AP United States History: The Civil War-Part I

Sectionalism Readings: Chapter 18, pp. 390 to 408. Be sure to also read the text in the brown boxes and captions to all pictures, graphs and maps. All texts should be finished by next Tuesday.

AP European History: The Renaissance

Reading: Chapter 12 Recovery and Rebirth: The Age of the Renaissance. Read the entire chapter and don't forget to read all the texts in the brown boxes, as well as the captioins for pictures and maps. This will help you get a better understanding of the period. The chapter should be completed by next Tuesday.

AP European History: The Italian and Northern Renaissance

PRACTICE ESSAY QUESTIONS: AP European History: The Italian and Northern Renaissance (1450-1550) The following questions are from older AP Euro tests for the essay portion. The five questions are explained in the corresponding paragraphs below the questions. Try and answer both the initial questions, and the questions found in the paragraphs. both will give you an idea of what to expect when you take the AP test in May 2013. 1. To what extent and in what ways did the Italian Renaissance result from Italy's geographic advantage in he world trade of the 15th century? 2. "Although the term "renaissance" is misleading, the modern world began with Renaissance secularism and individualism." Assess the validity of this statement 3. Explain why Machiavelli's The Prince is both one of the mostt misinterpreted books of modern times and the first modern treatise in political science 4. Contrast and compare the Italian and Northern Renaissance 5. Analyze how the Northern Renaissance gave rise to two diverse trends: religious mysticism and revival and science and technology. A1. "Geography is destiny" So it is said. And the strategic location of Italy, a peninsula jutting into the Mediterranean, gave it advantages in the world trade of the 15th century. "How and how much" are the questions to answer here. The clues are inherent in the geography. With what parts of the world did the Europeans carry on trade at this time? Why did Italy have an advantage? What were the rewards of that advantage? How were those rewards instrumental in fostering the greatest brief period of creativity in history? A2. "To judge the value" or "determine the truth:" of this statement, you must ascertain why the term "renaissance" may be misleading and what the "modern world" is. Then you must determine whether or not the modern world began with secularism and individualism. Can we claim that any era, especiallly one so complex, began at a specific time or with a few ideas? Did these concepts affect other developments - the Reformation, for instance? This abstract question requires careful thought and organization to answer. A3. "Explain" offers no choice. You must "make clear," or "detail," and "offer meanings, causes, reasons for." The essence of the book is in the phrase "The welfare of the state justifies everything....." Is this equivalent to arguing that the end justifies the means? What was Machiavelli's purpose in writing the book? How did his methods of observation and his arguments make it the "first modern treatise in political science?" Would medieval philosophers have considered the same issues? If so, what would their arguments be based upon? A4. "Show differences"; "examine similarities." In showing the differences, consider how each began, which influenced which, how their emphases differed, how they interpreted common concepts differently, how they expressed their differences. How did the art and literature of each differ? How did the personalities vary - who was the "ideal Renaissance man: in Italy, in Northern Europe? What were the accomplishments of each? In examining similarities, consider common concepts such as "individualism" and "secularism"; look for similarities in their religious commitments, in their artistic and literary techniques and themes, in their approaches to defining human life. A5. In this case, analyze means primarily to "determine the relationships" between the Northern Renaissance and two glaringly different approaches to the human condition: religion and science. How did the study of ancient texts - specifically Hebrew and Greek versions of the Bible and the writings of the early Church Fathers - revitalize religious devotion? How did the concept of "individualism" encourage the very personal religious experience of mysticism? How did "individualism" and "skepicism" give rise to modern science? Why did the revival of religion and the growth of mysticism occur primarily in Northern Europe? Was Italian religious devotion centered on the arts? Did the papacy have less sway in the North? Why did Northern Euruope give birth to modern science? Was the desire to understand and control nature the Northern counterpart to Italian virtu or richness of the human spirit? Was it a tradition that began with the mathematician Regiomontanus and evolved into the Copernican formula for a heliocentric universe?

AP European History: The Italian and Northern Renaissance

TOPICS AND TERMS - The Italian Renaissance - The Italian City-States - the major city-states - Republic of Genoa - Duchy of Milan - Rome, the Papal States - Naples, Kingdom of the Two Sicilies - Venice, Venetian Republic - the Medici Family - Giovanni - Cosimo - Lorenzo the Magnificent - Individualism, A New Conception of Humankind - man is the measure of all things - virtu - The Arts as an Expression of Individualism - Filippo Brunelleschi - Leon Battista Alberti - Lorenzo Ghiberti - Giotto - Massaccio - Botticelli - Raphael - The Greatest of the Great - Leonardo da Vinci - Michelangelo Buonarotti - Humanism - Petrarch - Boccaccio - Bruni - Baldassare Castiglione - Niccolo Machiavelli - The Prince - The Northern Renaissance - Germany - science and technology - Gutenberg - Regiomontanus - Behaim and Schoner - Copernicus - mysticism - Meister Eckhart - Thomas a Kempis - Gerard Groote - Erasmus - In Praise of Folly - England - Elizabeth I - Christopher Marlowe - Edmund Spenser - Francis Bacon - William Shakespeare - Henry VIII - Sir Thomas More - Utopia - France - Hundred Years' War - Louis XI - Charles VIII - Louis XII - Francis I - Henry II - Rabelais - Montaigne - Spain - Moors - Reconquista - Miguel de Cervantes - Don Quixote - Lope de Vega - Bartolome Estaban Murillo - Domenikos (El Greco) - Diego Velazquez - Francisco Suarez

AP European History: Late Middle Ages Reading

Western Civilization: Chapter 10: A New World of Cities and Kingdoms (the whole thing, please) Chapter 11: The Later Middle Ages: Crisis and Disintigration in the 14th Century (the entire chapter, please) Be ready to talk about this next Monday.

AP European History: The Late Middle Ages Focus Questions

1. Why did kings in the late Middle Ages increasingly have to consult representative assemblies to grant new taxes? 2. What caused the instability of the 14th century? 3. What was the great schism and how was it resolved? 4. Describe the impact and development of gunpowder on Europe’s nobility. 5. What is conciliarism 6. Which, if not all, characterize middle ages scholasticism? a. The belief in transmigration of souls b. The necessity of accommodation with Muslim theology c. The use of dialectical logic 7. What were some of the important consequences of the 100 Years War? 8. What views did the unam sanctam express? 9. Where did the Hanseatic League have a monopoly? 10. Why were Christians not allowed to loan money with interest?

AP European History: The Late Middle Ages

- we are exploring the later Middle Ages 1000 to 1500 - even after end of Roman Empire, trade continued - during feudal period, manors traded w/manors - European trade carried on w/Byzantine Empire - spices, silk from Asia were traded for olive oil, wine from Europe - Europeans needed spices from Asia - kept food from spoiling and tasted better - even after Muslims controlled Med. Sea some Europeans con’t to trade w/Near East - by 1000's, Europe’s trade on increase again - after conquering island in Med. held by Muslims - the Crusades helped trade increase even more - men/women taken back and forth - from Holy Land to Europe - Venice, Genoa, Padua handled most of it - ships carried goods from as far as China - from Italy, goods traded to other nations - but one needs products to trade with - at first Europe only had raw materials to sell - products from nature like hides, lumber, fur - later Europeans learned to make woolen/silk cloth, metalware, leather goods - these were traded to Byzantine and Muslim empires - by late 1300's, Italian traders sending ships to W. Med. around to England and Scandinavia - taking goods imported from Asia and brought back copper, wood, furs, grain, fish - trade increased all over Europe - much took place in fairs - large trading meetings lasting weeks - several held ea. year in Champagne, NE France - merchants (traders) came from all over Europe - some fairs still held today - money is needed before large trade can be carried on - at first only a small amt. of money used - as trade increased, so did use of money - Kings, nobles had coins made that were used - but trading difficult - some coins worth more than others - Venetian coin c/b worth more than 4French - problem partly solved - money changer booths - decided how much money worth - then exchanged coins at certain rates - money kept in strong boxes - Merchants would give money to changers - to keep in these boxes for safekeeping - paid money changers for services - soon money changers had large amts. - forerunners of banks and bankers - European trade increased in spite of bad travel condition - roads too rough for wagons - instead, goods carried by mules or horses - also Europe had bad bridges - so merchants carried goods by water, not land - either way, merchants had to pay a toll every time they crossed a noble’sland - toll = tax - and was still danger of being robbed by bandits - sea travel not much safer b/c ships were small, had to sail close to land - where sea was safer but also dangerous - ships c/b wrecked by strong winds - privateers (pirates) - in spite of all this, trade began to increase WORLD HISTORY NOTES 22 THE GROWTH OF EUROPEAN TOWNS - after Roman Empire collapsed, some cities survived - in Italy, many old Roman cities remained although much smaller - outside of Italy, some Roman cities became church centers - where church leaders lived and worked - these centers attracted many settlers/visitors - many castles were built in early mid-ages - castle = burg in German - many located in N. & E. Europe which d/n have Roman towns - people who lived there called burghers - some burgs grew larger and eventually became towns - w/trade increasing @1000 - church centers & burgs that were good trading places grew into towns - some along rivers or near harbors - some where two roads crossed or rivers met - however most towns still ruled by feudal lord - people still had to pay taxes and work for the lord - this work slowed growth of business - to gain more freedom, rich townspeople offered their lord money in exchange for a charter - document making the burghers free people - d/n have to serve the lord and could govern themselves - some charters given in return for taxes - b/t 1000 & 1300, most towns had a charter - New towns governed by merchant guilds - group of merchants in the same kind of business - merchants were first to form these groups @ 1000 - later barbers, tailors, lawyers & skilled workers - leaders of guilds often members of town council - made town’s laws and acted as court - most laws made to help town’s guilds - guilds main purpose was protect workers in that biz - only guild members c/buy/sell goods or do business - they set up rules for their own members - all paid their workers the same wages - all worked same number of hours - all charged the same price for same goods - all tried to keep quality at high levels - there were 3 classes in guilds - apprentices, beginners or boys learning skill - got food, clothing, shelter but no wages - at 19 y/o, became a journeyman or day worker - if skilled enough, became a master - but only after proving it - had to crated a “masterpiece” (a really fine piece of work) - once a master, he opened a shop - in this way, guilds trained very good artisans - most European towns had small populations - 1200, Paris largest town in W. Europe pop. @ 100,000 - most were small, protected by walls - streets were narrow @10 feet wide and houses made of wood - largest buildings were church and guild hall - as population grew, houses built closer together and often 7 to 8 floors high - towns became crowded w/all these wooden homes - fire a constant danger which could destroy large parts of the town - from these towns came a new class - city middle class made up of merchants of the town - many rich through trade and other business - would be an important development in Euro.Gov’t WORLD HISTORY NOTES 23 FRANCE & ENGLAND IN THE LATER MIDDLE AGES - after Charlemagne died, empire taken over by nobles - in time, this western part of the empire b/c France - 987 French nobles chose Hugh Capet to be king - but he only controlled land around Paris b/c most of France controlled by nobles - 1180 Philip Augustus became king - was powerful enough to conquer large part of Fr. held by England - including Normandy & Anjou - 1226 to 1270, France ruled by Louis IX - he improved French court system - sent officials to provinces to check up on locals - both he and Philip helped build Fr. into one nation - England also becoming a nation - 40 to 410, England a Roman province - after Rome, Angles, Saxons, Jutes took over - Angles and Saxons merged into Anglo-Saxons - most famous was Alfred the Great - ruled England 871 to 899 - set up schools, encouraged learning - formed a code of laws and improved local gov’t - built a strong navy and army - after Alfred died, the Danes began to conquer England - but by 1042 the Anglo-Saxons regained power - 1066 William, Duke of Normandy and Norman Army invaded England - defeated Anglo-Saxons at battle of Hastings - so William the Conqueror b/c first Norman king - under Normans, England changed greatly - most important nobles, church leaders were Norman - the king gained more power over feudal nobles - William divided lands owned by A/S and gave them to Norman followers - in return Normans swore fealty only to William making William even more powerful - 1154 to 1189 Henry II now king - set up courts to replace those of nobles/Church - serious crimes now tried in royal courts by royal judges - Henry also dev. the jury system - group of people reporting to the judge names of people who might be guilty of crimes - judge decided innocence or guilt - later this job also went to the jury - who also decided punishment - when judges decided, wrote down their decisions - over centuries these decisions became known as English common law - beginning of equal justice for all - another imp. development happened under King John, son of Henry II - John was unpopular ruler who refused to give the nobles more power - 1215 nobles revolted and forced John to sign the Magna Carta - Great Charter - gave nobles certain rights as well as rights to the common people - king c/n tax w/o approval of the council - king c/n imprison anyone b/c he d/n like them - citizens c/refuse to obey king if rights denied - so Magna Carta was imp. document of freedom but the King was still powerful WORLD HISTORY NOTES 24 EDUCATION AND LEARNING IN THE LATER MIDDLE AGES - people who study certain subjects very carefully are called scholars - had imp. role in later mid ages - 1100 studied Christianity in new way - tried to show faith & science agreed w/ea other - this was called scholasticism - Peter Abelard of Univ of Paris was one of most famous - helped make scholasticism imp. method of learning - during late 1100, Eur. scholars began to study Greek writings - esp. Plato and Aristotle - brought by Greek, Arabic and Hebrew books - also Arabic books about science and math - these were translated in Latin - at first scholars felt Aristotle d/n agree with Christianity - Thomas Aquinas, Roman Catholic philosopher wrote book showing how they did agree - as a result, more accepted Aristotle’s ideas - after Aquinas’ death in 1275, scholasticism less imp. - scholars began arguing about less imp. matters - later, though, scholasticism became imp. again - still used by Catholic leaders today - during 1100's, universities and colleges started in Euro. - schools of higher learning w/outstanding teachers - began as guilds of groups of students/teachers - some univ. were controlled by students like the University of Bologna in Italy - others followed Univ. of Paris - teachers set up rules, students took orders from teachers - this system is followed in most universities today. - most universities received charters from king or pope - gave many rights/freedoms - including power to run own affairs - students/teachers not forced to pay tax - students/teachers not forced to serve in army - even had own law courts - these freedoms very imp. all over the world - these were called academic freedoms - Univ. d/n have libraries or labs, only places were teachers/students lived - and few large lecture halls - if students/teachers d/n like town Univ. is in, moved to town they DID like - many universities developed in this way - main power of Univ.s was right to give teaching degrees - after 4 yrs of study, got Bachelor’s degree and could become a beginning teacher - could study 2-3 more yrs and get Master’s degree now well trained to be teachers - highest degree was the doctorate or doctor’s degree - given to advanced student in law, medicine, religion - took many years to get this - had to spend all day answering questions from teachers, other scholars - if passed, then now able to become a scholar - universities helped make learning more important - trained students to be teachers, doctors, lawyers, gov’t leaders, even church leaders - today’s colleges carry on the work of the later mid ages WORLD HISTORY NOTES 25 SCIENCE, BUILDING AND WRITING IN LATER MIDDLE AGES - @1100 Eur. scholars began study Arabic and Greek ideas in science and math - they used Arabic numerals and the zero from Arabs - improved Arabic & Greek ideas in algebra, geometry, trigonometry - also studied Arabic astronomy, medicine, chemistry - Roger Bacon best known Eur. scientist of mid-ages - invented the scientific method - find truth by experimenting and observing - Bacon only accepted fact proving using sci. meth. - but sci.meth. d/n become popular till way after Middle ages over - several new inventions after 1100 - magnetic compass from China used to find direction at sea - invention of the rudder or steering lever - easier to steer ships - better sails speeded up sailing - other inventions - spinning wheel, mechanical clock, the button - better ways of making iron. and gunpowder from China - imp. in warfare - most imp. change was new kind of power to do jobs - Eur farmers learned to use water power - turned machinery to grind grain, saw wood - the windmill used to pump water from ground - by later mid ages most Eur. use more machine power - and less human power than ever before in history - many famous churches built in later mid ages - in early years, built in Romanesque style based on Roman buildings - thick walls, round arches, narrow windows - late 1100's, new Gothic style - higher, thinner walls, larger windows w/stained glass and many statues - all the people helped build these churches - and ea. town tried to build a bigger, better one - some took hundred of years to build - many book in mid ages written in Latin the official language of the church - works in religion, history, poetry also much church music - other writers began to use language of their own country - earliest ones were long poems called epics - Anglo-Saxon Beowulf - Spanish El Cid - French Song of Roland - no one knows who really wrote these epics - perhaps may different people - 2 writers of the time were Dante (It.) & Chaucer (Eng.) - Dante born in Florence - wrote in Italian - the Divine Comedy - describes a trip to heaven & hell as he pictured them to be - is one of the greatest of all poems - Chaucer born in London - wrote in English - the Canterbury Tales - describes a group of people who made a trip to Canterbury, England @1300 - tells a lot about life then -like Dante, helped shape his country’s language WORLD HISTORY NOTES 26 THE ROMAN CATHOLIC CHURCH IN THE LATER MIDDLE AGES - the Church favored the growing trade in Europe - trade provided what people needed in their lives - church helped by building/maintaining roads - or Order of Bridge Builders helped build bridges - church also encouraged the guilds - and guilds worked w/in the church - each had its own patron saint - aids and protects guild and its members - guild members put on plays - and attended church as a group - they gave money/labor to help build churches in their towns - the church also tried to keep guilds from cheating people - they required merchants/artisans to charge fair price - enough to pay expenses and small profit - it was a sin to charge more - growth of trade helped money changers/lenders to become bankers - but church d/n allow the charging of interest - a fee for lending money - therefore many early lenders were Jews - however, as need or money increased, church let up - bankers could charge low interest - soon Italian Catholic merchants took over banking - large banks appeared all over Europe - even the church used them to take care of its money - Education - almost all teachers in Eur. universities were priests - or at least members of Catholic groups - church was interested in education - to train people to be church leaders - or scholars in church law -leading scholars (Abelard, Aquinas) and scientists (Roger Bacon) were very religious people - after all, main reason to study science in mid-ages was to aid people in u/s God - As Eur. life changed, so did the Roman Catholic Church - tried to make itself more powerful in affairs of Eur. - was Pope Innocent III’s new plan - led church 1190 to 1216 - same time rulers in Eng./Fr. getting more powerful - Innocent wanted a league of Christian nations - w/Pope at its head - could live together peacefully and fight only the Muslims - he never formed this league - however he did get powerful enough to make Eng., Port., Hung., Pol., and other nations his vassals - he was also strong enough to chose the next Holy Roman Emperor - German Emperor - also under him, better leaders trained and the church grew stronger - Innocent encouraged monks to leave monastaries - to work among the people - those who did were called friars - freres = brothers - friars were both monks & priests -not allowed to own property - not allowed to earn wages - depended on others for food, clothes, shelter for whom they served - two most famous groups of friars were the Dominicans and Franciscans - Dominicans founded by St. Dominic - known as famous teachers and taught in many Eur. universities - Franciscans founded by St. Francis - carried on missionary work while some became teachers - both groups encouraged others to follow their example - and help spread religion all over Europe.