FORMAT
You will be asked to use historical thinking skills (context, catena, sourcing for kaleidoscope, periodization, competing narratives, and corroboration) to analyze sources that are NEW to you. This is called an SUMMATIVE ASSESSMENT requiring CRITICAL THINKING. New sources could include:
* excerpts or pieces of new primary and secondary sources
* paintings (early modern) or photographs (late modern)
* material culture
* Youtube videos
* excerpts from newspaper articles
To ease your mind, six examples of kinds of questions are included. The more familiar you are with the historical concepts and themes we pinpointed in class, the more likely you will be able to show your thinking about the new sources.
CONTEXT
You might be asked to analyze how the geographical, cultural, social, economic or political setting of a particular historical era influenced the creation of an excerpt or artifact.
CATENA
Your focus is on identifying the chain of circumstance, the web of action, or the series of unrelated events constructed into an argument within the work. For example, you might be asked to identify what historical themes or concepts you think are illustrated within the excerpt or painting and how it drove the author's catena.
KALEIDOSCOPE
You might be given two new facts regarding an author’s background and be asked how it affects your analysis of the excerpt.
CORROBORATION
You will be given a new source and asked to provide corroboration for the claims made within the source using some combination of sources read and discussed in class.
COMPETING NARRATIVES
You might be given two conflicting excerpts with source information and be asked to explain which is more reliable and what were the factors you relied upon to decide.
PERIODIZATION
You might be asked to explain the extent to which a specific document derives from a particular time period or identifiable era.
CLASS ONE: Read Chapter 15, pages 341-349. Today we will discuss the new forces for expansion operating in early modern Europe. How did the Spanish and Portuguese overseas expansion compare in terms of motives, areas of expansion, and the character of the two empires?
CLASS TWO: Read Perry, 349-352 and analyze the graphic handout distributed in class. How did slavery in the future United States compare with slavery in South America and the Caribbean? What role did slavery play in the global economy?
CLASS THREE: Read Perry, 352-362 and the Dutch trade primary source. What was the Price Revolution, what caused it, and what were its effects on agriculture, trade, and industry? What role did mercantile capitalism play in commercial development? What role did slavery play in the global economy?
CLASS FOUR: Read Perry, 362-367 and the article on the Multicultural Roots of our Commercial Halloween. What accounts for the witch craze and its subsequent decline? Why were most ot its victims women? What were the long-term effects of European expansion during this period?
CLASS FIVE, Perry, 370-377 on Hapsburg Spain. How did monarchs build strong state? What enabled Spain to rise to greatness, and why was this greatness short-lived? What could they have done differently?
CLASS SIX, Read 378-383 on France. What enabled French growth (the development of it as a state) during this period and what inhibited it?
CLASS SEVEN: Read pages 383-393 on England. Beginning with the Tudors in England, how is growth propelled in England? What advantages do they have? What is inhibiting (working against) growth in England?
CLASS EIGHT: Read pages 393-398 on the Holy Roman Empire, Austria, Prussia, and Russia. For each of the central and eastern European regions, what enabled growth and what inhibited it?
CLASS NINE: Read the introduction and Section 27, pages 233-239, in your Palmer Scientific Revolution packet. Why is the history of science an important part of modern history? How did Francis Bacon and Rene Descartes attack earlier methods of seeking knowledge? What did they expect to be the results of the scientific method?
CLASS TEN: Read Section 28 on the Road to Newton: The Law of Universal Gravitation and Section 29 on New Knowledge. Why were Galileo's observations upsetting to his contemporaries? What were the implications of scientific discoveries for traditional religious beliefs? For political theory and society? How does a new sense of evidence emerge and reflect itself in historical and religious scholarship? How important is the idea of evidence to a historical construction of European identity?
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