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History 151: World History I

Spring 2014 Syllabus

Eridu

Instructor: Patrick M Patterson

Contents
Transfer of Credit
Student Learning Outcomes
Assignments and Examinations
Assignment and Exam Specifics
Knowledge Surveys:
Quizzes:
Midterm Exams:
Final Exam:
Students with Disabilities Statement
Student Conduct Code
SAFE Zone
Late Assignments and exams
Plagiarism (Copying)
Cheating on Exams and Quizzes
Keeping Records of Your Work
Effort and Assigning Grades
Class Schedule:

 

 

Course Description
History 151:  World Civilizations I: This course is a survey of human history from the earliest times to about 1500 CE.
Contacting the Instructor Name:   Pat Patterson
Phone: (808) 845-9417
e-mail: Through laulima, or at ppatters@hawaii.edu
Office Hours: Virtual Office Hours 9:00-10:00 AM Monday-Thursday (any time via e-mail)
Office Location:   Building 72B (by appointment if you want to meet me on campus)
Transfer of Credit
This course transfers to all UH System campuses.  At those campuses participating in the System Foundations Agreement, this course transfers with a Foundations/Global A designation.
Student Learning Outcomes
In this course, you will learn, and be able to demonstrate the ability to:
1. Demonstrate cause/effect relationships in history.
2. Summarize key ideas in history, including major world philosophies, religions, and    political theories and systems.
3. Demonstrate an ability to compare and contrast historical experiences across cultures and time.
4.  Describe and define major historical events, ideas, places, people, and other items.
5.  Demonstrate understanding of the historical roots of current events.
6.  Write an effective historical argument.

Picture of the textbook

Textbooks: McKay, Buckler, et al, Understanding World Societies, Vol. I: To 1600 (1st Edition)


Assignments and Examinations


Assignments and Examinations

Assignment

Grade Value
Quizzes
20%

Chat Discussions

30%

Midterm Exams (2)

30%

Final Exam

20%

Total possible

100%

 

Assignment and Exam Specifics

To find your running grade, go to Gradebook in the left hand tool bar. You'll be able to see all of your scores, and your running average based on the total possible for each assignment and exam.


End of Semester Course Evaluations:
At the end of the semester you will be asked to complete several course evaluations. There will be a standard evaluation of the class (that will come from an organization called eCafe at UH Manoa). There will be a Distance Education Evaluation. There will be a History Course Evaltuation. You will receive 10 points extra credit for each survey you complete, for a total possible extra credit of 10% of the overall course grade. All of them will come to you online, and are convenient, lasting only about 5 minutes. Please take these and claim your extra credit.

Quizzes:

Quizzes will be given weekly in the Tasks, Tests, and Surveys tool. These quizzes are designed to help you learn historical terms, concepts, and methods. They may include questions of all types. Quizzes are worth 20% of your overall course grade, so missing one quiz is not a big deal, but missing more than a couple will lower your grade substantially.

Chat/Discussions:

This semester, all discussion will take place via the Laulima chat room. The chat is open 24-7, and all discussions are recorded. This should make for a lively discussion process - we'll all be free to engage each other as often as possible. You do not have to be in the discussion at any particular time, but you do have to participate. This is worth 50% of your grade. I will conduct quizzes, study review sessions, and regular weekly discussions via this mode. You must participate in discussion at least twice per week (one session being defined as one continuous presence on the discussion board for more than 30 minutes). I encourage you to find friends in the class who can meet at the same time that you do, and spend time discussing the questions and the responses of other students during that time. Remember that all of your posts are public and recorded. Use restraint - don't make personal comments about others, exercise polite speech - don't flame members of the class. There is a set of discussion standards that you are required to follow - please be sure to review those to be sure that the moderator *(me) does not have to erase your post or deny you credit for your work. Your posts should be supported by historical evidence from the class to the extent that the level of the class makes that possible. This is a substantial portion (30%) of your overall course grade. Be sure to chat often and well.


Midterm Exams:
There are two midterm exams in the course. The questions for each midterm will be rooted in the content and analysis from your chat/discussions. You will be asked to demonstrate an understanding of history terms, and to answer questions that require you to analyze historical events in a world historical context.  If you do not take the exam on the scheduled day, you may only make it up if you have a valid medical excuse.  Exams are scheduled well ahead of time.  It is your responsibility be present for the exam. Each midterm is worth 15% of your grade.


For all late exams, regardless of the reason, a grade penalty equivalent to one full grade level for each week the exam is late will be exacted.  (The first week begins on the day immediately after the day the exam is due.  So, if an exam is scheduled for Monday through Sunday, and you are given a make-up exam, and take it on the Monday immediately after the exam was due, your penalty is to lose one grade level - if you earned a B, it will be recorde as a C, for example).

 

Final Exam:
There will be a final exam in the course.  The questions for the final exam will be rooted in the content and analysis from your chat/ discussions. You will be asked to demonstrate an understanding of history terms, and to answer questions that require you to analyze historical events in a world historical context. If you do not take the exam on the scheduled day, you may only make it up if you have a valid medical excuse.  Exams are scheduled well ahead of time.  It is your responsibility be present for the exam. The final exam is worth 20% of your grade.


For all late exams, regardless of the reason, a grade penalty equivalent to one full grade level for each week the exam is late will be exacted.  (The first week begins on the day immediately after the day the exam is due.  So, if an exam is scheduled for Monday through Sunday, and you are given a make-up exam, and take it on the Monday immediately after the exam was due, your penalty is to lose one grade level - if you earned a B, it will be recorde as a C, for example).


Students with Disabilities Statement
Students in this class who need accommodations for a disability should submit documentation and requests to the Services for Students with Disabilities Office (SSD) in Bldg. 2, Room 108A.  Phone 845-9282 voice/text or 845-9272 voice/text for more information.  If you have already registered your requests with SSD this semester, please contact the instructor and be prepared to provide a current verification letter from SSD. (rev. 3-29-2004)


Student Conduct Code
Students in this class will be expected to follow the HCC and UH student conduct code (http://honolulu.hawaii.edu/intranet/policies/scc.pdf)


SAFE Zone
This virtual classroom is a Safe Zone.  You may disagree with other students or the instructor, but you are required to listen/read with respect and to address others' ideas seriously and respectfully.  We can have a debate without intimidation or anger.  Disruption, intimidation, or other forms of physical, verbal, or digital abuse or harassment will result in expulsion from the class temporarily or permanently and will have a negative impact on grades up to and including a failing grade for assignments and/or the course as a whole.


Late Assignments and exams

Late assignments will not be accepted.  Discussions and knowledge surveys may not be turned in late for any reason.  Personal injury or illness, the illness, injury, or even loss of loved ones is tragic, and I sympathize and have experienced those things myself.  These are not reasons to delay coursework.  You may turn any assignment in early for one of these reasons.  You may choose to miss an assignment for these or other reasons, and those choices are yours to make.  However, turning them in late is not an option in this course.
Exams may be made up, according to the policy noted above in the section on assignments and exams.  Make-ups may only occur with a valid medical excuse.  Make-up exams will be different from exams taken by the rest of the class during the exam week.  For each week an exam is late, one grade level will be taken from the score (the first week, and first grade level drop, begins on the day after the exam is due) regardless of the reason for taking the exam late.   


Plagiarism (Copying)
Plagiarism will not be tolerated in this class.  If you do not know what plagiarism is, be sure to learn.  I will be checking every paper and every discussion post for plagiarism.  Any use of the words, or the ideas of another person without giving credit to them is plagiarism.  Further, any re-use of your own or another student's work, turned in for another class or another assignment, is also plagiarism.  According to the UH Student Conduct Code, any instance of plagiarism is grounds for expulsion.
My policy is very simple.  If you plagiarize once, you fail the assignment on which plagiarism was found.  There is no appeal and no credit.  If you plagiarize twice, you fail the course, and the Administration will be notified.  I don't bend on this. 
DON'T PLAGIARIZE!


Cheating on Exams and Quizzes
DON'T CHEAT!
Any student who is found to be cheating will fail the course, and the administration will be notified.  According to the UH Code of Student Conduct:
"Cheating includes, but is not limited to, giving or receiving unauthorized assistance during an examination; obtaining or distributing unauthorized information about an examination before it is given; using inappropriate or unallowable sources of information during an examination; falsifying data in experiments or other research; altering the record of any grade; altering answers after an examination has been submitted; falsifying any official University record; or misrepresenting the facts in order to obtain exemptions from course requirements."


Keeping Records of Your Work
Keep all assignments you turn in for class.  If the instructor requires copies in order to verify grades, you must be able to provide them.  This is the responsibility of the student, as well as the instructor, and helps to avoid the problems that can occur in the event of unintentional loss of data.


Effort and Assigning Grades
Grades in this course will be assigned based on performance only.  The instructor has no way to measure how long you studied, or how hard you may have tried.
If you wish to dispute a grade, you may do so.  Understand that disputes will be adjudicated based on the grading rubric for the assignment, and references to effort and time spent will have no effect.  Appeals to need of a grade for GPA reasons, or need to pass in order to graduate also will have no merit in adjudicating grading disputes.


Class Schedule:

Week 1 (January 13 to 19, 2014)

1. Get to know each other - introduce yourself in the chat area (Go to the "Chat Room" tool in the menu bar to the left of this page. (yes, you do get chat points for this activity. Ham it up, ask each other questions, form study groups, talk about what interests you even if it is not history - really get to know each other).

2. Answer the poll questions (use the "polls" tool in the menu bar to the left of this page.

Assignment 1: Here's what you should complete as far as course work by or before Jan 19.


The Earliest Human Societies to 2500 BCE (Chapter 1)

A. Read your textbook, Chapter 1.

B. Take the quiz (you may use your textbook while you take this quiz).

C. View "The Bones of Turkana" on the earliest humans. Find the Bones of Turkana video here.

D. Do the work on understanding dating systems and play the Radioactive Dating Game

This is a game about how archaeologists use radioactive isotopes to date artifacts they find as they go about digging and understanding a site. Your assignment is to view the site, understand how radioactive dating (carbon-14 and Uranium-238) is used to find date ranges for objects. Then discuss what you found, and the process you went through to find it, on the class discussion site. (Discussions and Private Messages, in the menu bar to the right)

Next visit the virtual archaeological site for the vessel Uluburun in the Mediterannean Sea and answer the challenges questions (yes, all ten of them). Then post your answers on the discussion board in Laulima (Discussions and Private Messages, in the left-hand menu bar).

So a total of one quiz, and two discussions is due for this first unit. Both must be finished by Sunday, Jan. 19 at 11:55 PM).


The Earliest Human Societies to 2500 BCE (Chapter 1, pp. 2-31) Chapter outline

  • How did humans evolve, and where did they migrate?
    • Understanding the Early Human Past
    • Hominid Evolution
    • Homo Sapiens, "Thinking Humans"
    • Migration and Differentiation
  • What were the key features of Paleolithic Society?
    • Foraging for Food
    • Family and Kinship Relationships
    • Cultural Creations and Spirituality
  • How did plant and animal domestication transform human society? 1) Demonstrate cause/effect relationships in history.
    • The Development of Horticulture
    • Animal Domestication and the Rise of Pastoralism
    • Plow Agriculture
  • How did Neolithic societies change over time? 2) summarize key ideas in history
    • Social Hierarchies and Slavery
    • Gender Hierarchies and Inheritance
    • Trade and Cross-Cultural Connections

Week 2 (Monday, January 20 - Sunday, January 26)

The Rise of the State in Southwest Asia and the Nile Valley 3200-500 BCE (Ch. 2)

Assignment 2: The Rise of States - Managing an early civilization

A. Read your textbook, Chapter 2. Listen to the audio mini-lecture: "From Farming to Cities." This will not replace your reading of the textbook, it will just give you a general context to help you along.

B. Take the quiz (you may use your textbook while you take this quiz).

C. Play the Hammurabi Game.In the discussion area, explain your best and worst strategy. Let us know if you made it to the 10-year goal. This is a simple game. Based on this game and the textbook, what do you think were the primary concerns of people in early civilizations? Why do you think so? What other problems besides food production, population control, and land control do you think might have had major impacts on these early states? How did they control (or try to control) those variables (give examples)? Answer these questions in the class discussion (Discussions and Private Messages, in the left-hand menu bar).

So a total of one quiz, and one discussion is due for this second unit. Both parts of the assignment must be finished by Sunday, Jan. 26, at 11:59 PM).


The Rise of the State in Southwest Asia and the Nile Valley 3200-500 BCE (Ch. 2, pp. 32-63) Chapter outline

  • How is the invention of writing connected to the rise of cities & states?
    • Written Sources and the Human Past
    • Cities and the Idea of Civilization
    • The Rise of States, Laws, and Social Hierarchies
  • What kinds of states and societies emerged in ancient Mesopotamia? 
    • Environmental Challenges, Irrigation, and Religion
    • Sumerian Politics and Society
    • The Invention of Writing and Other Intellectual Advances
    • The Triumph of Babylon and the Spread of Mesopotamian Civilization
    • Hammurabi's Code and Its Social Consequences
  • What were the characteristics of Egytian civilization?
    • The Nile and the God-King
    • Social Divisions and Work in Ancient Egypt
    • Migrations and Political Revivals
    • New Political and Economic Powers
  • What was unique about Hebrew civilization?
    • The Hebrew State
    • The Jewish Religion
    • The Family and Jewish Life
  • How did the Assyrians & Persians build and maintain their empires? 
    • The Rise and Expansion of the Persian Empire
    • The Religion of Zoroaster

 

Week 3 (Monday Jan. 27- Sunday Feb. 2)

The Foundation of Indian Society to 300 CE (Ch. 3)

A. Read your textbook, Chapter 3.

B. Take the quiz (you may use your textbook while you take this quiz).

C. Watch the series of clips from Michael Woods'The Story of India

  1. The Story of India Part 1
  2. The Story of India Part 2
  3. The Story of India Part 3
  4. The Story of India Part 4

So a total of one quiz, and one group discussion is due for this second unit. Both parts of the assignment must be finished by Sunday, June 2, at 11:59 PM).


The Foundation of Indian Society to 300 CE (Ch. 3, pp. 64-89) Chapter outline

  • What were the key Characteristics of India's First Civilization?
  • What kind of society and culture did the Indo-European Aryans create?
    • Aryan Dominance in North India
    • Life in Early India
    • Brahmanism
  • What new religious beliefs emerged to challenge Brahmanism?
    • Jainism
    • Siddhartha Gautama & Buddhism
    • Hinduism
  • How was the Mauryan Empire created and what were its achievements? 
    • Encounters with the West
    • Chandragupta and the Founding of the Mauryan Empire
    • The Reign of Ashoka, ca. 269-232 B.C.E.
  • How did political disunity shape Indian life after 185 B.C.E.?

Week 4
China's Classical Age to 221 BCE (Ch. 4, pp. 90-113) Chapter outline

  • how did geography shape the development of Chinese societies?
    • The Impact of Geography
    • Early Agricultural Societies of the Neolithic Age
  • What were the most important developments in Shang China?
    • Shang Society
    • Bronze Metalworking
    • The Development of Writing
  • What was China like during the Zhou dynasty?
    • Zhou Politics
    • Life During the Zhou Dynasty
  • How did new technologies contribute to the rise of independent states?
    • New Technologies for War
    • The Victorious States
  • What ideas did Confucius teach, and how were they spread  after his death?
    • Confucius
    • The Spread of Confucian Ideas
  • How did Daoism, Legalism, and other philosophies differ from Confucianism?
    • Daoism
    • Legalism
    • Yin and Yang

Week 5
The Greek Experience 3500-100 BCE (Ch. 5, pp. 114-141) Chapter outline

  • How did geography shape the early history of the Greeks?
    • The Minoans and Mycenaeans
    • The Development of the Polis
  • How did Greek society & government develop during the archaic age?
    • Greece's Overseas Expansion
    • The Growth of Sparta
    • The Evolution of Athens
  • What were the lasting achievements of the classical Period?
    • The Deadly Conflicts, 499-404 B.C.E.
    • Athenian Arts in the Age of Pericles
    • Daily Life and Social Conditions in Athens
    • Greek Religion in the Classical Period
    • The Flowering of Philosophy
  • What were the social and political consequences of Alexander's death?
    • From Polis to Monarchy, 404-200 B.C.E.
    • Building a Shared Society
    • The Growth of Trade and Commerce
  • How did the mixing of cultures shape Hellenistic thought?
    • Religion in the Hellenistic World
    • Philosophy and Its Guidance for Life
    • Hellenistic Science and Medicine

Week 6
The World of Rome 750 BCE to 400 CE (Ch. 6, pp. 142-173) Chapter outline

  • What kind of government did the Romans develop in Italy?
    • The Etruscans and Rome
    • The Roman Conquest of Italy
    • The Distribution Of Power InThe Roman Republic
    • Social Conflict in Rome
  • What were the causes and consequences of Roman expansion beyond Italy?
    • Overseas Conquests and the Punic Wars, 264-133 B.C.E.
    • New Influences and Old Values in Roman Culture
    • The Late Republic and the Rise of Augustus, 133-27 B.C.E.
    • The Successes of Augustus
  • How did Roman rule lead to a period of prosperity and relative peace?
    • Political & Military Changes In The Empire
    • Life In Rome
    • Prosperity In the Rome Provinces
    • Eastward Expansion and Contacts Between Rome and China
  • What was Christianity and how did it affect life in the Roman Empire?
    • Factors Behind the Rise of Christianity
    • The Life and Teachings of Jesus
    • The Spread of Christianity
    • The Growing Acceptance and Evolution of Christianity
  • How did rulers respond to the chaos of the third and fourth centuries?
    • Diocletian's Reforms
    • Economic Hardship and It's Consequences
    • Constantine, Christianity, and the Rise of Constantinople

Midterm Exam #1

Week 7
East Asia and the Spread of Buddhism, 221 BCE-800 CE (Ch. 7, pp. 174-203) Chapter outline

  • How did political unification under the Qin and Han shape China?
    • The Qin Unification, 221 B.C.E.- 206 B.C.E.
    • The Han Dynasty, 206 B.C.E. - 220 C.E.
    • Han Intellectual and Cultural Life
    • Life in Han China
    • China and Rome
    • The Fall of the Han and the Age of Division
  • How and why did Buddhism spread throughout East Asia?
    • Buddhism's Path Through Central Asia
    • The Appeal and Impact of Buddhism in China
  • What were the lasting accomplishments of the Sui and Tang Dynasties?
    • The Sui Dynasty, 581-618
    • The Tang Dynasty, 618-907
    • Tang Culture
  • How were elements of Chinese culture adapted throughout East Asia?
    • Vietnam
    • Korea
    • Japan

Week 8
Continuity and Change in Europe and Western Asia 200-850 (Ch. 8, pp. 204-231) Chapter outline

  • How did the Byzantine Empire preserve the Greco-Roman legacy?
    • Sources of Byzantine Strength
    • The Sassanid Empire and Conflicts with Byzantium
    • Byzantine Intellectual Life
    • Life in Constantinople
  • How and why did Christian institutions change in late antiquity?
    • The Evolution of Church Leadership and Orthodoxy
    • The Western Church and the Eastern Church
    • The Iconoclastic Controversy
    • Christian Monasticism
  • How did Christianity spread and develop in late antiquity?
    • Christian Beliefs and the Greco-Roman Tradition
    • Saint Augustine
    • Missionary Activity
    • Conversion and Assimilation
  • How did the barbarians affect change in Europe and Western Asia?
    • Social and Economic Structures
    • Chiefs, Warriors, and Laws
    • Migrations and Political Change
    • The Frankish Kingdom
    • Charlemagne

Week 9
The Islamic World, 600-1400 (Ch. 9, pp. 232-265) Chapter outline

  • Who was Muhammad and what did he teach?
    • Arabian Social and Economic Structure
    • Muhammad's Rise as a Religious Leader
    • The Tenets of Islam
  • What explains he speed and scope of Islamic expansion?
    • Islam's Spread Beyond Arabia
    • Reasons for the Spread of Islam
    • The Caliphate and the Split Between Shi'a and Sunni Alliances
    • The Abbasid Caliphate
    • Administration of the Islamic Territories
  • How and why did Islamic states change between 900 and 1400?
    • Breakaway Territories and Shi'a Gains
    • The Ascendancy of the Turks
    • The Mongol Invasions
  • What social distinctions were important in Muslim society?
    • The Social Hierarchy
    • Slavery
    • Women in Classical Islamic Society
  • Why did Trade Thrive in Muslim Lands?
  • What New cultural developments emerged in this period?
    • The Cultural Centers of Baghdad and Cordoba
    • Education and Intellectual Life
    • The Mystical Tradition of Sufism
  • What characterized Muslim-Christian interactions?

Week 10
African Societies and Kingdoms 1000 BCE - 1500 CE (Ch. 10, pp. 266-328) Chapter outline

  • How did geography shape the history of Africa's diverse peoples?
    • Africa's geographical and human diversity
    • Egypt, Race, and Being African
  • How did the advent of settled agriculture affect early societies?
    • Settled Agriculture and its Impact
    • Bantu Migrations
    • Life in the Kingdoms of The Western Sudan ca. 1000 B.C.E. - 800 C.E.
  • What role did the trans-Saharan trade play in West African history?
    • The Berbers of North Africa
    • Effects of Trade on West African Society
    • The Spread of Islam in Africa
  • What kingdoms and empires emerged in Africa between 800 and 1500?
    • The Kingdom of Ghana, ca. 900-1100
    • The Kingdom of Mali, ca. 1200-1450
    • Ethiopia: The Christian Kingdom of Aksum
    • The East African City-States
    • Southern African and Great Zimbabwe

Week 11
The Americas, 2500 BCE-1500 CE (Ch. 11, pp. 298-329) Chapter outline

  • How did early peoples of the Americas adapt to its diverse environments? 
    • Settling the Americas
    • The Development of Agriculture
  • What characterized early societies in the Americas?
    • Mounds, Towns and Trade in North and South America
    • Olmec Agriculture, technology, and religion
  • What kinds of societies emerged in the classical era?
    • Maya Agriculture and Trade
    • Maya Science and
  • Who were the Aztecs and how did they build an empire?
  • What were the strengths and weaknesses of the Inca empire?

Week 12
Cultural Exchange in Central and Southern Asia to 1400 (Ch. 12, pp. 330-363) Chapter outline

  • How did Central Asian nomads conquer nearby settled civilizations?
    • Nomadic Society
    • The Turks
    • The Mongols
    • Mongol Daily Life
  • How did the Mongols build and governi a Eurasian empire? 
    • Chinggis Khan
    • Chinggis's Successors
    • The Mongols as Rulers
  • How did the Mongol conquests facilitate cultural exchange? 
    • The Movement of Peoples
    • The Spread of Disease, Goods, and Ideas
  • What was the result of India's encounter with Turks and Mongols? 
    • The Gupta Empire @320-480
    • India's Medieval Age and the first Encounter with Islam
    • The Delhi Sultanate
    • Life in medieval India
  • How did states develop along the trade routes of SE Asian and beyond?
    • State formation and Indian Influences
    • The Srivijaya Maritime Trade Empire
    • The Spread of Indian Culture in Comparative Perspective
    • The Settlement of the Pacific Islands
  • Midterm Exam #2

Week 13
States and Cultures in East Asia, 800-1400 (Ch. 13, pp. 364-391) Chapter outline

  • What led to Chinese economic revolution and what was its impact? 
  • How did government and society change in the Song and Yuan dynasties?
    • The Sung Dynasty
    • The Scholar-Officials and Neo-Confucianism
    • Women's lives in Sung times.
    • China under Mongol Rule
  • How did Korean society and culture develop under the Koryō Dynasty?
  • What characterized Japan's Heian Period?
    • Fujiwara Rule
    • Aristocratic Culture
  • What were the causes and consequences of military rule in Japan? 
    • Military Rule
    • Cultural Trends

Week 14
Europe in the Middle Ages, 800-1450 (Ch. 14, pp. 392-423) Chapter outline

  • How did medieval rulers try to create larger and more stable territories?
    • Invasions and migrations
    • Feudalism and Manorialism
    • The Restoration of Order
    • Law and Justice
  • How did the Christian Church enhance its power and create new practices? 
    • Papal Reforms
    • Monastic Life
    • Popular Religion
    • The Expansion of Christianity
  • What we're the motives course, and consequences of the Crusades? 
    • Background and motives
    • The Course of the Crusades
    • Consequences of the Crusades
  • What characterized European society in the Middle Ages?
    • The Life and Work of Peasants
    • The Life and Work of Nobles
    • Towns, Cities, and the Growth of Commercial Interests
    • The Expansion of Trade and the Commercial Revolution
  • What were the key educational and cultural developments?
    • Universities and Scholasticism
    • Cathedrals and a New Architectural Style
    • Troubado Poetry
  • Why I have the later Middle Ages been seen as a time of calamity and crisis?
    • The Great Famine and the Black Death
    • The Hundred Years' War
    • Challenges to the Church
    • Peasant and Urban Revolts

Week 15
Europe in the Renaissance and Reformation (Ch. 15, pp. 424) Chapter outline

  • What were the major cultural developments of the Renaissance?
    • Wealth and power in Renaissance Italy
    • The rise of humanism
    • Christian Humanism
    • Printing and its social impact
    • Art and the artist
  • What were the key social hierarchies in Renaissance Europe?
    • Race and slavery
    • Wealth and the nobility
    • Gender roles
  • How did the nation-states of Western Europe evolve during this period? 
    • France
    • England
    • Spain
    • The Habsburgs
  • What were the central beliefs of Protestant reformers?
    • Criticism of the Church
    • Martin Luther
    • Protestant thought and its appeal
    • The radical Reformation and the Geman Peasants' war
    • Marriage and women's roles
    • The Reformation and German politics
    • England's shift toward Protestantism
    • Calvinism and its Moral Standards
  • How did the Catholic Church respond to the advent of Protestantism?
    • Papal reforms and the Council of Trent
    • New Religious Orders
  • Why did religious violence escalate in this period?
    • French Religious Wars
    • Civil Wars In The Netherlands
    • The Great European Witch Hunt

 

Week 16
Final Exam Review

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