AP EUROPEAN HISTORY: THE REFORMATION

TOPICS AND TERMS - Chronological Overview of Events, Personalities, Ideas - Johann Tetzel - indulgences - Martin Luther - 95 Theses - Salvation by faith alone - Bible is the ultimate authority - Grace of God brings absolution - Baptiism and communion are the only valid sacraments - transubstantiation - consubstantiation - Clergy is not superior to the laity - Church should be subordinate to the state - papal bull - Pope Leo X - Emperor Charles V - Frederick the Wise - the Diet of Worms - Lutheranism spreads - Franz von Sickengen - Peasants' War - anabaptists - millennarians - Albert of Brandenburg-Prussia - the Diet of Speyer - League of Schmalkalden - Huldreich Zwingli - Peace of Cappel - Pope Paul III - reform popes - Act of Supremacy - Anglican Church - Henry VIII - Catherine of Aragon - Thomas Cranmer - Anne Boleyn - abolition of monastaries in England - John Calvin - Institutes of the Christian Religion - Predestination - elect or saints - conversion - Puritan or Protestant ethic - Church government - theocracy - England - Statute of the Six Articles - Mary Tudor - Puritan Revolution - Presbyterians - Huguenots - Calvinists - Separatists - Catholic and Counter-Reformations begin (1540s) - Ignatius Loyola - Jesuits (Society of Jesus) - Spanish and Italian Inquisitions - Index of Prohibited Books - Council of Trent - salvation by good works and faith - seven sacraments valid - religious authority is with the Bible, traditions of the Church, writings of Church fathers - Monasticism with celibacy, purgatory reconfirmed - principle of indulgences upheld but abuses corrected - Peace of Augsburg - Cuius regio, eius religio - Results of Protestant Reformation - Northern Europe - unity of Christianity shattered - Wars of Religion - Protestant spirit of individualism - Protestantism justified nationalism - The Thirty Years War (1618-1648) - the four phases - the Bohemian Phase - the Danish Phase - the Swedish Phase - the French-Swedish Phase - the Peace of Westphalia - effects of Thirty Years War - Germany ` - Balance of Power politics - the Hapsburgs - slowing of Catholic and Counter Reformations

AP EUROPEAN HISTORY: THE REFORMATION

FOCUS QUESTIONS: Protestant Reformation, Catholic and Counter-Reformations, Wars of Religion (1517-1648) Practice Questions for Discussion 1 "Calvin's doctrines were a radical departure from those of both the Roman Catholic Church and Lutheranism" Evaluate this statement. 2. "The reformation was caused by long-term political, social, and economic developments" Discuss this statement. 3. "The Catholic and Counter Reformations attempted not only to reform the Church but to suppress heresy" Defend or refute this statement 4. "The Protestant emphasis on one's personal relationship with God was a logical outgrowth of the Renaissance" Assess the validity of this statement. 5. "Protestantism spread with the growth of nationalism" Discuss this statement. 1. This question leaves some room for choice. In evaluating the statement, one may choose to compare the doctrines on salvation of each of these Christian sects. In his stand against the indulgences, Luther departed from Roman Catholic doctrine and from Church tradition. Calvin argued still another view. The question could be approached through this issue alone. Another way to attack the question would be through the differing relations of each of these sects to the issues of religion and the state and of church government. A clear contrast can be shown among the three. 2. The "discuss" essay is, by nature, less focused than other variations. Like the others, it requires that the student take a stand on the statement; unlike the others, it does not narrow the possible approaches. Choices bring opportunities and dangers. This type requires strict organization. In this particular question, the crucial term is "caused." Any great historical event is brought about by multiple and complex developments. There are the long-term causes. For instance, corruption among Church officials and the influence of Renaissance ideas are long-term causes of the Reformation. But people - personalities- are often at the center of immediate causation. Immediate causes are actions that precipitate great events. Tetzel's sale of indulgences provoked Luther to issue his 95 Theses. 3. In a "defend or refute" essay, it is still possible to present a mixed argument - party for, partly against. After all, there are few human endeavors that do not encompass the whole range of moral possibility. To "reform" implies a noble goal for a noble institution; to "suppress" implies the application of power for the denial of freedom. The point to remember with this question is not to make moral judgments but rather to consider the varying roles of individuals and organizations during the Catholic response to Protestantism. 4. A reminder: to "assess validity" is to determine whether a statement is true or false, or partly both. The pivotal concept in this statement is "logical outgrowth." Consider its implications before choosing an approach. Does it mean a necessary effect? Or the result of one influence among many? In order to answer this, the student must be familiar with the Renaissance ideas that emphasized individuality as well as how they differed with notions of the preceding age (the medieval period). These ideas must then be linked as influences for various Protestant theological or social concepts that differed from Roman Catholic views. This is a tough question. It would be easy to fall into the trap of over-simplifying by jumping to conclusions based on a superficial knowledge of complex ideas and doctrines. 5 This question implies a link between what would appear, at first glance, to be two diametriccally opposed forces: the spiritual and the political. Of course, religion has influenced politics throughout the ages; it continues to in our own country. It is less common or at least appears to be for politics to influence the growth of a new religion or, more accurately, a new dogma. The key to answering this question is an understanding of the changed attitudes and political relationships in the 16th century and of the way Protestantism fostered nationalism.

AP EUROPEAN HISTORY: RECOMMENDED WORKBOOKS

TO THE PARENTS OF MY AP EUROPEAN HISTORY STUDENTS. IN ADDITION TO THEIR TEXTBOOKS AND WEEKLY LECTURES, I HIGHLY RECOMMEND THE PURCHASE OF AP EUROPEAN HISTORY WORKBOOKS. MY CHOICE WOULD BE THE LATEST EDITION OF "5 STEPS TO A 5." I HAVE PLACED A LINK TO THE BARNES AND NOBLE WEBSITE FOR THIS BOOK BELOW. IT WILL SHOW YOUR STUDENT WHAT IS NECESSARY TO PASS THE AP TEST IN MAY, AS WELL AS MANY PRACTICE QUIZZES FOR EACH UNIT OF INSTRUCTION. THE BOOKS RETAIL FOR LESS THAN $20 AND IS A GOOD INVESTMENT FOR YOUR STUDENT. THANK YOU FOR YOUR CONTINUED SUPPORT FOR YOUR STUDENT IN THIS VERY DIFFICULT CLASS. MR. BURCIAGA LINK TO BARNES AND NOBLE: http://www.barnesandnoble.com/w/5-steps-to-a-5-ap-european-history-2014-2015-edition-jeffrey-brautigam/1113863597?ean=9780071803786

HONORS WORLD HISTORY: THE RENAISSANCE

TOPICS AND TERMS patrons, humanities, Petrarch, scholastics, Cervantes, Utopia, Erasmus, Gutenberg, tempera, Raphael, Hamlet, perspective, Mona Lisa, frescoes, Vatican, Renaissance, Machiavelli, anachronism, Thomas More, Pieta, humanism, pious, Sistine Chapel, Lorenzo de Medici, Jan van Eyck, Baldassare Castiglione

HONORS WORLD HISTORY: THE RENAISSANCE

FOCUS QUESTIONS: 1. How did Renaissance thinkers think the individual was defined? Explain how this idea can be compared with the value of an individual in ancient Roman and medieval (Middle Ages)European societies? 2. How did Leonardo da Vinci’s notebooks reflect humanist themes? 3. How did an interest in humanism lead to the development of new art techniques? 4. How did the printing press encourage the spread of ideas? 5. Why did people begin to question the Church during the Renaissance? Due the day of the test. Test date to be determined.

AP EUROPEAN HISTORY: THE RENAISSANCE

READING: CHAPTER 12: RECOVERY AND REBIRTH: THE AGE OF THE RENAISSANCE, pages 313 - 344 After having read the "how to" posting on focus questions, answer the focus questions and the Critical Thinking question on page 313. All work will be due on the day of the test. Test date to be determined, so you have a lot of time to absorb all this information. I warned you when this class first started that after the Middle Ages, this class will become three times harder. Now you're going to have to really work, individually and together.

AP EUROPEAN HISTORY: THE RENAISSANCE

Here are your first set of topics and terms...I apologize in advance if there are repeats (which I fully expect there will be). At the end of this unit, you should know what each term and name means. 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 Miscellaneous Venice, Milan, Rome, Genoa, Florence, Petrarach, Bellini, Medici, Sforza, Condottieri, Patron, Quatrocentro, Manorialism, Cloister, Virtu, Botticcelli, Raphael, Bruni, Michaelangelo Buonarroti, Massaccio, Renaissance mysticism, Sir Thomas More, Erasmus, Luther, Miguel Cervantes, Francois Rabelais, secularism, individualism, classicism, humanism, Castiglione, Thomas Aquinas, Lorenzo the Magnificent, Humanities, Petrarch, Scholastics, Renaissance Man, Machiavelli, The Prince, Isabella d’Este, Gutenberg, Vernacular, Cervantes, Shakespeare, Giotto, Brunelleschi, Jan van Eyck, Raphael, Madonna, Pieta, Pope Julius II, Sistine Chapel, Da Vinci, Brueghel, Rembrandt, Durer, Hans Holbein, King Henry VIII

AP EUROPEAN HISTORY: THE RENAISSANCE

AP EURO: THE ITALIAN AND NORTHERN RENAISSANCE FOCUS QUESTIONS This is the first of many focus questions from each unit. This posting will help you answer the questions posed to you, and what they mean by “to what extent,” “explain,”, etc. You do not have to answer these....just understand what will be required of you when you DO answer future focus questions. 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 most 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. 1. "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? 2. "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, especially 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. 3. "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? 4. "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. 5. 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 "skepticism" 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 Europe 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?

HONORS WORLD HISTORY: THE LATE MIDDLE AGES

Reading: page 154, European Civilization in the Middle Ages, to page 159. As usual, do the Reading Checks on pages 155,156, 157 and 159. Also do the Geography Skills on page 157. You do NOT have to do the Section 4 Assessment. Due Monday, October 7, 2013.

AP EUROPEAN HISTORY - THE LATE MIDDLE AGES

READING: CHAPTERS 9, 10, AND 11 STOP GRUMBLING. YOU HAVE TONIGHT, THURSDAY, FRIDAY, SATURDAY AND SUNDAY TO DO THE READING. THAT'S PLENTY OF TIME. IF THIS WERE A REAL COLLEGE CLASS, IT WOULD BE MUCH WORSE. MR. B