Mini-Enlightenment Salon Sign Up

2nd Period will sign up here: https://docs.google.com/a/ucls.uchicago.edu/document/d/1a_vh54ICB3_2g_J8TRdPlXWo82fECXsznoDoR0CHDDQ/edit?usp=sharing

5th Period will sign up here:
https://docs.google.com/a/ucls.uchicago.edu/document/d/1O6chusTBgc0lMW1Nk0OMdIaVoJv36eTR7uvqDshzbe4/edit?usp=sharing

8th Period will sign up here:
https://docs.google.com/a/ucls.uchicago.edu/document/d/1C3U_6jYM9lVQBzDRtKGIYatIoU_egSZgWzs-NW5OHTo/edit?usp=sharing

Research Paper Formatting Requirements Reminders

• Need reminders of your Early World History lessons on effective thesis statements, body paragraphs, supporting evidence, and integrating quotations and source information within your text?  Here are the WRITING GUIDELINES I often gave students in Early World History that summarized the "best practices" in RAMPOLLA.  
• Your final paper should be about 5-7 pages (not including cover page and bibliography).  I will not take deductions for lengthier papers unless the paper reads more like a description or summary, rather than the required analysis and argumentation.
• Your paper must use a mix of primary and secondary sources.  You are required to use 7 sources (a mix of books, scholarly journal articles, and at least two primary sources). 
• Weave your sources together.  Try not to rely on just one source in each of your body paragraphs. 
• Use Times New Roman, 12 point font, double-spacing and 1 inch margins.  
• History papers use Chicago Style footnote citation and bibliography, not MLA parenthetical citation and work cited pages. Use http://www.citationmachine.net/turabian/cite-a-book to assist you in creating the proper citation. There is a 7 minute YouTube video that shows you how to create a "hanging indent" and insert a "footnote" on the Citation Guide for this blog. Make sure you include the page number to which you are referring.  

Here are some examples of what it should look like, along with a research paper sample from Rampolla (note it uses endnotes - you should format as footnotes or endnotes).   Need additional help on typical expectations for introductions, body paragraphs, and conclusions?  Review pages 55-69 of your A Pocket Guide to Writing In History (attached as well here).  

Footnotes:

Bibliography: 

Reminders on Chicago Style Formatting You Learned in Early World History

Please feel free to use

Unit 4 Test Questions

Western and Eastern Europe: Differing Forms of Constitutionalism and Absolutism. "How does the appropriate balance of power within any sovereign nation depend upon the specific context of national traditions, cultural characteristics, or outside circumstance?" We would like you to consider at least four countries from the following: Dutch Republic, England, France, Prussia, Russia, etc. and cross both Western and Eastern Europe.  

National traditions 

The political institutions in use in the nation-state in the past. 

Cultural characteristics 

The features particular to a specific society in terms of arts, ideas and religion 

Outside circumstances 

Political, economic, or philosophical ideas, military rivalries/threats or territorial desires outside a sovereign nation-state.

Russia: "freed" serfs 1915

Revised Schedule!!!

Everyone: please note that Mr. Janus and I have revised the schedule of readings and discussions leading up to Thanksgiving, given our election discussions.  We want to be very clear here: we have eliminated two sections of readings (15 pages) and two discussions.  Please breathe a sigh of relief and hone in on the differing forms of absolutism and constitutionalism.  

Positions For and Against the Electoral College

The below features a description as well as a collection of perspective on whether or not the Electoral College should be abolished in favor of a popular vote model.

https://www.google.com/amp/www.aljazeera.com/amp/news/2016/10/electoral-college-161031190257475.html?client=safari

http://www.usnews.com/debate-club/should-the-united-states-get-rid-of-the-electoral-college

English and French Attacks on the Dutch Economy and Trade Position

While the rest of Europe was fighting dramatic and chaotic wars of religion, the Dutch were creating a super-economy (they did volume business and price cutting better than Amazon.com).   The pictures may make them look boring (a sea of black and white clothes and big hats and plain houses), and I meant that to provoke you.  They are definitely NOT BORING.  They were politically organized as a republic; they gave, as Professor Weber says, freedom and tolerance to those living in the Dutch Republic. They were smart business men, they were rational, religiously tolerant, and they were savvy internationally.  Nor did they go down without a fight. After all, they fought off Phillip II by flooding their own cities, remember.  It took 100 years of English and French attacks to shake their trade dominance.  They allied with whomever was helpful to create an equilibrium (a balance of power).  They went to war with England, turned around and allied with them against France, and then thought even more creatively and allied with a collection of smaller states such as Denmark, Brandenburg, and the Habsburgs (yes, their oldest enemy Spain). Inconceivable!   And by the end of class on Wednesday/Thursday, their stadholder William of Orange, will become king of England.     

Seeing is believing.  Check out these visual representations of the effect of English and French attacks on the Dutch economy between 1650 and 1750:

Notice the naval battles suggestive of a strategy of blockade above. 

Lost over half of the sea trade in 50 years! 

The Dutch had more ships, until the English take them. 

Machiavellian alliances are afoot. 

Here is the link of the short 18 minute clip from Ms. Gerst's class on the Dutch. http://www.learner.org/vod/vod_window.html?pid=848  By the way, most argue that their "serious" character as a people was due to their Calvinist religion.  Some even say that the reason they sought wealth, even while openly not showy or materialistic, was because wealth was EVIDENCE that they were predestined (the chosen).

Guy Fawkes Day!

Art Institute Field Trip Update

We upload Ms. Ledezma's Art Institute Field Trip Guidelines handout for your convenience, along with the Grading Rubric by which Ms. Gerst will assess your presentation with Ms. Ledezma's input. Please use both documents to prepare for your pairing's presentation at the Art Institute.  As soon as you know what painting, sculpture, etc. you plan to present, please email me with the name and artist. That way, we can make sure no two pairings overlap and Ms. Ledezma may MAP OUT our trip through the galleries.  Note that the Art Institute is open every Thursday evening, including this week, for free between 5-8 pm for your pre-planning trip. 

We will leave near the end of 2nd period at 10:15 am (meeting in the high school lobby) to take the 10:43 am Metra at 55-56-57 downtown. We are tentatively planning to return on the 3:07 pm Metra which arrives back at 3:17 pm in time to walk back to school for the end of the day dismissal. In order to attend, you must turn in any work due that day in advance and find out what homework will be due the following day.

The students scheduled to attend are below:

NOVEMBER 14 Renaissance & Baroque Student Presentation

Art Institute Field Trip

Ruxandra Nicolae and Mili Shah, An Elegant Company by Pieter Codde, European Painting and Sculpture, in Gallery 213

Derek de Jong and Henry Cassel, Still Life with Dead Game, Fruits and Vegetables in the Market, Kimball Family Gallery (tentative approval depending on location)

Emma Trone and Roshni Padhi, Old Man with a Gold Chain, Rembrandt

Seamus Flannery and Campbell Phalen, the Church of Santa Maria della Salute, Venice, Michele Marieschi  Neena Dhanoa and Rachel Zemil, Denial of Saint Peter, Hendrick ter Brugghen, 1626-1629  Priyanka Shrijay and Samira Glaeser-Khan, "Adoration of the Magi." Jan van Scorel, European Painting and Sculpture, Gallery 207 Noa Rebollo Baum and Henry Sowerby, "Kitchen Scene," Diego Velazquez  Elena Liao and Megan Moran, "Saint Luke Drawing the Virgin and Christ Child," Girolamo Sellari, gallery 205.  Jacob Posner and Jamal Nimer, "The Virgin of the Rosary with SaintsDominic and Catherine of Siena." Carl and Marilynn Thoma Collection, galleries 212-212a.  Sarah Polson and Sophia Stamatakos, Wall Clock, European Decorative Arts, gallery 233 Jake Lim and Michelle Awh, "Landscape with the Ruins of the Castle of Egmond," gallery 213 Jenny Lewis and Lauren Williams, "Salome with the Head of Saint John the Baptist" by Guido Reni Grace Zhang, Shreya Dhar, Alexander Pietraszek, and Mia Palmer,  "Portrait of Magdalena of Saxony, Wife of Elector Joachim II of Brandenburg" and "The Cruxifixion" (gallery 207) Tia Polite and Kendall Cunningham, "The Music Lesson, by Jacob Ochtervelt" (1671). Jasmine Wang and Al Dines, "Peter and John Healing the Cripple at the Gate of the Temple."  Shiva Menta and Nicholas Merchant, "Archangel Michael Overcoming the Devil."

https://docs.google.com/a/ucls.uchicago.edu/document/d/1Qx5-frQYVGtRdHBQvEg2PgfDU6FNxfZL9_47rxivcMc/edit?usp=sharing

First Annotated Bibliography

Your first annotated bibliography is due tomorrow.  You do not need a working thesis yet, only a very specific and descriptive topic circa the end of the Middle Ages through the Enlightenment (1776 or so).  Movement beyond a single word description such as democracy is required.  A much better topic would be "examine the links between the witch hunts and the socio-economic changes in the 16th century and possibly the religious wars."  The more you tell us the more advice we may provide you. The exact requirements for the final paper may be found on the blog here.  It gives you many links to useful research sources and databases. 

If you have forgotten how your Early World teacher taught you about an annotated bibliography or if your former school did not use Chicago Style, I have included pictures of the pages you need to make an annotated bibliography. You need a minimum of four sources, which should be listed in alphabetical order. Feel free to use http://www.citationmachine.net/turabian/cite-a-book to assist you in creating the proper citation. 

The Pope Commemorates the Reformation that Split the Church

http://www.npr.org/sections/parallels/2016/10/28/499587801/pope-francis-reaches-out-to-honor-the-man-who-splintered-christianity?sc=17&f=1001

Halloween history and traditions

A History of the Persecution of "Witches"
http://law2.umkc.edu/faculty/projects/ftrials/salem/witchhistory.html


And Bloody Mary (Mary Tudor)
http://www.refinery29.com/2016/10/127563/bloody-mary-queen-ghost-story-pregnancy-murder

Gerst Board Picture of Test Question and Ideas

THE FAILURE OF THE EURO

http://www.newyorker.com/magazine/2016/10/24/the-failure-of-the-euro?mbid=nl_TNY%20Template%20-%20With%20Photo%20(107)&CNDID=21779336&spMailingID=9721284&spUserID=MTMzMTc5Nzk2NzY2S0&spJobID=1021521680&spReportId=MTAyMTUyMTY4MAS2

Gerst Exam Review

Links to Board notes from the class-led discussions below:


https://drive.google.com/open?id=0BznLwNoYB267V1k3UUpjU3puOTg


https://drive.google.com/open?id=0BznLwNoYB267V1k3UUpjU3puOTg

The EU should stick to its guns on Brexit.

http://www.nytimes.com/2016/10/16/opinion/sunday/the-eu-should-stick-to-its-guns-on-brexit.html?smprod=nytcore-ipad&smid=nytcore-ipad-share

Janus's catenas for Reformation test

Reformation. Test Catenas

1. The Opening of  the Atlantic and the Protestant Reformation.

2. Cultural Relativism and Race Consciousness

3. Luther's childhood and Christianity.

4. Justification by Faith and the crucifixion.

5. Calvin and Luther.

Hard Brexit will cost Britain 66 billion pounds a year

http://www.theguardian.com/politics/2016/oct/11/hard-brexit-treasury-66bn-eu-single-market?CMP=Share_iOSApp_Other

Shakespeare explains the 2016 election

http://www.nytimes.com/2016/10/09/opinion/sunday/shakespeare-explains-the-2016-election.html?smprod=nytcore-ipad&smid=nytcore-ipad-share

SHAKESPEARE EXPLAINS THE 2016 ELECTION

http://www.nytimes.com/2016/10/09/opinion/sunday/shakespeare-explains-the-2016-election.html?smprod=nytcore-ipad&smid=nytcore-ipad-share

"For Britain's Brexit Bunch, the Party just Ended."

http://www.nytimes.com/2016/10/08/world/europe/for-britains-brexit-bunch-the-party-just-ended.html?smprod=nytcore-ipad&smid=nytcore-ipad-share

Triumvirate Formation: Complete European History Class List

Using the attached document, please begin to form your triumvirates (three leaders) for campaigning for elections. For a successful triple, consider the necessary skills:

• organization (business, task, detail-oriented)
• leadership (charismatic and friendly encouragement of others)
• theatrical and directorial skills (production of a play)
• editorial (editing three scripts of the one-act plays created by the three individual classes into a single cohesive script). 

Please submit your triumvirate candidates along with either a short persuasive written statement or short video as to why your triumvirate should be elected.  Feel free to refer to past, relevant experiences that support your triumvirate's candidacy. 

Monday Homework Canceled for Religious Holiday

Possible Catinas for Mr. Janus' class

Catinas: 
  Bay of Pigs/Vietnam 

Violence/Christianity

  Religion/New Monarchs

Periodization/Dark Ages

Chaos/Great Art

  Modernization/History

Women/Renaissance Culture

Good/Evil

Love/Fear/Hatred

Harkness Participation

We use a modified version for the Harkness Method to allow diverse learners the opportunity to prepare for and process the discussion questions before class.  Accordingly, students are strongly encouraged to check the blog for the guiding question associated with the day's discussion.  At-home note-taking should be titled with the topic of the guiding question and relevant textual quotes noting the page number and column or paragraph (56, left or 56, 3rd) included.  

Students are encouraged to self-assess their daily verbal class participation during Harkness discussions using the guide below.  The characteristics of high-quality Harkness participation include:

A. Use of textual evidence aimed at the question 

B. Listen to each other

C. Ask each other questions

D. Participatory, non-dominating, and non-interrupting 

E. Link thoughts together to build clear themes, even when different interpretations emerge 

SELF-ASSESSMENT

My level of participation during the 4 classes held this week should be rated as: 

A. Participates daily 

B. Participates regularly 

C. Participates sporadically

D. Participates rarely, if ever, but does not distract from discussions

F. Participates rarely, if ever, and also distracts others from discussions 

Special note: Deductions will be taken for dominating, interrupting, uncivil, or distracting participation or off-task behavior such as Internet surfing, texting, or outside work.

What should I do if my participation grade is low? 

10 Strategies for Increasing Participation 

1. When you read, take out some paper, write the assigned blog question(s) at the very top of the page. As you read, when you come across the topics addressed in the question (such as "new monarchs" or "artists" or "history" or "humanism," write down a textual quote or two noting the page number and column or paragraph (56, left or 56, 3rd). 

2. Chat with another student in the class about what might be discussed (or a friend or a family member) to brainstorm how you could participate. Make a secret plan with another student to bring each other into the conversation. 

3. Send me an email before class with a picture of your bullet point notes responding to the question. (Please only do this IF you are receiving marks of "rarely, if ever, participates").  Partial credit will be considered, depending on quality.  

4. Begin a free trial to Study.com for AP European History. They have short 8 minute video tutorials that may serve as a useful pre-reading device, allowing you to get more out of the actual reading. If it helps, let us know. Perhaps we can request a school subscription. 

5. Respond to the comments made by others. Say a student makes a general comment, such as Henry VIII broke off from the Catholic Church, find the reading section  where that was discussed and raise the specific evidence. 

6. Challenge the reading by examining the text for issues of kaleidoscope or periodization or bias.  Or, ask a very general question about the reading. It seems to focus on the elites, but how would this have affected the poor, the peasants, women, etc? 

7. Pretend to be someone else or someplace else. In other words, engage in some theatricality or sports-like conduct with the Harkness. This tends to reduce nervousness. 

8. Take notes during discussion and summarize a few important points that were made during the discussion. Ask to begin the warm-up summary of the last class. 

9. Ask specifically to begin the next class's discussion.  (Please only do this IF you are receiving marks of "rarely, if ever, participates"). 

10. Look up in an online dictionary words you don't know. It could be no one really knows what they mean (such as anachronistic, catholic, provincial).  You could make mention of this when someone raises the same text. This happens a lot when reading primary sources such as Pico or Machiavelli, for example. 

Guidelines for Writing Experiment #1 (Due October 17)

Workshop of Domenico Ghirlandaio, Notary Making an Inventory of a Household, 

late fifteenth century. Fresco.

“These [inventories] were drawn up by notaries and listed virtually all the objects (no matter how modest) in a house–in most cases room by room. The notary often distinguished between new and old objects, and ‘old’ was further divided between antico, which mean venerable, vecchio, which meant well worn, and triste which meant worn out. Such documentation offers reliable evidence of a material culture that was truly sumptuous at the high end and dismal indeed at the lowest.”

–Patricia Fortini Brown, Private Lives in Renaissance Venice: Art, Architecture, and the Family 

(New Haven: Yale University Press, 65).

GUIDELINES FOR WRITING EXPERIMENT #1 

About this type of assignment:

In the fall and spring, students will receive a prompt for a short writing experiment (500 words or less). The purpose of these two writing experiments is to practice “translating” objects into words, one of the fundamental tasks of art historical writing. No research is necessary for these assignments. Instead, students should rely upon their experience with the objects and pay close attention to their personal observations. Each student will determine the form the writing takes: a description, a poem, a review, a narration, a museum object label—any of these forms are welcome. The experiments are intended to be fun exercises in writing about the visual and material world.

Specific instructions for the first writing experiment:

This writing experiment takes its inspiration from the Renaissance-era inventories of Italian homes, which we discussed during the first Renaissance lecture (slides available here). The subject of this piece of experimental writing will be the oldest object in your home. You may want to ask a family member to help you identify what object is the (chronologically) oldest item. A photograph of a loved one, a painting, a teacup, or a piece of furniture are just a few possibilities. The object may be worn out or pristine, miniature or gigantic. Perhaps it is a family heirloom or something your family collected in recent years. If you live in a home dedicated to a contemporary style, the object may be younger than you. The piece of writing you produce can take any form as long as the object is—to the best of your knowledge—the oldest thing in your home.

Photographs and illustrations of the object are welcome.

Due Monday, October 17.

Why the U.S. President Needs a Council of Historians

http://www.theatlantic.com/magazine/archive/2016/09/dont-know-much-about-history/492746/

85% of Ms. Gerst's students voted for United Kingdom to stay in the European Union.

GERST CLASS ONLY: please complete this totally anonymous survey link: https://www.surveymonkey.com/r/S79ZVFB

1989 Revisionist History

Two very surprising articles criticizing the leaders of the bloodless revolutions of 1989:

Reviled by Many Russians, Mikhail Gorbachev Still Has Lots to Say 

http://www.nytimes.com/2016/06/02/world/europe/mikhail-gorbachev-interview-vladimir-putin.html

Walesa, Gorbachev, and Freedom's End

http://www.nytimes.com/2016/03/14/opinion/international/walesa-gorbachev-and-freedoms-end.html

April 2016: Serbia accuses Croatia of blocking its EU membership talks

http://www.reuters.com/article/us-eu-serbia-croatia-idUSKCN0X529Thttp://www.reuters.com/article/us-eu-serbia-croatia-idUSKCN0X529T

Gerst Class Only! Schedule Change: Brexit Salon and Class Survey

Ms. Gerst's class should review the document attached HERE for the parameters and research for our 2016 discussion of the European Union, which will deal with the debate over Brexit, i.e., the looming vote in Great Britain as to whether they should exit or remain in the European Union. In lieu of the final test, we will hold a salon on Friday, June 3 and Monday, June 6.  We will sign up for roles on Tuesday, May 31.  You MUST discuss the history of the last 50 years in the Salon (decolonization and Cold War readings).  I expect all or nearly all students to participate actively over the course of the two day activity, as we pull together the final threads of the 20th century and usher in the 21st century.  If you do not participate in the activity, you may turn in your notes organized in outline fashion (political advisor, economic policy advisor, foreign policy advisor, and national security advisor).  You will not earn above a C+ or B- using this method.

1989 People's Power (People's Century) 

1997 Fast Forward (People's Century) 

Also, please complete this totally anonymous survey link: https://www.surveymonkey.com/r/S79ZVFB

JANUS' CATENAS

CATENAS

1. Existentialism/Dada

2. Colonialization/Decolonialization

3. The Policy of Comtainment/Vietnam 

4. The Collapse of Communism/The End of History

Could different borders have saved the Middle East?

http://nyti.ms/24S38yy

For ‘Brexit,’ Like ‘Grexit,’ It’s Not About the Economics

http://www.wsj.com/articles/for-brexit-like-grexit-its-not-about-economics-1462384021

Chronic Weakness in Europe and what it means

http://www.nytimes.com/2016/05/02/opinion/the-diabetic-economy.html?smprod=nytcore-ipad&smid=nytcore-ipad-share

1914 Map of Africa

How Covenants Make Us

http://www.nytimes.com/2016/04/05/opinion/how-covenants-make-us.html?_r=0

Will the European Union Survive Terrorism?

http://www.nytimes.com/2016/03/24/opinion/can-the-european-center-hold.html?smprod=nytcore-ipad&smid=nytcore-ipad-share

Gerst - African Resistance to European Imperialism

http://exhibitions.nypl.org/africanaage/essay-resistance.html

On Trade, Trump breaks with two hundred years of orthodoxy

http://www.nytimes.com/2016/03/11/us/politics/-trade-donald-trump-breaks-200-years-economic-orthodoxy-mercantilism.html?smprod=nytcore-ipad&smid=nytcore-ipad-share

Polishing Your Quarterly Research Paper

CITATION OF SOURCES

It should be self-evident you that you need a mix of scholarly book, academic journal, and primary sources for this paper.  We asked you to find 7 during the research process.  Weave your sources together.  Try not to rely on just one source in each of your body paragraphs.  History papers use Turabian footnote citation and bibliography, not MLA parenthetical citation and work cited pages. Use http://www.citationmachine.net/turabian/cite-a-book to assist you in creating the proper citation. Make sure you include the page number to which you are referring.  

Here are some examples of what it should look like, along with an entire sample from Rampolla (note it uses endnotes - you should format as footnotes).   Need additional help on typical expectations for introductions, body paragraphs, and conclusions?  Review this small section of Rampolla from freshmen pape.

Footnotes:

Bibliography: 

INTEGRATING QUOTATIONS

Board example # 1

A book published during the Zhou Dynasty, translated to English, expressed the salience of war in Zhou culture: "The military is a great matter of the state. It is the ground of life and death." (FOOTNOTE here indicating this comes from Sunzi's The Art of War.)

Board example #2

Sunzi's The Art of War described the prevalence of war during the reign of the Zhou.  Sunzi proclaimed "[t]he military is a great matter of the state. It is the ground of life and death." FOOTNOTE.

Board example # 3
According to Sunzi, "[t]he military is a great matter of the state."  FOOTNOTE.  The Zhou Dynasty prioritized war above all other government functions.  By engaging in battle, the Zhou believed they were strengthening the state by expanding their territorial power.  Notice this example analyzes the quote and does not just ask it to "speak for itself."

Example # 4

In closing, you could also not use quotes here and paraphrase instead.  In that case, you STILL have to use a footnote.

The Zhou Dynasty prioritized war above all other government functions.  By engaging in battle, the Zhou believed they were strengthening the state by expanding their territorial power.  To not do battle risked death of the state, the Zhou Dynasty itself. FOOTNOTE.

Final Quarterly Research Paper

As discussed, Mr. Janus and I have generously provided our Euro classes with two work days between Monday, March 7 and Wednesday, March 9 during class time to prepare your quarterly research paper.  This was in addition to breaking down the work processes for you during the quarter, with two other deadlines to ensure you made progress.  It that vein all of you have had our feedback on your research since President's Day weekend, nearly a month ago. The only extensions will be provided in the event of absence from school for illness, and such extensions will be one day for each absence day from school.  You may choose to turn your paper in late, knowing that the below deductions will apply. 

On time = 100/100 possible highest score 

1 day late = 95/100 possible highest score 

2 days late = 90/100 possible highest score 

3 days late = 85/100 possible highest score 

4 days late = 80/100 possible highest score 

5 days late = 75/100 possible highest score

6 days late = 70/100 possible highest score 

7 days late = 65/100 possible highest score 

8 days late = 60/100 possible highest score  

LEAVING THE E U WOULD HURT BRITAIN'S ECONOMY

http://www.nytimes.com/2016/03/07/opinion/leaving-the-eu-would-hurt-britains-economy.html?smprod=nytcore-ipad&smid=nytcore-ipad-shar

Welcome to Europe

BRITAIN NEEDS EUROPE

http://www.nytimes.com/2016/03/04/opinion/boris-johnson-britain-europe-brexit.html?smprod=nytcore-ipad&smid=nytcore-ipad-share

Research Papers Due Wednesday, March 9

Calais orders up to 1,000 residents of Jungle camp to leave by Tuesdayhttp://www.theguardian.com/world/2016/feb/20/calais-orders-up-to-1000-residents-of-jungle-camp-to-leave-by-tuesday?utm_source=esp&utm_medium=Email&utm_campaign=GU+Today+USA+-+Version+CB+header&utm_term=157829&subid=3137304&CMP=ema_565

Test Rescheduled to Monday, February 22

It will have a catena section of two of three/four and a long essay which asks you to analyze Louis Napoleon, Cavour, and Bismarck from Machiavelli's point of view.

Will Merkel pay for doing the right thing?

http://www.nytimes.com/2016/02/15/opinion/will-merkel-pay-for-doing-the-right-thing.html?smprod=nytcore-ipad&smid=nytcore-ipad-share

France's new Law on Terrorism is Draconian

Instant Insight

Read next:

France anti-terror law clears first hurdle as Fabius steps down 

YESTERDAY

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YESTERDAY 

by: By James Blitz

François Hollande’s government is in the throes of passing a law that will allow the state to strip convicted terrorists of their French nationality. The move is proving highly controversial across the political spectrum and for good reason.

Following the Paris attacks in November that killed 130 people, it is understandable that the Hollande government is taking a tough stance against potential jihadis. After terrorist attacks, however, democratic states sometimes overreact with legislation that is too draconian: that is the risk that Mr Hollande is running with this new measure.

The legislation passed on Wednesday by the National Assembly, and which must now go to the Senate, is flawed for two reasons. 

The first is that it is impractical. It is hard to imagine that anyone contemplating a terrorist atrocity would be forced to reconsider planning an attack because the state might withdraw their nationality.

The second is that it is divisive. After any terrorist attack, the first goal of a government should be to unite the public. Mr Hollande’s proposal to strip terrorists of their nationality goes in the other direction. It is only likely to be applied to bi-nationals — those who hold a French passport and a second nationality — and therefore discriminates against many of those with immigrant backgrounds.

If the proposal is applied to people who only have French citizenship, it also creates problems. It would make the individual stateless, raising questions about whether the measure conforms with international law.

Related article

There is something rotten in the state of Denmark

The ‘jewellery law’ is an ill-conceived attempt to manage the flow of refugees, writes Bo Lidegaard 

In the immediate aftermath of the London bombings on July 7, 2005, in which 52 died, Tony Blair’s government made the mistake of trying to introduce legislation to detain terrorist suspects for 90 days without charge. It created division and acrimony at a time when unity was needed.

Mr Hollande appears to be making the same mistake. His proposal has led to the resignation of Christiane Taubira as justice minister and has been criticised by Emmanuel Macron, economy minister, as something with which he is “philosophically uncomfortable.” 

It faces an uphill battle — and possibly an unwinnable one — when it reaches the Senate in a few weeks time. 

Viewed from outside France, this proposal looks like an ill-judged waste of political capital, something Mr Hollande can hardly afford. 

james.blitz@ft.com

Twitter: @JamesBlitz

Copyright The Financial Times Limited 2016. All rights reserved. You may share using our article tools. Please don't cut articles from FT.com and redistribute by email or post to the web.

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Last Minute Research Hints

Notice that Mr. Janus has helpfully posted a last minute LINK on the top of the menu for this blog to the Winter Research Paper links.  Here is another link to it, http://ateurohistory.blogspot.com/p/winter-rese.html.  If you are still lacking primary sources, you may find links to places to find them there (Fordham University, ABC-CLIO, NY Times, British websites, etc).

EVERYONE LOSES IF BRITAIN EXITS THE UNION

http://www.nytimes.com/2016/02/05/opinion/everyone-loses-if-britain-exits-the-eu.html?smprod=nytcore-ipad&smid=nytcore-ipad-share

Germans don't take kindly to children on vacation

http://www.wsj.com/articles/for-these-german-vacationers-kids-are-verboten-1454288459

Camus and Terrorism

http://opinionator.blogs.nytimes.com/2016/01/22/making-peace-with-violence/?smprod=nytcore-ipad&smid=nytcore-ipad-share

Fairy tales much older than previously thought

http://www.theguardian.com/books/2016/jan/20/fairytales-much-older-than-previously-thought-say-researchers

The Congress of Vienna

http://youtu.be/ET9w6a00Iuk

John Green's Crash Course: Coal, Steam and the Industrial Revolution

Gerst Test Procedure

1. You must use a school computer. Take one from the cart.

2. Power up the computer.  Turn the wireless signal to airplane mode (off).

3. Open Microsoft Word.  Begin to write your essay.  You need a specific, debatable thesis along with key evidence using quotes and page numbers, along with analysis of such evidence.

4. At 3 pm, you may turn the wireless signal back on.

5. Upload to turnitin.com to the assignment labeled Enlightenment/French Revolution.

Napoleon's Invasion of Russia

Source: Bloy, Marjorie. Napoleon's Moscow Campaign,  The Age of George III, available at http://www.historyhome.co.uk/c-eight/france/moscow.htm

French Revolution Film

Need some help putting together the French Revolution?  Below is a fabulous documentary we used with last year's classes, who reported watching it a second time at home.  Pop some popcorn, grab a blanket, and enjoy: it's that good!  http://youtu.be/SyXcUMftRs8

Winter Quarter Research Paper

You may begin your research immediately for the winter quarter research paper.  You may write on any topic from the Renaissance through the end of World War I.  You again need to find a creative, or original, angle on your topic.  A catena is not as difficult as you think: it is your hypothesis as to how events, peoples, compositions, ideologies, etc. (the stuff of history) served to influence each other.  If you struggle with the catena for your topic, please discuss developing a specific, debatable thesis in lieu thereof with Ms. Gerst or Mr. Janus, as necessary.  This will need approval.  Your final paper will be due on Wednesday, March 2, 2016.  

Research entails checking books out of a research library or logging into a subscription database.  This is a college level class. As such, you should go beyond mere encyclopedias and the like from Google searches.

Consider starting with primary sources FIRST and have those form the GUTS of your paper. What are good primary sources? Newspaper articles, letters, pamphlets, poems, journals,  speeches, diplomatic correspondence from embassy to mother country, paintings, musical compositions, etc. Having the primary sources take center stage makes it much more likely that you will hit on a creative, original thesis.  

You will also look at secondary sources (review of the scholarly literature) in order to enhance your understanding of the era, your topic, the existing scholarship on your topic (do others agree or challenge Tuchman's narrative), and bolster your argument within your paper. 

Ultimately, you need both primary and secondary sources to write a sophisticated, original paper.  

SECONDARY SOURCES ONLINE:
ABC-CLIO Modern World History, http://worldhistory.abc-clio.com/Authentication/LogOn?returnUrl=%2F
History Today, http://www.historytoday.com/user/login
JStor, http://www.jstor.org/
Project Muse, http://muse.jhu.edu/

PRIMARY SOURCES:

Fordham University Modern History Sourcebook, broken down on left-hand side by era, country, or ideology, http://legacy.fordham.edu/halsall/mod/modsbook.asp

Other primary sources may be found under the "Documents" link on the left-hand side of the screen in ABC-CLIO as you search. Say, for instance, you researched anarchism. You will find Peter Kropotkin's Anarchism: Its Philosophy and Ideal on the Left (1896).  Now, you have a stellar primary source to use.

160 years of the NY Times online, available through Rowley
http://search.proquest.com.proxy.uchicago.edu/hnpnewyorktimes/index?accountid=14657

The British government archives contain interesting records as well:
http://discovery.nationalarchives.gov.uk
http://www.nationalarchives.gov.uk/records/looking-for-subject/default.htm

Finally, here is the research guide for HISTORY for Regenstein Library.
http://guides.lib.uchicago.edu/content_mobile.php?pid=497098&sid=4086704

BOOKS

The library houses important resources for your paper, including books, database articles, websites, e-books and primary sources.  Books provide general background information, detailed information on specific historical events, and context for an event or topic. Books are a very important piece of the research puzzle!  Remember to use the tables of contents and indexes to target specific details when using a more general text.  Enter Rowley catalog here.