European Assignment AP

Renaissance Primary and Secondary Source WORKSHEET 1

Name ____________________________________________________ AP EUROPEAN RENAISSANCE Mrs. De Angelo-Mustillo DUE DATE: MONDAY, SEPTEMBER 12, 2016 Begin reading CHAPTER 10: RENAISSANCE AND DISCOVERY (in your TEXTBOOK pages 316 – 341) to help complete the following worksheet.

The DBQ that you will encounter on the AP European Exam in May will have ONE of the following historical thinking skills as its main focus:

- Comparison - Causation - Patterns of continuity and change over time - Periodization

and the DBQ will ALWAYS assess the historical thinking skills of

- Argumentation - Analyzing evidence - Contextualization - Synthesis

USE OF DOCUMENTS

Based on the requirements of a complete, full-credit DBQ response we will spend a great deal of time working with both PRIMARY and SECONDARY SOURCES. The purposes of this assignment are not only to introduce the first topic we will discuss as a class, The Renaissance, but also to begin

- Analysis of the o Point of view of the author o Intended audience of the document o Context of the document o Purpose of the document

- Effectively recognize and account for disparities in documents - Make valid comparisons to other historical periods, geographical areas, etc…

UNLESS OTHERWISE INDICATED BY STATING – text pages… - THE FOLLOWING REFERS TO THE HANDOUT OF SOURCES FROM Western Civilization: Sources, Images, and Interpretations, from the Renaissance to the

Present, ed. D. Sherman. 8th ed. (2010)

Name _______________________________________________ AP EUROPEAN SUMMER ASSIGNMENT Mrs. De Angelo-Mustillo Welcome to AP European History! I am so thrilled that you will be participating in one of the most interesting and challenging courses at Immaculata High School with me. AP European History is a very intense course in terms of content, assignments and AP Test preparation as it is equivalent to an introductory level college history course. Please gather the following required materials before the first day of classes: REQUIRED MATERIALS:

- Text: The Western Heritage: Since 1300 - 3 Ring Binder with loose-leaf - STURDY FOLDER

o Many Primary and Secondary Source Readings will be provided as well as graphic organizers, web diagrams, and note sheets

o You will be required to keep your exams throughout the school year - Pens and Pencils

o Scan-tron tests must be completed in pencil o Written responses must be completed in pen

- Highlighters (several colors suggested) Please reach out with any questions. I will be checking my email, [email protected] throughout the summer.


Read the documents and answer the questions that follow. Chapter Introduction: THE RENAISSANCE (p. 3 – 4)

1. What was the Renaissance?

PRIMARY SOURCES Carefully read USING PRIMARY SOURCES: A Letter to Boccaccio: Literary Humanism (p. 4 – 5) RECALL:



A LETTER TO BOCCACCIO: LITERARY HUMANISM - Francesco Petrarch (p. 5 – 6)

1. Identify: LITERARY HUMANISM. 2. What values of literature does Petrarch discuss? 3. What opinion of the Classical authors does Petrarch hold? 4. a. Identify the nature of the charges Petrarch is refuting.

b. What is the purpose of the document? 5. a. How does Petrarch relate HUMANISM to religion?

b. Who do you think is the intended audience? 6. a. What is Petrarch’s observation regarding the benefits of literary humanism?

b. What is the point of view of the author? ON THE LIBERAL ARTS - Peter Paul Vergerio (p. 6) RECALL:




1. According to the author, what is the most important duty a parent owes to his child?

2. What aspects of the reading selection are particularly HUMANISTIC – rather than scholastic or medieval in perspective?

3. Liberal Studies a. What subjects does Vergerio include in the Liberal Studies? b. How does Vergerio justify his choice of the three subjects in his proposed

curriculum? 4. Do you agree with Vergerio? Explain.

THE CITY OF LADIES - Christine de Pizan (p. 6 – 7) RECALL:



1. Based on your reading what assumptions can you make about women and their

role during the Renaissance? 2. How does Christine de Pizan attack those traditional assumptions? (i.e., what is the

point of view of the author?) 3. Why, according to the author, would some men be opposed to women getting an

education? Do you agree this is the true concern of men at the time the author is writing? Could there be other causes of concern?

4. How do Christine de Pizan’s writings embody the traits of the Renaissance? Be specific. (i.e., intended audience, purpose of the document?)

5. What point about women of her time, especially mothers without an education, does de Pizan make? (i.e., purpose of the document, intended audience of the document?)

6. See also: The Western Heritage: Since 1300 – Chapter 10 p. 324 – 325. Christine de Pizan Instructs Women on How to Handle Their Husbands

a. What economic activities does de Pizan believe women are suited to? b. What virtues of a housewife of Christine de Pizan believe women should

possess? c. ADDITIONAL RESEARCH

i. How does Christine de Pizan’s image of husband and wife compare with other medieval views?

ii. Would the Catholic Church question or approve of her advice?


iii. As a noblewoman commenting on the married life of artisans, does her high social standing influence her advice? Would she give similar advice to women of her own social class?

THE PRINCE - Niccolo Machiavelli Read the background information about Niccolo Machiavelli in The Western Heritage: Since 1300 – Chapter 10 (text pages 333 – 335) 1. How did Machiavelli’s admiration for ancient Rome impact his goals for Italy in

the 15th century? 2. Define “Machiavellian” 3. According to Machiavelli what type of ruler in Italy would be necessary to realize

his goals? 4. Why did Machiavelli dedicate The Prince to Lorenzo de Medici? RECALL:



MACHIAVELLI DISCUSSES THE MOST IMPORTANT TRAIT FOR A RULER (text page 334)

1. WHY, according to Machiavelli, is it better to be feared than loved, if one must choose?

THE PRINCE (p. 7-8)

1. What developments in Italian political life motivated Machiavelli to write The Prince?

2. According to Machiavelli, why is it “necessary for a prince…to learn how not to be good…”?

3. Machiavelli makes a point of discussing that it is not necessary to actually possess some of the qualities he discusses but to appear to possess them is useful. a. Why would he make such an argument? b. What indication(s) does this provide about the qualities a Prince such

actually possess, according to Machiavelli?


c. To what extent do you agree with Machiavelli’s argument that a Prince “must have a mind disposed to adapt itself according to the wind…” including his conclusion that a Prince must “be able to do evil if constrained”?

4. What is Machiavelli’s argument for his statement “the end justifies the means”? Do you agree that, in politics, the ends do justify whatever means necessary?

PART II – USING VISUAL SOURCES: THE SCHOOL OF ATHENS: ART AND CLASSICAL CULTURE Reading p. 9 – 11 (see also text p. 329) Carefully read the guidelines for using visual sources (reading page 9 – 10). CONSIDER:

- Analysis of the o Point of view of the creator o Intended audience of the piece of artwork o Context of the artwork o Purpose of the artwork

- Effectively recognize and account for disparities - Make valid comparisons to other historical periods, geographical areas, etc…

THE SCHOOL OF ATHENS: ART AND CLASSICAL CULTURE p. 10 – 11 A black and white copy of The School of Athens is attached. Your text provides a color copy of this amazing work of art on page 329. You can also find many copies online – Google: Images of Raphael’s The School of Athens.

1. Who are the MAJOR subjects of Raphael’s The School of Athens? 2. To whom does this work seem to be a tribute? What evidence suggests this? 3. Which extremely influential aspect of European culture is ABSENT from The

School of Athens?

SECONDARY SOURCES Carefully read: Using Secondary Sources: The Civilization of the Renaissance in Italy (p. 14 – 15)

1. How does use of a PRIMARY SOURCE compare/contrast to that of a SECONDARY SOURCE?

2. What two questions does the reading suggest that you keep in mind when reading and analyzing a secondary source?


CONTRASTING VIEWS OF THE RENAISSANCE JACOB BURCKHARDT (See THE RENAISSANCE IN ITALY text pages 318 – 319)

1. How does Burckhardt describe Italy in the 14th – 15th centuries in his Civilization of the Renaissance in Italy?

2. Those scholars who criticize Burckhardt’s view do so because…? -- Create a list of points on which other scholars disagree with Burckhardt.

3. Based on your reading of the text a. Define RENAISSANCE b. List the political, economic, and social changes that occurred in Europe.

4. Identify and describe the “two distinctive” features of Renaissance Italy between 1375 – 1527.

THE CIVILIZATION OF THE RENAISSANCE IN ITALY - Jacob Burckhardt (p. 15) RECALL:



1. According to Burckhardt, what most distinguishes the Italian Renaissance from

the preceding Middle Ages? 2. How does Burckhardt support his argument? 3. Do you believe Burckhardt has adequately supported his argument?

THE MYTH OF THE RENAISSANCE - Peter Burke (p. 15 – 16)

1. What is Burke’s argument? Has Burke adequately supported his argument? 2. Whose argument, Burckhardt or Burke’s did you find more convincing?

EXPLAIN. CHAPTER QUESTIONS: REVIEW

1. In what ways was the Renaissance a new development, strikingly different from the preceding Middle Ages?

2. How might the “newness” of these developments be minimized or reinterpreted as an evolutionary continuation of the Middle Ages?

3. According to the reading selections what was particularly humanistic about the cultural productions and the attitudes of the Renaissance?

Outline Map Answer Sheet

Name ____________________________________________________ AP EUROPEAN SUMMER ASSIGNMENT Mrs. De Angelo-Mustillo

A. Place the correlating NAME of the COUNTRY and the BODIES OF WATER in the spaces provided.

B. Use YELLOW HIGHLIGHTER on the list below to indicate the Members of the European Union (E.U.)

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Outline Map Answer Sheet

31. ______________________ 32. ______________________ BODIES OF WATER

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AP EUROPEAN HISTORY DUE DATES FOR SUMMER ASSIGNMENT:

1. Map of Europe - DUE: First Full day of classes 2. Chapter 9: The Late Middle Ages: Social and Political

Breakdown (1300 – 1453) Guided Reading Assignment – Due: FRIDAY SEPTEMBER 9TH

TEST ON MAP OF EUROPE AND CHAPTER 9: FRIDAY

SEPTEMBER 9TH Format will be discussed in class

3. Western Civilization: Sources, Images, and Interpretations from the Renaissance to the Present. Ed. Dennis Sherman 8th ed. (2010) a. Responses DUE: MONDAY SEPTEMBER 12TH

WESTERN CIVILIZATION: SOURCES, IMAGES AND INTERPRETATIONS FROM THE RENAISSANCE TO THEPRESENT ed. Dennis Sherman. 8th ed. (2010)

1. Take the time over the summer to familiarize yourself with the AP European

History Test. Please visit the AP College Board European History website at https://apstudent.collegeboard.org/apcourse/ap-european-history/exam-practice

2. “GEOGRAPHY IS DESTINY”

Becoming familiar with the geography of Europe is essential to understanding the history of Europe. As you will very often hear me say during class, “Where it happens, helps explain why it happens.” Therefore, please complete the attached outline map of Europe.

One of many fun map quiz websites, http://www.sheppardsoftware.com/European_Geography.htm is a great way to practice your geography skills.

Be prepared for a geography quiz during the first week of classes.

3. Read The Prince by Niccolo Machiavelli and answer the attached questions. A

pdf version will be attached to this email. A copy of The Prince may be found at http://www.constitution.org/mac/prince.pdf

4. Complete the following GUIDED READING ASSIGNMENT from Chapter 9: The Late Middle Ages in our text: The Western Heritage: Since 1300 AP Edition

The Western Heritage: Since 1300 is a college-level textbook. As such, it has many college-level SAT words which you should become familiar with – for greater comprehension of the course material, to improve your SAT scores, and to be more successful in college – BONUS! CHAPTER 9: THE LATE MIDDLE AGES: Social and Political Breakdown (1300 – 1453) Pages 290 – 314 IDENTIFY (provide a brief – 2 to 3 sentence – description of each of the following as you read Chapter 9: The Late Middle Ages)

1. Magna Carta 2. Indulgences 3. vassal 4. fief 5. Estates General 6. Longbow 7. Secular 8. Lollards 9. Hussites

QUESTIONS TO RESEARCH Your responses to the following questions should reflect your readings of the text as well as any required Additional Research. Responses should be well-written, full sentences EXCEPT when asked to create a LIST. Length of your answers will vary. INTRODUCTION (p. 290 – 292) Create a list of the incidences of political, social and ecclesiastical calamity experienced by Western Europe during the Late Middle Ages. BLACK DEATH (p. 292 – 314)

1. How did Europe’s population double between the years 1000 – 1300? 2. What were the negative consequences of increased population? 3. What factors made Europe so vulnerable to the Bubonic Plague? 4. REFER TO MAP 9-1 (p. 293)

a. How did the Black Death make its way to Europe? b. What impact did the Bubonic Plague have on areas that lay outside the major

trade routes of Europe? 5. How was the Bubonic Plague transmitted/spread from person to person? 6. Why were contemporary doctors unable to cure those suffering from the plague

or at least stop its spread? 7. ENCOUNTERING THE PAST: DEALING WITH DEATH (p. 296)

a. What distinction does the author make between the Middle Ages and the Renaissance?

b. Based on your reading, did “Death” make any distinctions between age, social status, wealth…?

c. How was it that the clergy and physicians “profited greatly from the age’s great mortality”?

d. Considering the costs of their services how effective were the physicians and clergy at curing/healing everyday afflictions?

8. What were some of the remedies applied for dealing with the plague? 9. FLAGELLANTS

a. Who were the flagellants? b. How effective were they?

10. How were Jews in Europe impacted by the Bubonic Plague? 11. BOCCACCIO DESCRIBES THE RAVAGES OF THE BLACK DEATH IN

FLORENCE (p. 295) a. According to Boccaccio, what measures were taken to escape the plague in

Florence? Was any of it sound medical practice? b. How does Boccaccio describe the symptoms?

12. In what ways did the Bubonic Plague impact the economy of Europe? a. For peasants b. Skilled artisans c. The nobility

13. ADDITIONAL RESEARCH: How has our understanding of the plague and responses to it changed in recent decades?

14. What was the Statute of Laborers? How did the English peasants respond? 15. ADDITIONAL RESEARCH: According to your text, the French government

increased the taille. a. What was the taille? b. Why would such government action result in the Jacquerie?

16. How did the waning of the plague impact European CITIES?

a. Economically b. Politically c. Socially

17. How did the plague impact the power of the monarchy? THE HUNDRED YEARS’ WAR (1337 – 1453) AND THE RISE OF NATIONAL SENTIMENT (p. 298 – 302)

1. Identify the disadvantages of the political structure of Medieval government. 2. What were the underlying and precipitating causes of the Hundred Years’ War? 3. Why was Flanders of particular importance? 4. What advantages did each side have in the Hundred Years’ War? 5. Why, until 1415, despite all of France’s advantages was England able to secure

“stunning victories”? What impact do you predict this will have on the future political development of France?

6. ESTATES GENERAL a. What was the purpose of the Estates General? b. How did the Estates General of France compare to the English Parliament?

7. JOAN OF ARC a. What role did Joan of Arc play in France’s ultimate victory in the Hundred

Years’ War? b. How did Joan of Arc meet her final demise? c. What role could Charles VII have played?

8. What were the positive effects of the Hundred Years’ War for France? For England?

ECCELSIASTICAL BREAKDOWN AND REVIVAL: THE LATE MEDIEVAL CHURCH (p. 302 – 304)

1. POPE INNOCENT III (r. 1198 – 1216) and POPE URBAN IV (r. 1261 – 1264) a. What authorities did Pope Innocent III give himself with the doctrine of

papal plentitude of power? b. What were the political and spiritual results of Pope Innocent III and Pope

Urban IV’s reign? 2. Identify: UNAM SANCTAM (1302) 3. Under what circumstances did the Avignon Papacy begin?

THE AVIGNON PAPACY (p. 306 – 307) and THE GREAT SCHISM AND THE CONCILIAR MOVEMENT TO 1449 (p. 309 – 312)

1. Why did Clement VI (r. 1342 – 1352) begin the practice of selling

INDULGENCES? 2. How does the church doctrine on purgatory, at this time, relate to the sale of

indulgence? 3. What was the Avignon Papacy and why did it occur? 4. What relationship did the Avignon Papacy have to the Great Schism? 5. Why was the conciliar movement a setback for the papacy? 6. NATIONAL OPPOSITION TO THE AVIGNON PAPACY

a. How did European monarchs attempt to protect their economic and political interests against the Avignon Papacy?

b. IDENTIFY: Gallican Liberties REVIEW QUESTIONS:

1. How did the Catholic Church change from 1200 to 1450? 2. What was the Catholic Church’s response to the growing power of monarchs? 3. How great an influence did the church have on secular events? 4. Why were kings in the late 13th and early 14th centuries able to control the church

more than the church could control the kings? 5. How did kings attack the church during this period?

Be prepared for an exam on THE LATE MIDDLE AGES during the first week of school.

Documents

European Assignment AP