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HST102: History of Western Civilization: Medieval to Early Modern Europe II (14471) Portland Community College: Winter 2012; M/W 11:00-12:50, SS 109 Instructor: Sylvia Gray Phone: (503)
HST102: History of Western Civilization: Medieval to Early Modern Europe II (14471) Portland Community College: Winter 2012; M/W 11:00-12:50, SS 109 Instructor: Sylvia Gray Phone: (503) Web Page: search for my name on mypcc and click on the web icon next to it Office: Syl SS 215, H77; Office Hours: W/Th 10:00-11:00; M-Th 1:00-1:30; Th 2:00-3:00 If these times are difficult for you, I will be happy to work out an alternative and mutually agreeable time. Western Civilization: Medieval to Early Modern Europe studies the High Middle Ages and early modern Europe, including the Renaissance, Reformation, Scientific Revolution, Enlightenment and the French Revolution. Prerequisites: WR 115, RD 115 and MTH 20 or equivalent placement test scores. Intended Outcomes for the course Articulate an understanding of key events in the late medieval and early modern history of western Europe and use critical thinking in order to evaluate historical changes and their impact on western civilization. Recognize the different groups that interacted in late medieval and early modern Europe in order to evaluate and appreciate their historical contributions to western civilization Identify the influence of culturally-based practices, values, and beliefs to assess how historically defined meanings of difference affect human behavior. Communicate effectively using historical analysis. Connect the past with present-day events to enhance contemporary understanding and encourage civic activities Required Texts [Note: Copies of Levack and Perry are on reserve in the library]: Levack, Brian, et al. The West: Encounters and Transformations. New York, New York, PCC Custom Edition. ISBN [Note: other similar Western Civ textbooks will be fine.] Perry, Marvin, et al. Readings in Western Civilization II: Medieval to Early Modern. Cengage Learning ISBN: [Note: older versions of Sources of the Western Tradition.: From Ancient Times to the Enlightenment. Volume I. (Houghton Mifflin) may substitute.] Voltaire. Candide. Dover Publications, ISBN Two Blue Books for exams. Evaluation (see below for more exact descriptions of each assignment): Required: 30 each Two exams, weighted equally 5 Historical Shapes Assignment 10 Essay on Candide REQUIRED but flexible points for the remaining 25 5 each Short essays worth five points 5 Time Line representing the periods and topics covered in this course 5 each Attend an approved event, watch related movie (only one), and/or watch related documentary (two max) and response paper for each 10 Oral presentation 25 Service Learning Project Extra Credit Possibilities: Up to 10 points of extra credit possible. Do more of any of the above. Attendance and Grading Policy: Absence can affect your grade negatively. Lateness is not encouraged but is preferred to absence. It is your responsibility to withdraw from this course if you do not finish. Participation and Respect: Appropriate participation can affect your grade positively. There may be film worksheets, in-class writes, and small group or general group discussions in class. These discussions will be exploratory, and you should feel free to express your opinions as long as you remain respectful of Plagiarism: All written work in this course must be your own, and if you quote, use quotation marks and Students with Disabilities: If you need special consideration because of a disability, please contact the office for Students with Disabilities ( ) and talk to me early in the term. 1 Estimated Course Schedule (changes will be announced in class and by ) Week I (January 9 and 11) Subject: Introduction; High Middle Ages Readings: The West10; Readings 8 Video: Cathedral Week II (January 17-no class MLK Day; January 18) (Shapes Assignment due January 18) Subject: High Middle Ages Readings: The West 9, pp ; 10, continued; Readings 8, continued Video: Islam, Empire of Faith Week III f(january 23 and 25) Subject: Medieval West in Crisis Readings: The West 11; Readings 8, continued Video: Medieval Conflict: Faith and Reason Week IV (January 30 and February 1) Subject: The Renaissance Readings: The West 12; Readings Chapter 9 Video: Masters of Illusion Week V (February 6 and 8) Subject: Global Encounters and Empires Readings: WC 13 and 18 to page 574;; Readings 11 through p. 359 Video: 500 Nations: Clash of Cultures Week VI (February 13, Midterm and 15) Subject: The Reformation Readings: WC 13; Sources Chapter 10 Video: Printing Transforms Knowledge Week VII (February 20 and 22) Subject: Reformation, continued, and the Catholic (Counter-) Reformation Readings: The West 14; Readings 10, contd.; and pp Video: Matter of Conscience: Henry VIII and Thomas More Video: The Puritan Revolution: Oliver Cromwell Week VIII (February 27 and 29) Subject: Absolutism and the Scientific Revolution Readings: The West 16 and 17; Readings 11 (from p. 365) and 12 Video: Versailles: the Visit Video: The Beginnings of Modern Science Week IX (March 5 and 7) (Essay on Candide due March 7) Subject: The 18 th Century and the Enlightenment Readings: The West 18 from p. 579 and 19; Sources 13 Week X (March 12 and 14) (Time-line, Service-Learning, Events, Movies, Docs due March 14) Subject: The French Revolution Readings: The West 20; Readings 4 Final Exam: 11:00-1:00 Monday March 19 2 Historical Shapes Assignment (Required; 5 points): (due January 18) Part A: Star: Literal Aspects Purpose: Before trying to discover the historical significance of a primary source, it can be useful to pin down the literal meaning and historical context of the piece. The elements are often interrelated, and this is why the pentad is a good approach. Process: Choose a primary source from the reading assignments. As you read the preliminary editorial comments and the primary source itself, take notes for each point on the star (see below). Be sure you can provide evidence for each of your statements Draw a big star and label each corner: o Title of the primary source (It helps to know the name of things) o Who (Who s involved here?) o What (This should be meatiest: summarize in a sentence or two what the primary source is all about) o When (Time period) o Where (Location/setting), Part B: Triangle: Historical Significance Purpose: This step asks you to go beyond the literal meaning and context in order interpret the document. Process: Draw a triangle! Take the same primary source, but this time labels should be: o Purpose (Why do you think this was written?) o Omissions (What topics or issues were ignored or left out?) o Significance (In what way is this document historically important?) Part C: Circle: Reflection Purpose: This step asks you to summarize your findings and personalize the experience Process: Draw a circle we re pulling things together now! Write a few lines on the following: Summarize your findings: what it is and what it means. Do the issues represented by this document correspond to present day issues? Elaborate. Describe one way in which this document sparked your interest, addressed an issue of importance to you or write another personal reflection Required: Response essay to Candide, by Voltaire. Due March points (Late papers will be docked 1point; if you do not complete the essay, you will forfeit one point from your final grade.) This is a very famous satire, and indeed one of the most famous things Voltaire ever wrote. As you read the book, ask yourself these questions: Who or what is he attacking? Is Voltaire fairly representing the people and institutions he attacks? Does he make good points? In what ways would the church and state authorities have a problem with this work? Did he ignore any facts in his quest to write a scathing satire? In Voltaire s best of all possible worlds what would the world be like? Write a 3-4 page essay based on your reading of this work. Your essay must include: A bit of historical context A theme to follow or a point to make. You may use the above questions as a starting point, or you can creatively come up with your own focus. Do not just talk randomly about things you noticed: stick to a theme. Quotations from the primary source (i.e. Candide) to support your comments. Please make a formal citation listing the book. Consult: Your personal reaction to the book. Papers will be graded on: Fulfilling all aspects of the assignment Grammar, punctuation, organization, good writing Creative thinking 3 Instructions for Short Essays (Read this before you begin!!!) I will accept papers up to one week later than the due date. After that they will only receive 2.5 points. One and one half pages, typed, double-spaced, essay number at the top of the page. *Cite at least one reference from a primary source taken from the Readings in Western Civilization II text. [A primary source is something that was actually written during the time period we are studying, not things written by modern scholars.] Using the footnotes or introductory remarks for clues, try to figure out who really wrote whatever you are quoting and what it is. Please refer to the title of the individual document and/ or author, and the page number in our text. For example: (Martin Luther. Against the Thievish, Murderous Hordes of Peasants 319). [ For our own class purposes, you do not need to include the full title of our source book, since all your citations will be coming from it. Be aware that this is not the full-fledged citation you would typically include in a formal research paper.] You may use the Western Civilizations text to help you as well. If you quote anything verbatim, be sure to include that citation as well. Evaluation: 5 points for good analysis, arguments, references, presentation, spelling, and grammar. It goes down from there, but you may always redo papers, taking my comments into account. Assuming your essay is improved, I will raise your grade. Attach second draft to the first paper. If you neglect to cite a primary source, you will not receive more than 3 points. Essay # 1 (Due January 18) Explain why the Crusades were considered proper and positive by Medieval people. Essay #2 (Due January 23) Argue for or against: The intellectual awakening in the High Middle Ages was inspired by the church. Essay #3 (Due January 25) Argue for or against: The Black Death truly undermined European culture Essay #4 Due February 1) Argue for or against: While Renaissance men did not overtly rebel against the church, they undermined the church s teaching in subtle ways. Essay #5 (Due February 8) Argue from a Spaniard s viewpoint why Spain was justified in exploring and exploiting the New World. Then rebut it. Essay #6 (Due February 20) Argue for or against: The Reformation was really a socio-political movement and religion simply served as the excuse. Essay #7 (Due February 27) What can account for the witch craze in Europe? Essay #8 (Due February 29) Argue for or against: Given the times, absolutist rulers were absolutely essential. Essay #9 (Due March 5) Argue for or against: The Scientific Revolution really did not undermine Christian beliefs in any way. Essay #11 (Due March 12) Argue for or against: During the Enlightenment, people were finally able to think freely and rationally. Essay #12 (Due March 14) Argue for or against: The French Revolution was the great culmination of truly enlightened thinking. 4 Oral Presentations and Approximate Week (These can be a lot of fun!!) See the following list for possible topics. If you have a better idea, don t hesitate to bring it up. You are responsible to arrange a topic and a date with the instructor Guidelines: About ten minutes. Include who, what, when, where, and historical significance. Try to make it fascinating. One approach would be to go to an encyclopedia for the basic information, and then look somewhere else to find some interesting things about the topic. Please hand in your notes and a source list. Be aware that anyone can edit Wikipedia, so if you use that as a source, I expect you to consult another as well. Whenever you cite an internet source, you must include the date you accessed the site. Weeks 1 and 2 King John Frederick II Eleanor of Acquitaine St. Louis St. Francis St. Bernard Hildegarde of Bingen St. Dominic Waldensians Week 3 St.Thomas Aquinas Dante Boccaccio Chaucer St. Catherine of Sienna Joan of Arc Philip the IV (The Fair) Week 4 Leonardo da Vinci Michelangelo Botticelli Bernini Petrarch Raphael Week 5 Queen Isabella Henry the Navigator Cortez Magellan Week 6 John Huss John Wycliffe Erasmus Week 7 St. Theresa of Avila Loyola Queen Mary Anne Boleyn Sir Walter Raleigh Week 8 Catherine de Medici Richelieu Maria Theresa Newton Des Cartes Sir Francis Bacon Galileo Tycho Brahe Week 9 Bach Mozart Haydn Diderot Rousseau Montesque Week 10 Sans-Culottes Marie Antoinette Robes-Pierre Danton TimeLine (5 points) (due March 14): This should be a visual representation of the time periods and empires we cover this term (i.e. from 1000CE to 1800CE). This assignment is to help you visualize the flow of history that we are considering. Do not just make a list with names and dates! Make it detailed enough to cover the periods but not so detailed that it confuses you. I grade on perceived usefulness and completeness, but I also take creativity into consideration Event, movie (only one) and/or related documentary (two max) (5 points each) (Due March 14: Response papers must include details of the event, movie, or documentary, brief summary, a connection to this course, and your reaction. Attach a ticket or program if possible. Movies and documentaries should include comments about historicity and accuracy. Stay tuned for opportunities, or if you see something, bring it to my attention, please. 5 History Service Learning Project (25 points; Due March14) This project will require at least 10 hours of service at an approved site, an evaluation from the site, and a 3-4 page paper explaining what you learned and your reactions. You will also briefly tell the class about your experience. This can be a wonderful opportunity to both serve the community and learn some practical aspects of the discipline of history. In some cases, these assignments can later be converted into Co-op Education agreements where one works for the organization and receives college credit from PCC Projected Outcomes Gaining experience and knowledge in practical aspects of preserving or communicating history Contributing to the health of the community and the specific organization Reflecting on the experience and communicating it with others Enriching your history learning experience Getting Started: Go to PCC s Service-Learning page and click on community connector ; faculty ; Sylvia Gray Western Civ. There will be a number of possible partner sites listed. Favorites have been the Oregon Nikkei Legacy Center; Washington County Museum, and newer partners are the Architectural Heritage Museum and Wings of Freedom. Finding a school where you can work with a history course is fine as well. You are ultimately responsible to find your own placement. You must do this early in the term. When you contact the site, explain your goals based on the projected outcomes listed above, and explain any skills or schedule considerations you may have. Have an appointed supervisor sign the placement agreement at the beginning of your project, and return it to me as soon as possible. Make sure the supervisor understands the projected outcomes and has read the back of the agreement, especially the section delineating the obligations of the community site. Be sure your supervisor has clearly explained your duties. Completing the Project: Complete at least ten hours of volunteer work. You should plan to act professionally and carry through with the commitment to your organization of choice, as your behavior reflects back not only on you, but also on PCC and the instructor. When you finish your service, have the supervisor fill out the evaluation form. Write a 3-4 page essay which includes: o Description of the organization, its mission, and its core values (this may include its history, what services it provides, how it is funded, and how the organization plays a role in the larger community). o Description of your activities and role as a volunteer. Was your service valuable to the organization? o Discussion of how your activities related to Asia, and specifically how they may have intersected with this course. o Discussion of your own thoughts and feelings about the experience. What did you learn? Did you gain any insights? Did it change your outlook in anyway? Share your experience with the class in a brief presentation. 6 Midterm Study Guide HST 102 The midterm will consist of two parts: 1. Ten items, from which you will choose four to give a thorough identification, including who, what, when, where, and historical significance. Each will be worth a possible 10 points. 2. You will prepare for several essay questions, which I will give you in advance. I will choose one of them for you to write on during the exam.. Below are the large themes we have covered, and with each I have included a list of topics which are possibilities for the identification questions. (If someone has given a report on a figure or item which is not listed, or I have added another topic, you should add that to your list.) To study effectively, I suggest that you make a study guide for yourself, including who, what, when, where, historical significance for each item. (Some items will overlap, making things easier in spots.) This will prepare you for the identification section of the exam, and will also provide the specifics you can use to make your arguments in the longer essay. I also suggest that you read the focus questions in your text before each chapter to help you isolate important issues. High Middle Ages Henry II, King John, Magna Carta, Eleanor of Acquitaine, Troubadors and Courtly Love, Frederick II, Capetians: St. Louis (IX); Crusades; Population growth; Rise of cities; Guilds, Universities, Peter Abelard and Heloise, Scholasticism, St. Thomas Acquinas; Hildegarde of Bingen, Cult of the Virgin; Lay Investiture Controversy; Thomas a Becket; Papal monarchy, Pope Innocent III, Fourth Lateran Council, Basic Catholic Doctrine; Cistercians, Carthusians,Waldensians, Cathars (Albigensians), Franciscans and Domenicans; Gothic Cathedrals; (basic knowledge of feudalism and manorialism is assumed); Questions to consider: What were some of the general traits of this era? What were the basic values? What were changes and advances during this time period? What was the role of rulers? What was the role of the church? What was the relationship between church and state? Disasters and Adjustments Black Death, flagellants; popular uprisings: the Jacquerie, English Peasants revolt; Bope Boniface the VIII; Avignon Papacy; St. Catherine; Great Schism; Conciliarism; Council of Constance; John Wyclif and Lollards; Jan Hus; 100 Years War; Joan of Arc; Vernacular literature: Dante, Boccaccio, Chaucer, Christine de Pisan Questions to Consider: What weakened the population of Europe by roughly 1300? How did people react to these disasters? How were Jews treated? What was the outcome of these difficulties for Europe? Renaissance Humanism; Florence; Medici; Petrarch; Neoplatonism; Machiavelli; Ideal of the Courtier; Renaissance Art: new techniques; Leonardo Da Vinci, Raphael, Michelangelo, Donatello (and any other figures on whom we have had presentations) Questions to consider: What gave rise to the Renaissance? What was new about it? What was old? What kind of an impact did it have? Commerce, Conquest, Exploration Mercantilism; Convivencia in Spain; Isabella and Ferdinand; Inquisition; Christopher Columbus; Hernando Cortes; Columbian Exchange; growth of Questions to consider: What led to the great explorations? What were the results for indigenous peoples; for Europeans; for Africans? 7 Essay Questions for HST 102 Midterm Section I (40% - allow about 5 minutes each du
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