AP European HistoryAugust 14 – 18-2017

See information below about your first writing assignment due on FRIDAY

See the scoring rubric and explanation BEFORE starting your essay See weekend Unit test information on Quia.com Website

These are the Learning Objectives that you have been seeing since last week. Eventually we will be learning them in more detail but here is what they mean for now.Theme 1: Interaction of Europe and the World (INT)Theme 2: Poverty and Prosperity (PP)Theme 3: Objective Knowledge and Subjective Visions (OS)Theme 4: States and Other Institutions of Power (SP)Theme 5: Individual and Society (IS)

MONDAY Examine characteristics of Italian Renaissance art and how they reflect culture and society (OS-1,2)(IS-3)

Materials Strategy/FormatPPT and Art slides Art analysis

Student SkillsPeriodization, ComparisonCCOT, Context, Historical Evidence

Introduction Over the next two days we will look at some art and make some comparisons with the second and slightly

later phase of the Northern Renaissance. The height of the period was known as the Quattrocento.You will note that there are some distinct characteristics that mark both phases. The good news today is that you will not have to know all examples of art. I will point out the major ones and our focus is mostly on paintings and sculpture with less emphasis architecture. The fact that Renaissance art was full was owed mostly to the custom of patronage.

There are a few key people to know and again I will point them out and their key works.      -Artists show religious and nonreligious scenes: while it makes sense that in Italy religious works of the Bible would be popular there was also an appreciation of especially classical figures. It is clear that some of the greatest patrons were Popes (Julius and Alexander VI especially). The Sistine Chapel by Michelangelo

is perfect.

     -Art reflected a great interest in nature: This was a reflection of the Neo-Platonism school and its reflection of Aristotelian interest in Nature. A good example of both of these points in Raphael's School of Athens of this because it features classical figures of philosophy and science.

     -Figures were lifelike and three-dimensional, reflecting an increasing knowledge of anatomy: This is a very key trait due in large part to the work of medical science (largely learned from Muslim doctors). da Vinci was thought to have purchased dead bodies and dissected them to study their traits. The David is great example of this. Giotto is credited with pioneering the 3-d form.

      -Bodies look active and were shown moving: The Italians great early contribution was to create the illusion of motion. Faces expressed what people were thinking (more late period). The Birth of Venus by Botticelli is a nice example.

     -Figures were nude: This is especially surprising to some in Catholic Italy but this is a definite hallmark of humanism. Later Pope Paul IV ordered fig leafs placed over the daddy parts. By 1857 Pope Pius IX ordered many fig leaf sporting statues destroyed. I guess he took his name seriously. There lots of examples of nudes but The David by da Vinci also works

     -Portrait painting reflected the new wealth and patronage. The Mona Lisa by da Vinci was the daughter of a patron but some people have suggested its actually da Vinci himself???

     -Colors were shown responding to light: Sfumato and chiaroscuro showed the attempt to play with light and shadow to create a sense of realism. The colors are also light and pastel. This will become more pronounced in Mannerism and Baroque art

     -Paintings were often symmetrical: This was the influence of mathematics in the paintings. Some say the employing of triangles was designed to reflect stability in an unstable time. Da Vinci's Last Supper is a great example

ConclusionDo arts reflect culture of a given time? It would seem so. Sometimes it is a real portrayal and sometimes escapism but both seem accurate.

HomeworkNone tonight

TUESDAY Compare and Examine the key characteristics of the Northern Renaissance (OS-1,2,5)(IS-3)

Materials Strategy/FormatPPT and Arts Samples Lecture-discussion

Introduction

Yesterday we looked at the period of the Italian Renaissance called the Quattrocento. The Italian Renaissance was said to have ended around 1550-1600 which also the time that the Northern Renaissance was rising. The Northern version shared many characteristics many of which were learned from travelers, students, and religious leaders who spent time in Italy. The Northern Renaissance started latter than the

Italian Renaissance, and it is not until the second half of the 15th Century that the spirit of classical revival began to take hold upon Germany, France, and England

The Italian artists focused heavily upon copying classical styles. This is of course not surprising given their interest in humanism. Since the high church officials and Popes Julius II and Leo X were patrons, much of the Renaissance painting centered upon religious themes. The Last Supper by Da Vinci and Michelangelo’s Sistine Chapel are to name only a couple of famous examples. The Italians were interested more in the central themes of painting with less interest in background. The colors were more vibrant than the Late Middle Ages and before. Some consider the School of Athens by Raphael to be the perfect Italian Renaissance painting. Not only is imbued with geometric balance (another model for the period) its characters are all greco-roman figures in science and philosophy. Architecture revealed the influence of the greco-roman world but also some contributions from the Middle East are evident. Brunelleschi’s design of St. Peter’s Bascilica have been the model for many domed structures including the U.S. Capitol building.

The culture of the Northern countries was fully prepared through the intense activity seen during the 14th and the 15th centuries, when many schools had been established, and monasteries had kept up the tradition of learning. The University of Prague was founded in 1348, Vienna in 1365, Heidelberg in 1386, Cologne in 1388, Erfurt in 1392, Leipzig in 1409, and Rostock in 1419. Gradually, the influence of the Italian culture crossed the Alps, and it found a soil ready for it.

Humanism in the North

The Northern Renaissance way of thinking was shaped by the Humanistic Triumvirate of Johann Reuchlin and Ulrich von Hutten in Germany, and especially Desiderius Erasmus of Rotterdam in The Netherlands. Each in his own fashion applied the new intellectual energy to the service of religion, as in general, the Northern Humanism was attempting to revive primitive Christianity.

Erasmus rendering of the Gospels was a literary work attracting refined readers. His comments were pointing with subtle irony to the contrast between the precepts of Christ and the practice of the Church.

The great contribution of Erasmus was the serious satire, mainly directed against the prelates and the friars in his own Catholic faith. Humanists satirical art was showing a refined taste, a link between North and Italy.

Very importantly humanists here often called Christian Humanist because they placed emphasis upon the reform of the church. Clearly, they would become a foundation of the coming Reformation.

The Art of the North

The Northern Renaissance art is distinguished by the Gospel piety, the simple hearted, literal realism, and the symbolic grace. The human and practical side of religion was what the artists wanted to show. In spite of the orthodox Catholic dogma that their works expressed, they seem to carry in them the conscious seeds of Protestantism.

Unlike the earlier Italians, Northern painters were more interested in background details, the colors are more muted and darker. The subjects of the art also are different. There was more interest in painting everyday people and less attempts at “airbrushing” out the negative. In fact, sometimes the people are downright ugly (see Brugels and Bosch)

As one moves later into the period there is an evident trend toward more individual expression and breaking away from the classical form to the south in Italy. A perfect example of this is the work of Hieronymus Bosch and two works: The Garden of Earthly Delights and another The Cure for Folly are both critical of Classical Ideals and a shot at Catholicism

Flanders produced artists of a technique so extraordinary and of such a deep knowledge of processes that they inspired envy even in Italy, apart from the discovery of oils generally ascribed to them. Jan Van Eyck

(c. 1380-1440), aided by his elder brother, Hubert, gave the world a new revelation with his powerful vision of "The Adoration of the Lamb", of the Ghent Altarpiece (at the top of this week’s plan)

From about 1425, the German schools of art flourished. Albrecht Dürer will become the greatest among the artists of the Northern Renaissance. He was sometimes called the “Da Vinci of the North” because he, like Leonardo, worked in multiple mediums (paint, sculpting, and woodcuts) Lucas Cranach the Elder and Hans Holbein were two other well-known German artists. Holbein decided to go to England, influenced by Erasmus's descriptions of the life at the English court, under the reign of a king who was also a generous patron of arts. Famous among the works of the Northern Renaissance artists are his portraits of Sir Thomas More, of Warham, Archbishop of Canterbury, and of King Henry VIII. He also made the penetrating portrait drawings of King Henry’ courtiers.

Writers in the Northern Renaissance

Among the Northern Renaissance writers and philosophers, Erasmus was the finest critic, while François Rabelais was its richest and warmest thinker. His thought was the great French contribution to the movement. He was one of the century trio of geniuses, as Montaigne and Francis Bacon were his contemporaries

Michel Montaigne was the skeptic, the founder of Modern Skepticism. He was also the critic, who, knowing neither fear nor limits, applied to life and the universe the same acute discernment, which Erasmus only applied to institutions and ideas. Montaigne is said to have invented the essay as a literary device, and used this new form to tell us more about his habits, and tastes. He may also be said to have invented the art of autobiography, the taste for personal detail, which began the modern era and foreshadowed modern psychology and natural sciences.

Utopias were in vogue in his day, and it is interesting to place side by side the three best-known examples: Sir Thomas More’s Utopia, Rabelais' Thelema, and Bacon’s New Atlantis. That by Sir Thomas More, the social philosopher, author and statesman, is the most classical and the most spiritual, with its belief in a kind of aristocratic socialism. The Atlantis is the most scientific and intellectual, founded upon Christianity, but more truly upon a Christian theory approved by reason than upon a living faith from within.

ConclusionThe Northern Renaissance is characterized by the start of the protestant revolt against papal power. In fact, there was a seamless movement into the Reformation period.

HomeworkBell work tomorrow on Italian and Northern Renaissance ArtsEssay due on Friday Compare (and Contrast) art and literature of the Italian Renaissance. We will discuss format of this common type of essay in class on Wednesday. This essay CANNOT be typed!

WEDNESDAY Discuss writing the LEQ essay for the AP European History Exam

Materials Strategy/FormatRubric and PPT Writing skills

Introduction Writing in this class is a huge component not only of AP success but also future

collegiate and work world success depending on the job. Last year our AP scores revealed that our LEQ/DBQ scores were almost double the national average (and even

higher than that for AP US). So, all of the skills that we practice will certainly help lead to success.

Most of the writing that you will do will NOT be typed. Although I do allow some on the early DBQ essays. You will be writing timed essays soon in class. On the AP exam you will have approximately 30 minutes to construct the LEQ (about 60 for the DBQ). You will be given 2 choices on the AP exam itself.

Below you will see a basic rubric with some key tips to construct a good LEQ essay. This is a rubric that can be adapted to basically any prompt that you will face this year. I will also place a copy of this rubric on the class homepage.

AP History Rubric (6 total points)

The Thesis/Claim (1 point)Scoring Criteria

You should respond to the prompt with a historically clear and defensible thesis/claim that establishes a line of reasoning

Example: Let say you are faced with a prompt that states, "Louis XIV was the greatest absolutist monarch of the 17th and 18th centuries." You should take an immediate position in the intro paragraph and explain your position. "Louis XIV was the greatest because_________________". Or, Louis XIV was not the greatest because _________________."

Tips about the Thesis/Claim Your thesis should be in the intro paragraph and also addressed again in the body/conclusion paragraphs. If

the prompt asks for a position then you must give one and stick to it. You will not get this point if you just restate the thesis. The College Board says that the thesis can be in the conclusion. This is NOT good writing. The reader needs to immediately know what this essay is about. It is BETTER writing to hammer home your point multiple times.

Example: "Louis XIV was the greatest monarch because he created a cult of personality and state that captivated even the most rebellious nobles. He presided over key political, economic, and military improvements making France a 17th century superpower."

Or, "Louis XIV benefitted from the stable rule of Cardinal Richelieu and Louis XIII allowing his power to exist. Without important reforms before his birth Louis XIV could not have been an absolutist. In fact, his constant wars and economic corruption weakened the absolute monarchy leading one day to the French Revolution."

A good essay begins with an intro paragraph that takes a strong position and briefly supports it. It should NEVER be a single sentence and even two sentences is a little week. This is POOR writing. Think of the intro as the preview to a new film. Make it interesting enough to draw in your audience!

Another example of good history writing will always be the time period or span presented in the prompt

Contextualization (1 point)Scoring Criteria

Describes the broader historical context relevant to the prompt. This is simply where a good writer discuss pertinent background content relevant to the prompt.

Tips about Contextualization Good history writing sets the stage for the Thesis/prompt that you take. Your context could begin the into

paragraph but should also flow through the essay. Let's take our Louis XIV example. One might begin by discussing the nature of the battles between nobles

vs. monarchs that existed throughout Europe. A good example of context could be that the monarchies had developed new power through military strength, taxation, support of the middle class etc. These innovations weakened the ability of nobles in western Europe to resist the growing power of monarchs. This is good context and it doesn't matter which position that you are taking.

Evidence (1-2 points)Scoring CriteriaOne Point = Provides specific examples of evidence relevant to the topic/promptTwo Points = Supports the argument/thesis using specific evidence related to the prompt

Tips about Evidence This is the heart of good history writing. I have always believed that being a good writer is like being a

good attorney. No good lawyer wins a case without showing evidence. This is what basically gets you the single point. However, showing the supporting evidence and explaining how it leads to guilt/innocence is what wins the case. In writing your essay I always suggest that you go for two-three strong pieces of evidence to build your case/support your thesis. This way if you have a weakness the AP reader tends to focus on your strengths.

Example: Let's say you take the position that Louis XIV was not a great absolutist leader. Perhaps one of your arguments is to point out that the same "cult of personality that strengthened his reign initially, weakened him in the long run because he was surrounded by "yes-men" who would not tell him the truth about his kingdom's instability. You could use the example of wars (The War of Spanish Succession) that France won but actually seriously weakened the nation for years to come.

Analysis and Reasoning (1-2 points)Scoring CriteriaOne Point = Uses historical reasoning (e.g. comparison, causation, CCOT) to frame the structure of an argument that addresses the prompt. Two Points = Demonstrates a complex understanding of historical development that is focused on the prompt using evidence that can corroborate, qualify, or modify an argument that addresses the question.

Tips about Analysis and Reasoning This section is largely based on the type of prompt that you face. For example Louis XIV example is an

example of a causation essay because whichever position you take you'd have to explain the causes of his strength/weakness.

To some degree how effectively you use evidence may get you one point without entering into deeper analysis.

One of the best (and my favorite) types of analysis would be to explain your position Louis XIV by comparing him to the impact that Stalin had on the Soviet Union. Both were powerful and built this power with similar methods. Also, their reign could also be shown to have negative consequences.

Another way to achieve two points here could be to show how CCOT occurred even though this is not the type of essay. You could say that Louis XIV started off a powerful monarch but then weakened. And of course you'd need specific examples here as well.

Grading ScaleSince I have to convert your essay score I use this general scale. Clearly, we want to stay above a three and also this gives me a little flexibility

TOTAL POINTS (out of 6):_____ 6=97 5=87 4=77 3=67 2=57 1=47 GRADE:______

HomeworkComplete your essay: due in class on Friday

THURSDAY (This will possibly carryover until Friday especially if the textbook is not yet available)

Examine key factors in the consolidation of Northern Monarchies during the Renaissance Period.(PP-6)(OS-3,9)(SP-1,2,3)(IS-2)

Materials Strategies

Ppt Lecture discussion

Student SkillsCCOT Contextualization Causation

Introduction As you saw from the summer work, there were two pivotal events that started the consolidation of power in

northwest Europe. The Hundred Years War saw the destruction of much of the power of French nobles allowing the monarchy to rise. In England the defeat set the stage for internal struggles (The War of the Roses) but it also ended any desire to re-conquer in Europe. Their focus soon turned west. The Black Plague also weakened nobility and strengthened the rights of peasants to be respected in England.

The impact of the Renaissance in the North also played a role in consolidating royal power. The development of a stronger middle class gave monarchs not only a tax base but also more power against restive nobles. The middle class and monarchies joined forces against nobles who wanted to maintain the centuries old status quo.

Today we will examine the centralization of power in general but also see some particular measures in England, France, and Spain. These were important events because they also reveal why powers in central and eastern Europe did not turn into centralized powers.

Key Factors in Centralizing Power By the end of the Middle Ages, most smaller feudal units had been absorbed into bigger states over much

of the West, with the exceptions of Germany and Italy. As the modern state system began to take shape in the fifteenth and sixteenth centuries, the three well-organized monarchies of Spain, France, and England dominated Western Europe; Scotland, Portugal, and the Scandinavian states generally played subordinate roles. In central Europe, the Holy Roman Empire, with its many semi- sovereign member states, did not have the kind of internal unity enjoyed by the Atlantic powers. In the east Russia was in most respects still a feudal society where the monarchs in this period enjoyed less power than the nobles (called boyars)

Monarchs (kings and queen with supreme rule) in France, England, and Spain responded to the chaotic situation in Europe by consolidating their power. A significant development in all three of these monarchies was the rise of nationalism, or pride in and loyalty to one's homeland, which was a distinctive feature of the Renaissance period.

In France, the Capetians (pronounced cuh-PEE-shuns) gained control of nearly all duchies (fiefs) by staging internal wars and defeating England in the Hundred Years' War. They established a line of strong monarchs that lasted for eight hundred years and elevated France to the status of a major power.

Although England was exhausted by the long conflict with France, the Tudor monarchs began a new dynasty after emerging victorious from the War of the Roses, a struggle between two families for the throne of England. During the sixteenth and seventeenth centuries, the Tudors reigned over the English Renaissance. Their era produced one of the greatest cultures in the world and led to the creation of the British Empire in later centuries.

In Spain, the monarchs Ferdinand II of Aragon and Isabella of Castile laid the foundation for an immense empire by uniting several independent provinces. In the sixteenth century, during the reign of King Charles I (Holy Roman Emperor Charles V), the Spanish empire spread east from Spain to include the kingdoms of Germany, Hungary, Bohemia, Naples, and Sicily. It also extended south and west to include possessions in North Africa and the America

France The pivotal turning point toward French unity involved the end of the 100 Years War. At that point King

Charles VII was able to begin the process by ending a civil war between two important noble families and their respective regions (Burgundy and Armagnacs). Not surprisingly this leads to greater unity.

The process of centralization usually requires a national army to police the people and protect the state. These come at a cost. The French developed a new national taxing structure to pay for this. The Gabelle was a tax established on salt which the government monopolized. Also, the was a land tax called the taille which was aimed at the nobility. The strength or weakness of the monarch was often marked by how effective this tax was collected.

In many nation-states the power of the papacy was a stumbling block for state power. Charles VII claimed the right to assign bishops in France, a power that had always been claimed by the Vatican. In 1438 Charles VII published the Pragmatic Sanction of Brouges which involved the idea of Gallic Liberties, the right of the French monarchy to also control ecclesiastical revenue. Obviously the power of the Vatican to seriously challenge the decree is illustrative growing French power.

King Louis XI often called the “spider king” because of his cunning and sometimes vicious behavior built upon his father’s consolidations. His contribution had major implications for the economic future of France. His first move ( and one repeated by later monarchs) was to monopolize a key industry; silk production. This allowed an important stream of revenue. He also expanded international trade by joining the Hanseatic League, a trade organization that stretched now from France, Germany, to modern day Russia.

The expansion of a state can be accomplished in two methods: invasion or intermarriage. The French did both of these. The Anjou Dynasty became extinct with the death of its last male leader childless. The future king Louis XII was marriage to Anne of Brittany. When his father died this united Brittany with the rest of France to this day. The last papal challenge to French power occurred when Pope Leo X put pressure on the new young king Philip I to overturn the Pragmatic Sanction of Bourges. A deal was struck between the two with the Concordat of Bologna. This allowed the Vatican to collect indulgences and other fees could collect while the monarchy could name bishops.

England The loser of the 100 Years War had many internal difficulties. The English population had yet to

recover from the Plague which impacted food production. Violence and lawlessness was common. Then a dynastic struggled erupted between the House of York and the House of Lancaster. This was known as the War of the Roses. In 1471 the Lancaster finally won the conflict and the monarchy was re-strengthen by King Edward IV. The Lancaster’s power was short lived and was replaced by the first Tudor King Henry VII.

The problem for all English monarchs was that Parliament constrained their power. Since the 12th century the aristocrats of England sat in council in Parliament’s upper house, the Lords and small holders and the tiny core of a middle class held seats in the House of Commons. The monarchy could easily have been only a figurehead as it is today. Henry VII first step was to organize a royal council of advisors from some of the main noble families. Essentially he gave the noble class a voice in the monarchy. This was accomplished by naming lesser noble families power but excluding it from the bigger houses. He gave the lesser nobles a vested interest in the national power of the monarchy.

The next step was to weaken noble power and end some of the lawlessness of all classes. The normal legal system was dominated by the nobles so the King created a new legal structure, the Court of the Star Chamber, which the monarchy controlled through legal appointments called “justices of the peace.”

The Tudor Dynasty will be essential to the development of English power. We will see the role played later by Henry VIII, one of the most powerful sovereigns in European History.

Spain The earliest step in Spanish power was the unification of the two most powerful houses: Castille and

Aragon. Ferdinand and Isabella married and unified Spain. Spain was a cultural melting pot between a European culture and Islamic Berber culture. The Reconquista, the centuries long conflict between Christian northern kingdoms versus Muslim southern powers finally ended with a northern victory. With this conflict ended, stabilization was now possible.

The first step was to reign in the nobles with a old concept called herrnandades. Similar to the English idea, this allowed for the creation of policing powers outside of the normal role played by the nobles. Ferdinand and Isabella also created a royal council staffed almost exclusively by the middle class. The Spanish monarchy remained devout to Catholicism and as the papacy battled for power elsewhere, the popes rewarded Spanish power with money and support.

One of the downsides of being zealous Catholics was the desire to quash other non-Catholic faiths. There was a large Jewish population in Spain ironically because they had been expelled from England and France. They found positions largely because they were far more educated than most of their princely overlords. It seems that just as today, the power of money trumps religious disagreements. However that began to change in the 15th century partly because of a ridiculous rumor that Jews had caused the Plague and because

of an event known as the Inquisition. This was an attempt to ferret out non-Catholics. The master of the process was the Tomas de Torquemada, a Dominican monk who was not above torture to convert. He has remained one of history’s most hated men.

At this point Jews were forced to convert, leave Spain, or die. A large number did convert and remained in Spain and were known as “new Christians.” Interestingly many Jews left and went to Holland (then called the Spanish Netherlands). Dutch economic power was partly built by these immigrants. Eventually the Spanish intermarried with the powerful Habsburg dynasty of the Holy Roman Empire uniting much of Europe into a single massive empire.

ConclusionThe organization of nation-states was an huge event in European History. By the 17th century monarchies will solidify in much of Europe and the definition of their power will come with how well that they control their noble classes, the power of the church, and ultimately their alliance with the growing middle class.

HomeworkBell work tomorrow on the Northern MonarchiesYour essay is due tomorrowBring your textbook tomorrow if we have it!

FRIDAY (BOOK if available) Analyze secondary sources on gender and race during the Renaissance (documents from the Renaissance

Period). (INT-1)(IS-1,2,4)

Materials Strategy Textbook/Close text reading activity Secondary Document analysis

Student SkillsPeriodizationCCOTContextualizationHistorical evidence

InstructionsWe will have one of two possible lessons today. If you have the textbook, we will use it to examine some social features of the Renaissance period. If you do not then we will use some primary source documents that I will provide. Since we may not have a textbook I will give you some background below on the nature of gender roles, women.

Homework

Your first MC and SA Unit test will be take home and on the Quia.com website. This will be a timed test and clearly you can use multiple sources. We will discuss this format and materials in class.