Conducting the Reason, and Seeking Truth in the Sciences, (1635) in: Marxists’ Internet Archive, http://www.marxists.org/reference/archive/descartes/1635/discourse-method.htm (2.03.2012).
· Documents on Slave trade: Elizabeth Donnan, editor, Documents Illustrative of the History of the Slave Trade to America, vol. IV, "The Border Colonies and the Southern Colonies" (Washington, DC: The Carnegie Institute of Washington, 1935). J. Jones collection in WCU course server: http://courses.wcupa.edu/jones/his311/notes/donnan.htm (4.02.2012)
· The Crime of Galileo: Indictment and Abjuration of 1633 in Modern History Sourcebook, http://www.fordham.edu/Halsall/mod/1630galileo.asp (4.02.2012)
· Isaac Newton: The Mathematical Principles of Natural Philosophy, Modern History Sourcebook http://www.fordham.edu/Halsall/mod/newton-princ.asp (4.02.2012)
Visual sources: Rembrandt http://www.bing.com/images/search?q=rembrant+&qpvt=rembrant+&FORM=IGRE
UNIT SIX: THE AGE OF ENLIGHTENMENT: FRANCE
· France as a cultural capital of Europe. The Age of Louis XVth, the Regency and the ascendancy of France
· The salons, the radiance of the French language, the theater;
· Madame de Pompadour, the court life, the morals and cultural practices
· Voltaire and political satire. Ridiculing the church, the superstition, the court life. Voltaire and new theater.
· Montesquieu and the Spirit of Laws.
· Diderot and the liberation of knowledge.
· Religion in the Age of Reason
· Rousseau redefines the role of a citizen, of government, of women, of parents and of social relations- a revolutionary break through.
Questions for discussion:
· Why France emerged as an intellectual and cultural center of Europe?
· Is Rousseau a rationalist or a sentimentalist?
· What is more important: his discovery of a feeling or of a social contract?
· What are the virtues that one finds in the writings of Voltaire?
Student presentation in class: Voltaire and Frederick the Great -- a troubled relationship.
Debate proposition: French Enlightenment was a rebellion not only against the Catholic church and autocratic despotism. It was an affirmation of Reason as a new God, a supreme justification for almost anything in the name of progress.
DBQ essay: Analyze laws and practices on religious toleration/persecution in 18th century Europe . (Documents: England, Ireland, France, Spain, Prussia, Austria, Sweden, Holland, Russia and the Ottoman empire.)
DBQ essay: Analyze laws and practices on freedom of the press in 18th century Europe . (Documents: England, Ireland, France, Spain, Prussia, Austria, Sweden, Holland and Russia.)
Debate the proposition: Jean Jack Rousseau: All men are born equal yet they are everywhere in chains.
Textbook: Merriman, chap.9, Coffin and Stacey, chap.17
Primary Sources Reading:
· Francois-Marie-Arouet Voltaire, Candide, (1759) The Literature Network On Line: http://www.literature.org/authors/voltaire/candide/ (3.02.2012)
· Charles Montesquieu: The Spirit of Laws (1572), based on edition published in 1914, G. Bell & Sons, Ltd., London, in Marxists’ Internet archive:
http://www.marxists.org/reference/subject/philosophy/works/fr/montesqu.htm (2.02.2012)
· Jean Jack Rousseau, The Social Contract (1762) in: Marxists’ Internet archive, http://www.marxists.org/reference/subject/economics/rousseau/social-contract/index.htm (2 .02.2012)
· Jean Jack Rousseau, The Creed of a Savoyard Priest, From Emile Source: Emile, (1755). Everyman Edition, 1911; in: Marxists’ Internet archive: http://www.marxists.org/reference/subject/economics/rousseau/emile/ch01.htm (4.02.2012)
· The Duchess of Orleans: Versailles Etiquette, 1704 in: Modern History Sourcebook, http://www.fordham.edu/halsall/mod/1704duchess.asp (4.02.2012)
UNIT SEVEN: THE AGE OF ENLIGHTENMENT: CENTRAL EUROPE AND RUSSIA
Enlightenment in Germany: the land of poets, thinkers and musicians.
· Germany as a cultural and economic space; commerce, city government and demographic, economic and social structure of German states.
Romantic reaction to reason:
· G. Lessing; Sturm and Drang movement: feeling, custom and nationality vs. reason. Weimar as a cultural capital: Goethe (Faust); Frederick Schiller (The Robbers), Herder: the rediscovery of Das Volk, Humboldt (education). I. Kant: The Critique of Pure Reason. German Music: From Bach and Mozart to Beethoven
Enlightened Monarchs:
· Frederick the Great and his circle, servant of the state, religious toleration, education, government structure, civil service.
· Maria Theresa, reforms in education, state administration, taxation,
· Joseph II – an impatient reformer, nobility, peasants, law.
· Gustavus III of Sweden: Constitutional Monarchy or Enlightened absolutism.
· Catherine II of Russia: bringing Europe to Russia; education, administration, charter to nobility, charter to cities, limits of reform imposed by nobility
Questions for discussion: Was it possible to introduce the principles of liberty, toleration, justice and self-rule within the confines of a Constitutional Monarchy? Consider and compare Gustavus III, Catherine II, Maria Theresa and Frederick the Great.
DBQ essays:
· Analyze and compare the intellectual values of the French philosophes and those of the German thinkers in the 18th century.
· Compare and contrast the philosophy of history of Voltaire and Immanuel Kant.
Open ended essay:
· Compare and contrast the economic and social development of Russia and that of the Netherlands in the period 1600-1725. (College Board Question)
Textbook: Merriman, chap.9, Coffin and Stacey, chap. 17
Primary Sources Reading:
· Gotthold Lessing, Nathan der Weise in: Project Gutenberg (October, 2005 [EBook #9186])in: Gutenberg Project on line http://www.gutenberg.org/ebooks/9186 (3.02.2012)
· Johann Wolfgang Von Goethe, Collection of poetry in: The Literature Network, http://www.online-literature.com/goethe/ (2.02.2012)
· Frederich Schiller , The Robbers (1789) Gutenberg Project on line: release date October 25, 2006 [EBook #6782] http://www.gutenberg.org/ebooks/6782
· Johann Herder, “Of the Changes in the Tastes of |Nations,” 1766, from: Johann Gottfried Herder. Another Philosophy of History and Selected Political Writings (pp. 101-103). Translated by I.D. Evrigenis and D. Pellerin, Hackett Publishing Company; in: Marxists’ Internet archive, http://www.marxists.org/archive/herder/1766/tastes.htm (3.04.2012)
· Frederick II, Essay on the Form of Government, From The Foundations of Germany, J. Ellis Barker, trans. (New York: E. P. Dutton, 1916), pp. 22-23. Internet History Sourcebook, http://www.fordham.edu/Halsall/mod/18fred2.asp (4.02.2012)
· Immanuel Kant, Critique of Pure Reason, in Project Gutenberg, Release Date: July, 2003 [Etext# 4280] http://www.gutenberg.org/catalog/world/readfile?fk_files=1455306 (3 .02 2012)
Audio sources: Listen to: Mozart, Bach, Beethoven
Video sources: the architecture of baroque.
· Potsdam: http://www.bing.com/videos/search?q=potsdam+san+souci&view=detail&mid=4A6CB47C1A74BFD01A0B4A6CB47C1A74BFD01A0B&first=0&FORM=LKVR9
· Schoenbrunn palace: http://www.bing.com/videos/search?q=schoenbrunn+palace&view=detail&mid=BF98D0558355E6F1D139BF98D0558355E6F1D139&first=0&FORM=LKVR11,
· Peterhof: http://www.bing.com/videos/search?q=peterhof&view=detail&mid=CFAA308547BF104B9F60CFAA308547BF104B9F60&first=0&FORM=LKVR5 –
UNIT EIGHT: THE AGE OF ENLIGHTENMENT: GREAT BRITAIN
· George II and George III: the king and the Parliament - an uneasy relationship.
· English political system: Lords, Commons, rotten boroughs, gentry, urban poor.
· The industrial revolution: the causes, the conditions, the consequences.
· The Tories and the Whigs, Sheridan and Burke
· The debate over transgressions in India.
· The debate over American Independence.
· John Lock: new government
· Adam Smith on new economy.
· Edward Gibbon on new understanding of history.
· William Blackstone on English law
· Samuel Johnson’s dictionary of the English language
Questions for discussion: Despite class divisions, corruption, rotten boroughs, feudal privileges of Lords and stubborn autocratic King why did England avoid a revolution?
Open ended essay topics: Compare and contrast the spirit of Enlightenment in England France and Germany.
DBQ essays:
· Analyze to what extent quest for knowledge led to the rejection of Religion among the educated elites in Europe. (Documents: Rousseau, Montesquieu, D’Alembert, Sheridan, Goethe, Frederick the Great, I. Kant.)
· Discuss the views on Human Nature of leading thinkers of the 18th century (Rousseau, Goethe, Schiller, Gibbon, Voltaire, Burke, Kant).
· Compare and Contrast the views on the idea of the Beauty, Taste and Civilization in the writings of Rousseau, Burke and Kant.
Students Research Presentation in class: Child labor in 18th century England
Textbook: Merriman, chap.10, Coffin and Stacey, chap.17
Primary Sources Reading:
· John Locke, Second Treatise on Civil Government, (1690) Marxists’ Internet archive: http://www.marxists.org/reference/subject/politics/locke/index.htm (4.02.2012)
· Adam Smith, The Wealth of Nations, (1776) Source: The Wealth of Nations, The Modern Library, Random House, Inc. 1937, in: Marxists’ Internet archive, http://www.marxists.org/reference/archive/smith-adam/works/wealth-of-nations/index.htm (4.02.2012)
· Edmund Burke, A PHILOSOPHICAL INQUIRY INTO THE ORIGIN OF OUR IDEAS OF THE SUBLIME AND BEAUTIFUL; WITH AN INTRODUCTORY DISCOURSE CONCERNING TASTE pp.67-263 in: vol.1 of The Works of Edmunde Burke, (London JOHN C. NIMMO 14, KING WILLIAM STREET, STRAND, W.C.MDCCCLXXXVII, Release Date: March 27, 2005 [EBook #15043] Project Gutenberg, http://www.gutenberg.org/ebooks/15043 (3.02.2012)
· Samuel Johnson, David Hume, Edward Gibbon, in Henry Cabot Lodge and Francis W. Halsey, ed., The Best of the World's Classics, Restricted to Prose, Vol. IV (of X)--Great Britain and Ireland II, Release Date: June 8, 2007 [eBook #21775] Project Gutenberg, http://www.gutenberg.org/ebooks/21775 (3.02.2012)
UNIT NINE: ECONOMIC DEVELOPMENT, SOCIAL CHANGE AND INTERNATIONAL RELATIONS IN 18TH CENTURY.
Economy:
· Population growth, peasants’ lives and worries across the continent
· Nobilities’ patterns of interaction with the King: a. cooperation – England, Prussia, b. reluctant cooperation -Austria, c. resistance – France, Russia, Sweden, and Spain.
· Capitalism comes to Europe: from mercantilism to Lassaise faire: banking houses, commence, and trade: Amsterdam, Geneva, Zurich and London; first all-European financial and commercial networks; State Chartered Companies and spice trade.
International Relations:
· The pragmatic sanction and the Prussian-Austrian war.
· Causes of the Seven Year war.
· England and Prussia vs. France, Austria and Russia – the dynamics of rivalries.
· The course of the war, Frederick’s tenacity and Russia’s change of sides.
· Consequences of the war for the Great Powers.
· Prussia, Russia and Austria divide Poland.
· France expelled from the New World, Supremacy of the British Empire.
Questions for discussion: Why does nobility turn to entrepreneurship in Britain partly in France but not in Poland or Russia? In which ways does capitalism begin to change the map of Europe in the 18th century? Why it is Amsterdam London and Geneva that become banking centers of Europe?
Open ended essay topics: Analyze the consequences of the Seven years war for the Great Powers.
Student presentations in class:
· Peter III and Catherine II in Russia: A Woman wins.
· The banking houses of Geneva and Amsterdam and the Jews.
Textbook: Merriman, chap.11 Coffin and Stacey, chap.17
Primary Sources Reading:
· L. Mahlbach, Frederick the Great and his Court, in Project Gutenberg: http://www.gutenberg.org/catalog/world/readfile?fk_files=1454520 (3.02.2012)
· The Polish Constitution of 1791, in: Turkcebilgi.com English Section, Turkish encyclopedia on line: http://english.turkcebilgi.com/Polish+Constitution+of+May+3%2C+1791 (4.02.2012)
Unit One: RENAISSANCE:
Economic political and cultural origins of Renaissance.
· Italians city states: republic, oligarchy, dictatorship (Florence, Sienna, Pisa, Venice, Milan and Papal Rome); Great patrons of art: rulers, Popes and merchants, the Medici clan.
· Fundamentals of new art: human body and soul, feeling, perspective, motherhood, beauty, God and Man; Botticelli, Giotto, Raphael, Michelangelo, Leonardo, Titian, Veronese.
Culture of Renaissance:
· shape of cities, dress, behavior codes, women’s roles, lifestyles, architecture;
Patriots, critics and rebels: Castiglione, Machiavelli, Savonarola.
· France, Spain and division of Italy: Charles V, the sacking of Rome and decline of Renaissance.
Questions for discussion: Papacy |Religion and Art in Renaissance Italy.
Essays: Compare and contrast “avid”| by |Michelangelo and Raphael’s Christ giving keys to St.Peter” in terms of their projection of Renaissance values.
Student presentation in class: The Music of Renaissance; The Medici clan: their politics, religion, patronage.
Debate two propositions: 1. Renaissance is a celebration of Man and Life and in that sense a rejection of obedience, subservience, chastity and poverty. i.e. the Christian values. Renaissance is a rebellion against Christianity.
2. Renaissance is a celebration of Humanity and Humanism, elevation of Human creativity and spirit in the name of Christian values of love, devotion and family which led to religious awakening and search for truth in the Scripture.
Textbook: Merriman, chap.2, Coffin and Stacey, chap.12
Primary Sources Reading:
· Niccolo Machiavelli: The Prince (1508), translated 1908, Literature Network On Line, http://www.online-literature.com/machiavelli/prince/ (1.02.2012)
· Francis Petrarch, “On the Nature of Poetry,” in: Familiar Letters, From James Harvey Robinson, ed. and trans. Petrarch: The First Modern Scholar and Man of Letters (New York: G.P. Putnam, 1898) Internet Modern History Sourcebook, http://history.hanover.edu/texts/petrarch/pet13.html (5.02.2012)
· Girolamo Savonarola: on his defense , see: Charles Spurgeon – “The Sword and the Trowel -April,” God Rules.net: http://www.godrules.net/library/spurgeon/NEW9spurgeon_b16.htm (5.02.2012)
Visual sources: paintings of major artists: Botticelli: Birth of Venice, Three Graces; Raphael: School of Athens; Michelangelo, Sistine Chapel murals; Leonardo Da Vinci: The Last Supper, in: Les Grande Peintres: http://www.grandspeintres.com/
Video Sources:
· PBS, The Medici, Godfathers of Renaissance, in: Cosmolearning, a free educational website for students and teachers http://www.cosmolearning.com/videos/the-medici-ep-1-birth-of-a-dynasty/ (6.02.2012)
· BBC, Leonardo Da Vinci (2003) Cosmolearning http://www.cosmolearning.com/documentaries/leonardo-da-vinci/
Unit Two: REFORMATION AND COUNTERREFORMATION:
Origins of Reformation:
· the schism of the 14th century, the Avignon Papacy, Yan Hus movement, ideas of Erasmus, the reform commission of Pope Alexander VI.
The Critics:
· Martin Luther, his life, ideas, accomplishments and failures: the 93 thesis, The Pope’s response, the Diet of Worms, Peasant War in Germany, the basic tenets of Lutheranism, the Peace of Augsburg.
· John Calvin: his teaching, his rule in Geneva and his followers in France, Low countries, Central Europe and Scotland.
· Zwingli, Anabaptists, Puritans and other Protestant communities and their values.
Reformation in England.
· Henry VIII and the Act of Supremacy, Elizabethan religious policy; Catholics and Protestants’ uneasy relationship in England, Scotland and |Ireland in the 16th century.
Catholic Counter-reformation,
· Council of Trent, Ignatius Loyola and militant Catholicism, anti-Semitism and Inquisition.
Questions for discussion: Why did Savonarola’s fiery speeches did not lead to Reformation and Martin Luther’s 93 theses did? Why was there no powerful reformation movement in Italy and Spain? Was English Reformation a royal act or a genuine popular movement?
Open ended essay topics:
· Discuss the attitude to state authority by various Protestant teachings and movements.
· Assess the ways in which women participated in Renaissance and Reformation:
Debate propositions: Reformation is a Reaction against Renaissance, a rebellion against the cult of human body, quest for luxury, joy, celebration and power.
Reformation is a continuation of Renaissance. It is an application of Reason to Religion in quest for morality, faith and order.
Student Research Presentations:
· The wives of Henry VIII of England;
· Women's dress from 15th to 17th centuries;
· The Jews in the Age of Reformation and Spanish Inquisition.
· I. Loyola and militant Catholicism:
Textbook: Merriman, chap3. Coffin and Stacey, chap.13
Primary Sources:
· John Calvin: The Institutes of Christian Religion (1541) in: Complete Works of John Calvin in: God Rules.net. http://www.godrules.net/library/calvin/calvin.htm (3.02. 2012)
· Martin Luther: Disputation of Doctor Martin Luther on the Power and Efficacy of Indulgences by Dr. Martin Luther (1517) Published in:Works of Martin Luther:
Adolph Spaeth, L.D. Reed, Henry Eyster Jacobs, et Al., Trans. & Eds. (Philadelphia: A. J. Holman Company, 1915), Vol.1, pp. 29-38 link in EuroDocs http://eudocs.lib.byu.edu/index.php/Main_Page to: http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html
· Documents on English Reformation and The Act of Supremacy (1564) in Eurodocs: http://eudocs.lib.byu.edu/index.php/Main_Page link to: http://www.thenagain.info/Classes/Sources/ActSupremacy.html (3.02.2012)
· The Council of Trent (1545), Hanover Historical Texts Project Scanned by Hanover College students in 1995. In Eurodocs, link: http://history.hanover.edu/texts/trent/ct01.html (4.02.2012)
Video Sources: PBS, Martin Luther, Reluctant Revolutionary, in Cosmolearning, a free educational website for students and teachers http://www.cosmolearning.com/videos/martin-luther-ep-2-reluctant-revolutionary/
UNIT THREE: THE WARS OF RELIGION
as a civil War in France:
· Catherine the Medici’s religious policy 1530 – 1572;
· the rise of Huguenot movement,
· economic geography of Calvinism,
· the escalation of the conflict, Royal house divided;
· the rise of Militant Catholic League,
· the Night of St. Bartholomew, and an all-out war under Henry III;
· the crisis of French Monarchy; Henry IV and the Edict of Nantes
as a war of national liberation: Netherlands, Belgium vs. Spain
· The Spanish Empire in the 16th century.
· The Hapsburg’s war aims in Low countries from Charles V to Phillip II;
· Re-imposition of Catholicism as a tool of national subjugation,
· William of Orange, the Protestants and the making of Dutch national identity.
· Armada, attack on England and collapse of great power status of Spain.
As a Pan-European War the 30 Years War:
· The Protestant League, the Hapsburgs Empire, the Hungarians, the Czechs, the Ottomans, the Swedes, the Danes and the French.
· Peace of Westphalia and the new system of International Relations.
Issues for discussion: Why was religious conflict in Germany settled by the Peace of Augsburg and in France led to a series of civil wars? Why did the Catholic League dare to challenge Royal power in France? What are the causes of Spain’s defeat?
Students Research presentations in class: Women in religious wars; Elizabethan Theater
Textbook: Merriman, chap.4, Coffin and Stacey, chap.14
Primary Sources Reading: Edict of Nantes, (1589) in: French-at-a-touch.com: http://french-at-a-touch.com/French_History/edict_of_nantes_[1589].htm (3.02.2012)
UNIT FOUR: The Rise of Absolutist state in the 17th Century: Kings, Nobilities and Merchants --the dynamics of a Relationship.
· Louis XIII and the rise of French cultural preeminence
· Louis XIV, Fronde and Versailles; how to keep aristocracy at bay
· James I and Charles I conflict with Parliament
· The English Civil War; Cromwell and Ireland; The Glorious Revolution; the Bill of Rights
· The Rise of Modern Russia – Peter I
· Constitutional Monarchy in Sweden and Karl XII
· The Rise and decline of Poland
· The siege of Vienna and decline of the Ottomans
· The decline of Habsburg Spain and the War of Spanish succession
Questions for discussion: Comparative power of Kings, Nobles and Church in France, England, Spain, Sweden, Russia and Ottoman Empire. Why do kings in some countries prevail over nobilities and in others they do not?
Student presentations in class: 1.Emergence of Ukraine; 2. The Ottomans’ siege of Vienna 1682; 3. Time of Troubles in Russia 1580-1612.
Open ended essay topics: One King, One Faith and One Law: Discuss how this formula played out in at least three of the following: France, England, Spain, Sweden, The Holy Roman Empire, Russia, Poland, Ottoman Empire, Kingdom of Sardinia or Kingdom of Naples from circa 1600 to 1700.
DBQ Essays:
· Compare the ideas on Kingship and Royal power of Jacques Bossuet and Thomas Hobbs.
· Compare the rise of the Catholic League in France in 16th century and to the rise of the Puritan movement in England in the 17th century.
Textbook: Merriman, chap.7, Coffin and Stacey, chap. 15.
DBQ Essay:
· The King and the Law: Magna Carta, The Petition of Right and Charles’s Response.
Primary Sources Reading:
· The Magna Carta 1215 Prepared by Nancy Troutman (The Cleveland Free-Net — aa345) Distributed by the Cybercasting Services Division of the National Public Telecomputing Network (NPTN). Permission is hereby given to download, reprint, and/or otherwise redistribute this file, provided appropriate point of origin credit is given to the preparer(s) and the National Public Telecomputing Network. http://www.marxists.org/history/england/early-history/magna-carta.htm (2 February 2012)
· The Petition of Right (1628) in Constitution society.org: Liberty Library of Constitutional Classics, http://www.constitution.org/eng/petright.htm (3.04.2. 2012)
· Charles’s I Response to Parliament (1629); http://michael-streich.suite101.com/charles-i-of-england-and-the-petition-of-right-a89921
· Thomas Hobbes, Leviathan, (extracts) (1651) Internet History Sourcebook, http://www.thenagain.info/Classes/Sources/Hobbes.html (4.02.2012)
· The election of Romanov as Russian Tsar: http://www.enotes.com/topic/Michael_of_Russia
Louis XIV: L’etat c’est moi. http://www.gigausa.com/gigaweb1/quotes2/quautlouisxivx001.htm
· Bishop Jacques Bossuet: Political Treatise on Kingship in J.H. Robinson, Readings in European History 2 vols. (Boston: Ginn, 1906), 2:1273-277. Scanned by Brian Cheek, Hanover College. November 12, 1995. In: http://history.hanover.edu/early/bossuet.htm (4.02.2012)
UNIT FIVE: The Scientific Revolution and the First Globalization Wave in the 17th Century.
The Atlantic triangle:
· Britain. Colonies and redefining geography of the world; The age of charter companies and Mercantilism. Netherlands and spice trade: Amsterdam, banking houses, culture, art Jews.
Indian Ocean trade: Portugal, Spain, Netherlands, Britain
Science:
· Kepler redefine the solar system;
· From Copernicus to Brahe
· Descartes and deductive reasoning;
· Newton’s synthesis
Questions for discussion: How did the understanding of the world and of ourselves change as a result of scientific discoveries?
DBQ essay topics: Analyze attitudes toward and responses to “the poor” in Europe between 1450 and 1700. (College Board collection of documents)
Student presentation in class:
· Baroque Art and Music;
· Newton;
· The Founding of St. Petersburg
Textbook: Merriman, chap.8, Coffin and Stacey, chap.16
Primary sources:
· Rene Descartes, Discourse on the Method of Rightly Conducting the Reason, and Seeking Truth in the Sciences, (1635) in: Marxists’ Internet Archive, http://www.marxists.org/reference/archive/descartes/1635/discourse-method.htm (2.03.2012).
· Documents on Slave trade: Elizabeth Donnan, editor, Documents Illustrative of the History of the Slave Trade to America, vol. IV, "The Border Colonies and the Southern Colonies" (Washington, DC: The Carnegie Institute of Washington, 1935). J. Jones collection in WCU course server: http://courses.wcupa.edu/jones/his311/notes/donnan.htm (4.02.2012)
· The Crime of Galileo: Indictment and Abjuration of 1633 in Modern History Sourcebook, http://www.fordham.edu/Halsall/mod/1630galileo.asp (4.02.2012)
· Isaac Newton: The Mathematical Principles of Natural Philosophy, Modern History Sourcebook http://www.fordham.edu/Halsall/mod/newton-princ.asp (4.02.2012)
Visual sources: Rembrandt http://www.bing.com/images/search?q=rembrant+&qpvt=rembrant+&FORM=IGRE
UNIT SIX: THE AGE OF ENLIGHTENMENT: FRANCE
· France as a cultural capital of Europe. The Age of Louis XVth, the Regency and the ascendancy of France
· The salons, the radiance of the French language, the theater;
· Madame de Pompadour, the court life, the morals and cultural practices
· Voltaire and political satire. Ridiculing the church, the superstition, the court life. Voltaire and new theater.
· Montesquieu and the Spirit of Laws.
· Diderot and the liberation of knowledge.
· Religion in the Age of Reason
· Rousseau redefines the role of a citizen, of government, of women, of parents and of social relations- a revolutionary break through.
Questions for discussion:
· Why France emerged as an intellectual and cultural center of Europe?
· Is Rousseau a rationalist or a sentimentalist?
· What is more important: his discovery of a feeling or of a social contract?
· What are the virtues that one finds in the writings of Voltaire?
Student presentation in class: Voltaire and Frederick the Great -- a troubled relationship.
Debate proposition: French Enlightenment was a rebellion not only against the Catholic church and autocratic despotism. It was an affirmation of Reason as a new God, a supreme justification for almost anything in the name of progress.
DBQ essay: Analyze laws and practices on religious toleration/persecution in 18th century Europe . (Documents: England, Ireland, France, Spain, Prussia, Austria, Sweden, Holland, Russia and the Ottoman empire.)
DBQ essay: Analyze laws and practices on freedom of the press in 18th century Europe . (Documents: England, Ireland, France, Spain, Prussia, Austria, Sweden, Holland and Russia.)
Debate the proposition: Jean Jack Rousseau: All men are born equal yet they are everywhere in chains.
Textbook: Merriman, chap.9, Coffin and Stacey, chap.17
Primary Sources Reading:
· Francois-Marie-Arouet Voltaire, Candide, (1759) The Literature Network On Line: http://www.literature.org/authors/voltaire/candide/ (3.02.2012)
· Charles Montesquieu: The Spirit of Laws (1572), based on edition published in 1914, G. Bell & Sons, Ltd., London, in Marxists’ Internet archive:
http://www.marxists.org/reference/subject/philosophy/works/fr/montesqu.htm (2.02.2012)
· Jean Jack Rousseau, The Social Contract (1762) in: Marxists’ Internet archive, http://www.marxists.org/reference/subject/economics/rousseau/social-contract/index.htm (2 .02.2012)
· Jean Jack Rousseau, The Creed of a Savoyard Priest, From Emile Source: Emile, (1755). Everyman Edition, 1911; in: Marxists’ Internet archive: http://www.marxists.org/reference/subject/economics/rousseau/emile/ch01.htm (4.02.2012)
· The Duchess of Orleans: Versailles Etiquette, 1704 in: Modern History Sourcebook, http://www.fordham.edu/halsall/mod/1704duchess.asp (4.02.2012)
UNIT SEVEN: THE AGE OF ENLIGHTENMENT: CENTRAL EUROPE AND RUSSIA
Enlightenment in Germany: the land of poets, thinkers and musicians.
· Germany as a cultural and economic space; commerce, city government and demographic, economic and social structure of German states.
Romantic reaction to reason:
· G. Lessing; Sturm and Drang movement: feeling, custom and nationality vs. reason. Weimar as a cultural capital: Goethe (Faust); Frederick Schiller (The Robbers), Herder: the rediscovery of Das Volk, Humboldt (education). I. Kant: The Critique of Pure Reason. German Music: From Bach and Mozart to Beethoven
Enlightened Monarchs:
· Frederick the Great and his circle, servant of the state, religious toleration, education, government structure, civil service.
· Maria Theresa, reforms in education, state administration, taxation,
· Joseph II – an impatient reformer, nobility, peasants, law.
· Gustavus III of Sweden: Constitutional Monarchy or Enlightened absolutism.
· Catherine II of Russia: bringing Europe to Russia; education, administration, charter to nobility, charter to cities, limits of reform imposed by nobility
Questions for discussion: Was it possible to introduce the principles of liberty, toleration, justice and self-rule within the confines of a Constitutional Monarchy? Consider and compare Gustavus III, Catherine II, Maria Theresa and Frederick the Great.
DBQ essays:
· Analyze and compare the intellectual values of the French philosophes and those of the German thinkers in the 18th century.
· Compare and contrast the philosophy of history of Voltaire and Immanuel Kant.
Open ended essay:
· Compare and contrast the economic and social development of Russia and that of the Netherlands in the period 1600-1725. (College Board Question)
Textbook: Merriman, chap.9, Coffin and Stacey, chap. 17
Primary Sources Reading:
· Gotthold Lessing, Nathan der Weise in: Project Gutenberg (October, 2005 [EBook #9186])in: Gutenberg Project on line http://www.gutenberg.org/ebooks/9186 (3.02.2012)
· Johann Wolfgang Von Goethe, Collection of poetry in: The Literature Network, http://www.online-literature.com/goethe/ (2.02.2012)
· Frederich Schiller , The Robbers (1789) Gutenberg Project on line: release date October 25, 2006 [EBook #6782] http://www.gutenberg.org/ebooks/6782
· Johann Herder, “Of the Changes in the Tastes of |Nations,” 1766, from: Johann Gottfried Herder. Another Philosophy of History and Selected Political Writings (pp. 101-103). Translated by I.D. Evrigenis and D. Pellerin, Hackett Publishing Company; in: Marxists’ Internet archive, http://www.marxists.org/archive/herder/1766/tastes.htm (3.04.2012)
· Frederick II, Essay on the Form of Government, From The Foundations of Germany, J. Ellis Barker, trans. (New York: E. P. Dutton, 1916), pp. 22-23. Internet History Sourcebook, http://www.fordham.edu/Halsall/mod/18fred2.asp (4.02.2012)
· Immanuel Kant, Critique of Pure Reason, in Project Gutenberg, Release Date: July, 2003 [Etext# 4280] http://www.gutenberg.org/catalog/world/readfile?fk_files=1455306 (3 .02 2012)
Audio sources: Listen to: Mozart, Bach, Beethoven
Video sources: the architecture of baroque.
· Potsdam: http://www.bing.com/videos/search?q=potsdam+san+souci&view=detail&mid=4A6CB47C1A74BFD01A0B4A6CB47C1A74BFD01A0B&first=0&FORM=LKVR9
· Schoenbrunn palace: http://www.bing.com/videos/search?q=schoenbrunn+palace&view=detail&mid=BF98D0558355E6F1D139BF98D0558355E6F1D139&first=0&FORM=LKVR11,
· Peterhof: http://www.bing.com/videos/search?q=peterhof&view=detail&mid=CFAA308547BF104B9F60CFAA308547BF104B9F60&first=0&FORM=LKVR5 –
UNIT EIGHT: THE AGE OF ENLIGHTENMENT: GREAT BRITAIN
· George II and George III: the king and the Parliament - an uneasy relationship.
· English political system: Lords, Commons, rotten boroughs, gentry, urban poor.
· The industrial revolution: the causes, the conditions, the consequences.
· The Tories and the Whigs, Sheridan and Burke
· The debate over transgressions in India.
· The debate over American Independence.
· John Lock: new government
· Adam Smith on new economy.
· Edward Gibbon on new understanding of history.
· William Blackstone on English law
· Samuel Johnson’s dictionary of the English language
Questions for discussion: Despite class divisions, corruption, rotten boroughs, feudal privileges of Lords and stubborn autocratic King why did England avoid a revolution?
Open ended essay topics: Compare and contrast the spirit of Enlightenment in England France and Germany.
DBQ essays:
· Analyze to what extent quest for knowledge led to the rejection of Religion among the educated elites in Europe. (Documents: Rousseau, Montesquieu, D’Alembert, Sheridan, Goethe, Frederick the Great, I. Kant.)
· Discuss the views on Human Nature of leading thinkers of the 18th century (Rousseau, Goethe, Schiller, Gibbon, Voltaire, Burke, Kant).
· Compare and Contrast the views on the idea of the Beauty, Taste and Civilization in the writings of Rousseau, Burke and Kant.
Students Research Presentation in class: Child labor in 18th century England
Textbook: Merriman, chap.10, Coffin and Stacey, chap.17
Primary Sources Reading:
· John Locke, Second Treatise on Civil Government, (1690) Marxists’ Internet archive: http://www.marxists.org/reference/subject/politics/locke/index.htm (4.02.2012)
· Adam Smith, The Wealth of Nations, (1776) Source: The Wealth of Nations, The Modern Library, Random House, Inc. 1937, in: Marxists’ Internet archive, http://www.marxists.org/reference/archive/smith-adam/works/wealth-of-nations/index.htm (4.02.2012)
· Edmund Burke, A PHILOSOPHICAL INQUIRY INTO THE ORIGIN OF OUR IDEAS OF THE SUBLIME AND BEAUTIFUL; WITH AN INTRODUCTORY DISCOURSE CONCERNING TASTE pp.67-263 in: vol.1 of The Works of Edmunde Burke, (London JOHN C. NIMMO 14, KING WILLIAM STREET, STRAND, W.C.MDCCCLXXXVII, Release Date: March 27, 2005 [EBook #15043] Project Gutenberg, http://www.gutenberg.org/ebooks/15043 (3.02.2012)
· Samuel Johnson, David Hume, Edward Gibbon, in Henry Cabot Lodge and Francis W. Halsey, ed., The Best of the World's Classics, Restricted to Prose, Vol. IV (of X)--Great Britain and Ireland II, Release Date: June 8, 2007 [eBook #21775] Project Gutenberg, http://www.gutenberg.org/ebooks/21775 (3.02.2012)
UNIT NINE: ECONOMIC DEVELOPMENT, SOCIAL CHANGE AND INTERNATIONAL RELATIONS IN 18TH CENTURY.
Economy:
· Population growth, peasants’ lives and worries across the continent
· Nobilities’ patterns of interaction with the King: a. cooperation – England, Prussia, b. reluctant cooperation -Austria, c. resistance – France, Russia, Sweden, and Spain.
· Capitalism comes to Europe: from mercantilism to Lassaise faire: banking houses, commence, and trade: Amsterdam, Geneva, Zurich and London; first all-European financial and commercial networks; State Chartered Companies and spice trade.
International Relations:
· The pragmatic sanction and the Prussian-Austrian war.
· Causes of the Seven Year war.
· England and Prussia vs. France, Austria and Russia – the dynamics of rivalries.
· The course of the war, Frederick’s tenacity and Russia’s change of sides.
· Consequences of the war for the Great Powers.
· Prussia, Russia and Austria divide Poland.
· France expelled from the New World, Supremacy of the British Empire.
Questions for discussion: Why does nobility turn to entrepreneurship in Britain partly in France but not in Poland or Russia? In which ways does capitalism begin to change the map of Europe in the 18th century? Why it is Amsterdam London and Geneva that become banking centers of Europe?
Open ended essay topics: Analyze the consequences of the Seven years war for the Great Powers.
Student presentations in class:
· Peter III and Catherine II in Russia: A Woman wins.
· The banking houses of Geneva and Amsterdam and the Jews.
Textbook: Merriman, chap.11 Coffin and Stacey, chap.17
Primary Sources Reading:
· L. Mahlbach, Frederick the Great and his Court, in Project Gutenberg: http://www.gutenberg.org/catalog/world/readfile?fk_files=1454520 (3.02.2012)
· The Polish Constitution of 1791, in: Turkcebilgi.com English Section, Turkish encyclopedia on line: http://english.turkcebilgi.com/Polish+Constitution+of+May+3%2C+1791 (4.02.2012)
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