Are you smarter than a 9th Grader?

This map (below) contains the locations of places, persons, and events discussed during the semester. Can you match the icons on the map with the correct description provided in the list that follows? Give it a shot.

World History II Map Review

1. From Tenochtitlan, located in this area, did the Mexica (Aztec) rule over their empire.
2. This is the city from where the Emperor Justinian (Corpus Juris Civilis) and Alexius I (1st Crusade) ruled the Byzantine Empire.
3. This area encompasses much of the Mughal Empire.
4. The Grand Canal, the oldest man-made structure still used for it’s original purpose, is located here.
5. The location of Portugal and Spain since they became ‘nations’ during the Renaissance.
6. This became an Ottoman ‘lake’ after the decline of Venice in the 15th – 16th C.
7. The defeat of the Spanish Armada (1518) at the hands of Queen Elizabeth I’s English Navy occurred here. England was primed to challenge the Spanish Empire in the open seas.
8. Cahokia, the greatest ‘Mound Builder’s’ (Mississippian) city was here.
9. The great cities of Jenne, Timbuktu, and Gao reflected the wealth and political strength of the ‘trade’ empires that developed here.
10. It was to this island that the Mongols attempted to invade, but were repulsed, twice, by a force that came to be known as ‘Kamikaze’.

Pu04b_The European Renaissance

Pu04b_European Renaissance

East – West 

3. 95 formal statements attacking the “pardon-merchants”. Nailed on the door of Castle church in Wittenberg. (2 words)
5. The exclusion of religious considerations from civic affairs. Additionally, the social movement toward a greater emphasis on the non-religious elements of human existence.
7. An Italian author of a famous political text that modeled its protagonist on King Ferdinand II of Spain. It was written in the vernacular.
9. A person faithful to the Roman Catholic religion, but compelled to express his views not in accord with papal policy. (2 words)
12. Benefactor, supporter, or role model for an artist.
13. A movement spearheaded by an office of the Catholic Church. Its purpose was to address the spread of heresy within Catholic Europe.
17. Sculptor and painter. Great works include “David”, “Moses”, and the Sistine Chapel.
19. This is also known as the “Catholic Reformation”. This movement was inspired and led by the Reforming Popes. It’s goal was to address the excesses of Church officials. (2 words)
21. A painter, sculptor, and scientist. Credited with such works as “The Last Supper”, the “Mona Lisa”, and the “Sforza Horse”.
22. This pope was a patron of the Arts. He commissioned works by artists like Raphael and Michelangelo. (2 words)
23. Philosophical and artistic movement emphasizing the centrality of humanity (Man).
24. A priest with a zeal to establish a fundamental Christian lifestyle in Florence. He successfully led a rebellion to overthrow the Medici. He was the organizer of “The Bonfires of the Vanities”.
25. Spanish novelist credited with writing one of the greatest novels of all time- Don Quixote.

North – South 

1. Italian author of The Divine Comedy.
2. This four-armed, four-legged drawing of a man represents the Renaissance’s obsession with measuring (quantifying) nature. (2 words)
4. Author of “In Praise of Folly”.
6. An artistic technique that creates the illusion of a three-dimensional space on a two-dimensional surface.
8. This movement, accelerated by the Protestant Reformation, resulted in the establishment of non-Catholic Christian churches.
10. A category of painting employing wet plaster as a medium.
11. Patriarch of the most powerful banking family in Florence and Europe in the 15th C.
12. A category of painting whose subject and emphasis is an individual.
14. A period in European History distinguished by the reinvigorated interest in the arts and sciences of the Classical period.
15. This pope issued a papal bull endorsing the authority of the Vatican to sell indulgences. (2 words)
16. This Florentine banking family is credited for funding much of the creativity of Italian Renaissance artists and thinkers.
18. Pardons from the Pope, often in the form of a certificate, that released the holder from performing the penance prescribed for a sin.
20. A literary form focusing on the life and exploits of its author.

AN05a_Philosophical Foundations of Absolutism

AN05_Philosophical Foundations of Absolutism

Timeline: 16th – 18th C.

FS: How did philosophy support Absolutism?

Main Idea

During a time of religious and economic instability, monarchs ruled with a strong hand. The developing world view of Renaissance Europe impacted much more than art and science. Creative expression transcended the new scientific theories and artistic masterpieces and entered into the world of governance. Monarchs and philosophers questioned the role of government and ruler. Sometimes, both arrived at conclusions that were mutually supportive. Others generated ideas that were revolutionary and confrontational. All sought clues to the answers in nature, but supported by faith whenever possible.

Ponder: “Absolute Power Corrupts Absolutely”

I. Origins of Absolutism

A. Absolutism: A term used by historians to describe a form of monarchical power that is not restrained by other institutions, such as churches, legislatures, or aristocracy.
B. Characteristics of Absolutist Monarchies
C. Historical Precedent
There are numerous examples throughout world history that monarchs justified their exercise of power using religion. Among these we can include:

– Ancient Egypt
– Mesopotamians
– Roman Empire
– China’s Dynastic Period
– Medieval Europe: The Church exercised its influence when it crowned kings of the Franks (eg. Charlemagne) and the Holy Roman Emperors.

D. Philosophy

From the time of the Pax Mongolica, and with increased vigor during the commercial revolution of the High Middle Ages and Renaissance, Europe was on the receiving end of a philosophical exchange with the Asians. During this period European thinkers were able to express their understanding of the human experience through an understanding of the natural world.

The Enlightenment is a period of philosophical expansion. It is nurtured within the Renaissance and is, in essence, Europe’s version of the nature-based philosophies of the Far East. A few of the great Enlightenment thinkers were Thomas Hobbes, John Locke, and Voltaire. These men looked to nature to find answers that will allow them to explain how nature shapes the relationship between ruler and ruled.

1. Thomas Hobbes (wrote The Leviathan, a philosophical response to the English Civil War).


a. Nature, originally, made everyone mentally and physically equal and with freedom to choose. Nature has also elevated in Man his own self-interests.

b. The goal of “Absolutism” is to control the natural evil (base nature) of people. It exists to benefit the people and the state which are bound together by the national identity.

2. Niccolo Machiavelli (The Prince)

II. Absolutist Monarchs of Renaissance Europe


A. France: Louis XIV (Sun King)
B. England: Henry VIII (16th C.), Elizabeth I (Virgin Queen, 16th C.), James I (James VI of Scotland, 17th C.)

As daughter of Henry VIII, Elizabeth recognizes the importance of securing power and wielding it when necessary to entrench her position. Elizabeth never married (“The Virgin Queen”) and she reinforced the bond between her and the fortunes of the nation-state. Whether her decision to not marry was one based on love or unwillingness to share power, she did expend effort in making it appear publicly that she was “married to the state” (As priests of the Catholic Church are forbidden to marry a woman, they are expected to conduct themselves as if “married” to the The Church.

The Arthurian Legends proclaim Arthur as “The once and future king” because “He and the land are one.” In reality as in legend, the unity of the state depends a great deal on the ability of the monarch to make the destiny of the people, land, and monarch => One!
 Her efforts in the defeat of the Spanish Armada (1588) opened avenues to the wealth of the Americas that before were limited to raids of Spanish galleons by privateers (you might say “hired pirates”). As great as American specie wealth was, the monarchy’s financial needs were in keeping with other absolute monarchs and it often brought her in conflict with the nobility upon whom she depended for funds. The monarch’s need for funding and the aristocracy’s increasing resentment would take England’s succeeding monarchs on a path toward civil war.

C. Russia: Peter the Great (Czar)

In keeping with other Renaissance monarchs, Peter the Great organized the Russian nation-state by clarifying the Russian national identity. As the state formed, he was able to amass the power that came with it. As monarchs, popes, and businessmen of the period exhibited, Peter the Great used art to reflect the values of the nation-state while glorifying his reign (St. Petersburg).

D. Holy Roman Empire, Spain, Netherlands: Emperor Charles V

III. Summary: Why It Matters Now.

When faced with crises, many heads of government take on additional economic or political powers.

Resources
– World History: Patterns of Interaction
– Assorted materials

Pu03c_Early and Feudal Japan

Pu03c_Early and Feudal Japan

Latitudinal

6. A social, political, & economic system based on land ownership.
7. Japan’s 1st shogunate. Repelled Mongols that reached Japan.
11. ‘Human-like’ or ‘Man-like’, but not necessarily in form or physical appearance.
13. Marks the gateway to a Shinto Shrine. Often found near or in a body of water.
14. ~80% of Japan is covered by this.
17. A literary (poetic) form marked by a 5-7-5 syllabic structure. Reached it’s height during the Heian Period (8th-12th C.).
18. The title of one who is entrusted with the responsibility of acting as a ‘conduit’ between the natural and supernatural worlds.
20. “Divine Wind”. Protector of Japan and mortal enemy of the Mongols.
22. One expression of Japan’s geologically active nature.
23. Families related to one another via a common ancestor.
24. A clan that has historically and traditionally been dedicated to a particular Kami. One responsibility for this type of clan is to maintain a shrine dedicated to that Kami. This tradition dates back to the prehistoric period in Japan (before 7th C).
25. The ethical code of the Samurai warrior.
26. In times of peace, the Samurai warrior becomes this for his Daimyo. It is an administrative role.
27. Capital city of the Tokugawa Shogunate.

Longitudinal

1. Having originated, or occurring naturally, in a region or environment.
2. The watery result of an oceanic earthquake.
3. Japanese feudal warrior.
4. Capital city of modern Japan.
5. A Samurai (land-owning) lord.
8. A category of faiths that view the natural world as having a spiritual element.
Objects in nature are generally infused with a spiritual force.
9. Overall military commander of feudal Japan. Traditionally, appointed by the Emperor, but is the ‘actual’ day-to-day ruler of the state.
10. Images and/ or objects of religious reverence. Hint: Revisit the differences between the Eastern Orthodox and Roman Catholic Church during the Early Middle Ages.
12. A Samurai without a lord.
15. The “Divine Sun”. The top entity within Shinto’s pantheon of divine forces.
16. Japan’s indigenous religion.
17. Japan’s cultural golden age.
19. This form of Buddhism was imported from China ~6th C. It became central to the Samurai ethic for its dependence on meditation (focused thought) and self-discipline.
20. Japanese word literally translated as “divine” or “spirit”. They’re anthropomorphic forces within nature.
21. A group of islands.

R03c_Bushido, Warrior Code of Conduct

Bushido Origins
By Cheryl Matrasko

Bushido is the unwritten code of conduct of the Samurai. Literally, Bushido means “warrior – samurai – ways”. Bushi is a term for warrior, but directly infers a more prestigious or higher class warrior. The “ways” or “way” is a term used by most “do-martial arts” (such as: Judo, Kendo, Aikido, and Iaido), which means “the way to … “

Bushido is comprised of a system or standards of moral principles that became the soul of the Samurai, during the feudal periods of Japan. It developed over the centuries from the influences of Zen Buddhism, Confucianism, Shintoism, and the expression of these affectations, had their medium in the visual and literary arts such as painting, poetry, and living the way of life (Bushido) they chose to take. Each of these gifts molded and shaped Bushido, as a moral standard of conduct to follow.

Influencing Bushido, Zen Buddhism lent to the Samurai a very Stoic disposition. This Stoicism was realized out of a genuine respect for life and also for death. Death, an inevitable eventuality of our own lives, is as much a part of nature as is life. It gives us an added level of thought and meaning to our existence. With the advent of death, there is the introduction of life. There are strong human emotions of anger, remorse, and detachment, etc., that are associated with death that complicate its understanding. However we are gifted by these very same feelings, that allow us to appreciate life and the things we enjoy and love. We most notably appreciate the things we take for granted once they are gone forever. The Samurai trust and faith in nature was because of the great admiration and respect for both life and death.

In tune with this level of consciousness, Shintoism also influenced the Bushido of the Samurai. To seek honor by first looking inside the soul and confront the intimate fears that we hide from ourselves, and that plague our psyche in everyday life. This is the purification of one’s soul — “… to know thyself “. In addition, Shintoism brought a sense of filial piety and loyalty to the family and homeland. When you “… know yourself, you know your weaknesses and strengths, and most of all – you know where you belong.” This sense of belonging has been attributed to the patriotic and nationalistic culture of Japaneven to this day.

Another factor in the backbone of the code of Bushido was Confucianism. It bonded community and family relationships. These relationships had several different moral priorities or qualities to them. In feudal Japan, the samurai served various different lords and their loyalty was given to them. This association was that of servant and master. The samurai himself was the head of his family. The safety and well-being depended upon him. His role was that of head of the house, husband, father, brother, or son.

The Bushido of the samurai had very deep roots in the philosophies of Zen Buddhism, Confucianism and Shintoism. With such historical origins, it is understandable why Bushido was not just a mere belief, but a culture that became the hallmark of the samurai for centuries. And this lifestyle was not forced on the samurai, but was chosen of free will. It was a serious choice to be sure, and one that they were very proud to follow.

© 1999, C. A. Matrasko. All rights reserved.

Author Sources:
– J. Sasamori, G.Warner. This is Kendo, the Art of the Japanese, 1989
– I. Nitobe. Bushido: The Warrior’s Code. 1979.
– T. Deshimaru. The Zen Wayto the Martial Arts. 1982.
– M. Musashi. The Book of Five Rings.
– I. Takahashi. Class sessions and private talks about the Samurai and Bushido. 1965 – 1971

About the Author:

Cheryl Matrasko started Aikido in 1965, studying under Isao Takahashi as her first instructor. She enjoyed working out under many well known Aikido instructors during her tenure with Takahashi Sensei and thereafter following his death in 1971. Cheryl has dedicated time with instructors in Northern Shaolin Long-Fist, Seven Stars Praying Mantis, and Daito-Ryu Aikijujitsu. Currently, she is instructing Aikido at NorthwesternUniversity’s Chicago Campus, Associate Instructor at NorthShore Aikido in Skokie, and supporting Aikido World Journal.

Teacher Note:
This text was edited for brevity and clarity for classroom use by Mr.V.

Source:
http://www.aikido-world.com/articles/Bushido-Code%20of%20the%20Warrior-Origins%20of%20Bushido.htm accessed for classroom use by Mr. V on 29 April 2004.

Ponder:

1. What has contributed to the development of the Bushido Code?
2. Which principle or value did each contribute to this code?
3. Why would “knowing oneself” be an important part of a warrior’s training?

AN01bc_Amerca’s Beginnings to 1783-Transplanted Rivalries

AN01bc_Ch.02,03: Americas Beginnings To 1783- Transplanted Rivalries

FQ: How did ‘Old World’ rivalries transplant themselves in the ‘New World’ after 1492?

I. Colonization of ‘New World’ by Europeans. (15th – 17th C.)
A. Spain/ Portugal: Spanish Viceroyalties/ Brazil (1494-Treaty of Tordesillas)
B. English: Jamestown VA., Puritan New England.
C. Dutch: New York Coast, Northern coastal area of South America.
D. France: Mississippi mouth, future Canadian territory.

The manner and methods of colonization reflected and aggravated religious & commercial rivalries existing in Europe at the time.

II. Religious Rivalry
A. Protestant Reformation (Worms, 1521- Martin Luther Excommunicated by Pope Leo X).
B. Catholic Reformation (1540, Ignatius Loyola and the Jesuit Order)
C. La Reconquista: 1492, one of two successful (major) Crusades since the 11th C.
D. Nature-based faiths of Africa and Native America.

III. Commercial Rivalry (15th – 17th C.)
A. Mercantilism
B. Joint Stock Company (East India Company)
C. Labor Supply: Shortage results from poor treatment and disease (small pox).
– Encomienda System
– Repartimiento
– Slavery (Spain & Portugal=> Dutch=> English=> Smugglers)
– Indentured Servitude

IV. Political Rivalry
A. France vs. Britain=> Conflict over the thrones of England & France leads to an American expression of the European conflict=> French & Indian War (1754)
B. Dutch Gain Independence from Spain=> Dutch Revolt, mid-16th to mid-17th C.

V. Environmental Impact: The Columbian Exchange
Wide variety of fauna and flora are exchanged between ‘Old’ and ‘New’ Worlds.

VI. Colonial Development
A. Colonies mature into societies reflecting European social norms, geography, Renaissance ideals (Enlightenment).
B. Northern Colonies: Manufacturing and Sea Trade
C. Southern Colonies: Plantation Cash Crops, Food crops
D. Western Lands (Interior): French and Native American Allies dominate.

Resources:

• Chapter 1-3: The Americans. Houghton Mifflin Harcourt, 2012.
• Presentation: Pr01abc (https://www.icloud.com/keynote/01rpf9P7JckAnlQ88mz1BPGvw#Pr01abc)
• Socrative (Online assessment tool). http://www.socrative.com

AN01a_America’s Beginnings Up to 1783: Three Worlds Collide

AN01a- America’s Beginnings Up to 1783: Three Worlds Collide

FQ: How did conditions in the Western and Eastern hemispheres contribute to an eventual ‘Collision’ of three worlds starting in 1492?

I. “1492, Columbus Sails the Ocean Blue”
Native America + West Africa + Western Europe proceed on a collision course resulting in a major shift in human historical development.

II. Native America
A. Populating the Americas via the Berings Strait land bridge. ~40,000 BP.
B. Inhabit a diverse terrain. Adaptations lead to a variety of cultures. A few are…
1. Plains: Lakota Sioux
2. Woodlands: Iroquois
3. Central Mexican Valley: Mexica (Aztec)
4. Yucatan Peninsula: Maya
5. Mississippi River Valley: Mound Builders (Mississippian Culture)

III. West Africa
A. Songhai: West African Trading Empire
1. High population Density
2. Wealth accumulated via trade (Ex. Gold – Salt)
B. The Trans-Saharan Caravan Trade feeds the accumulation of wealth and knowledge. Cultural diffusion is powerful influencer.

IV. Europe
The Renaissance fuels change in a variety of areas within society.
A. Intellectual Revolution- “Asking the tough questions”
B. Political Revolution- The birth of the “Nation-State” and modern political thought.
C. Religious Revolution- Protestant Reformation, Catholic Reformation.
D. Commerical Revolution
Inter-Oceanic Travel (C. Columbus, V. DaGama) and the birth of Pre-modern Capitalism -> Mercantilism.

A01_HUS-American Beginnings to 1783 (Ch.01 – Ch.04)

A01_HUS-Unit 01: American Beginnings to 1783 (Ch.01-Ch.04)

Purpose:
Along with class lessons and activities, these assignments for Chapter 01 to Chapter 04 will help us understand the time, place, and circumstances contributing to the formation of the United States.

The Essential Question is…

How did the convergence of ‘New World’ peoples, environment, and resources with ‘Old World’ economic needs, Renaissance/ Enlightenment concepts, and rivalries set the stage for the birth of a new nation and its experiment in governance?

Themes:
– Science & Technology
– Immigration & Migration
– Diversity & National Identity

Given:
Use the The Americans textbook to complete the assignment below.
Refer to the course calendar to acquire due dates and other instructions.

Task:
We will be using a Cornell Notes Template to gather notes from assigned readings. If you would like a quick introduction to the method, please read ‘Student Note-Taking’ under the ‘Admin’ tab in the upper-left menu bar.

The notes you compile (as Cornell Notes) from your reading will augment your class notes and the Auxiliary Notes provided by Mr.V. You are being provided with a list of ‘Key’ vocabulary from each section of the chapter to help you focus and compile notes efficiently. YOU DO NOT HAVE TO INDIVIDUALLY DEFINE THE TERMS.

These notes (as Cornell Notes) are your “Homework” assignments. They must be uploaded as a PDF file to the ‘Assignments’ folder in our shared Dropbox folder. The files are due in Dropbox before the class period on the due date indicated in the course calendar.

There are four chapters within Unit01. The chapter vocabulary listed below are divided into their respective sections. Your notes (as Cornell Notes) should be compiled for each section. Example: Your first reading Assignment will be from Unit01, Chapter01(a) Section01. We call this first assignment A01aS01. Therefore, you should compile notes (as Cornell Notes) for each section and label that file accordingly. Submit each assignment as separate files. Label each submitted file in the format 2-digit Pd#_LastNameFirstName-FileLabel (Example: 09_SmithJohn-A01aS01). In this example 9th period student, John Smith, submitted his notes (as Cornell Notes) for A01aS01. Remember, when labeling files, an ‘O’ is NOT a Zero ‘0’. ‘O’ is a letter and Zero ‘0’ is a number.

A01a (Ch.01)

Three Worlds Meet 1200 BCE – 1500 AD

Terms, Names, Phrases

S01

– Aztec
– Anasazi
– Inca
– Mississippian
-Nomadic
– Olmec
– Maya

S02
– Iroquois
– Division of Labor

S03
– Plantation
– Savanna
– Songhai

S04
– Prince Henry
– Renaissance
– Crusades
– Reformation

S05
– Colonization
– Columbian Exchange
– Treaty of Tordesillas

A01b (Ch.02)
The American Colonies Emerge 1492 – 1681

Terms, Names, Phrases

S01
– Hernán Cortés
– Conquistador
– New Spain
– Encomienda
– Mestizo

S02
– John Smith
– Joint-Stock companies
– Jamestown
– Indentured servant
– Royal colony

S03
– Puritans
– John Winthrop
– Separatist
– Plymouth Colony
– Massachusetts Bay Colony
– Roger Williams
– Anne Hutchinson
– Pequot War
– King Philip’s War

S04
– William Penn
– New Netherland
– Quakers

A01c (Ch.03)
The Colonies Come of Age 1650 – 1765

Terms, Names, Phrases

S01
– Mercantilism
– Parliament
– Navigation Acts
– Dominion of New England
– Glorious Revolution
– Salutary Neglect

S02
– Cash Crop
– Slave
– Triangular trade
– Middle Passage
– Stono Rebellion

S03
– Enlightenment
– Benjamin Franklin
– Great Awakening

S04
– New France
– George Washington
– French and Indian War
– William Pitt
– Pontiac
– Royal Proclamation of 1763
– Sugar Act

A01d (Ch.04)
The War for Independence 1765 – 1783

Terms, Names, Phrases

-S01
– Stamp Act
– Samuel Adams
– Townshend Acts
– Boston Massacre
– Committees of Correspondence
– Boston Tea Party
– King George III
– Intolerable Acts
– Martial Law
– Minutemen

S02
– Second Continental Congress
– Olive Branch Petition
– Common Sense
– Thomas Jefferson
– Declaration of Independence
– Patriots
– Loyalists

S03
– Valley Forge
– Trenton
– Saratoga
– Inflation
– Profiteering

S04
– Yorktown
– Friedrich von Steuben
– Marquis deLafayette
– Charles Cornwallis
– Treaty of Paris
– Egalitarianism

FilmQ04d_Ch19- The Iberian Peninsula and the Age of Sail

How to Use Video as a Source

Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.

Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.

As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.

Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the film. By writing quick and simple phrases of a few words each, you maintain greater attention to film events. Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.

Organizational Tip: Vertically divide your sheet of paper (where you’ll write your responses). On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).

Your responses to these film questions will form the foundation of, or supplement, your notes for this lesson. The presence of (and conflict between) Venice and the Ottoman Empire has subjected Europe to commercial blackmail. Enthusiastic defense of trade routes and exorbitant prices on certain goods have motivated certain societies to seek an alternative to the Venetian/ Ottoman monopoly. Any nation wishing to bypass Venice and the Ottomans would have to set their gaze toward the Atlantic, not the Mediterranean. Europe will increasingly turn to the new heirs of capitalist ventures. The new heirs will be coming from Iberia (Portugal and Spain).

SOURCE: Millennium Video Series, The 15th Century: Century of the Sail. CNN Productions, Inc. ©1999. [~10 Min.]

__________________________________________________________________________
Context:15th – 16th C., Iberian Peninsula, Europe. Technology & the Age of the Sail

1. Geographically, why would Portugal be a leader in the exploration of the oceans?

2. Commercial success is often dependent on strong leadership. Who does Portugal look toward for leadership that is in keeping with the principles of the Renaissance?

3. The Portuguese plan to sail around the southern-most tip of the African continent was a daring plan. What motivated them? What fueled the imagination of ‘would-be’ explorers? What geographic and foreign commercial challenges faced them? Who made the quest to the East a reality?

4. Why was Portugal willing to venture into the ocean when ancient routes to the East were available?

5. To what extent was Christopher Columbus’ proposed plan a bold step for him and Spain?

Vocabulary: NA

FilmQ04b2_The Renaissance in Florence, Italy.

FilmQ04b2_Ch.17: Renaissance Florence, Italy.

How to Use Video as a Source
Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.

Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.

As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.

Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the film. By writing quick and simple phrases of a few words each, you maintain greater attention to film events. Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.

Organizational Tip: Vertically divide your sheet of paper (where you’ll write your responses). On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).

Your responses to these film questions will form the foundation of, or supplement, your notes for this lesson. Europe emerges from the Medieval period led by the Northern Italian city-states. The accumulation of wealth from commercial activities coupled with the civic pride that ran very high among these cities, provided the kindling to set Europe’s creativity ablaze. As the mind is illuminated, old notions are increasingly challenged.

SOURCE: CNN’s Millennium Video Series:The 15th Century: Century of the Sail ©1999. Narrated by Ben Kingsley. CNN Productions, Inc. ©1999 [~9 min.]
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Context: 13th – 16th C., Florence, Europe.
1. How did bankers get involved in the areas of:
* Trade?
* Politics?
* Fashion/ Arts?

2. Florence came under the power of one of the most powerful banking families of Europe. Please identify that family?

3. Who advised this family on political matters? What are the traits of ‘man’ that a wealthy banking family can take advantage of?

4. Identify the ‘qualities’ of a work of art that would inflate its price?

5. Why might the quest to create these qualities generate scientific investigation? How does an artist bridge the gap between Art and Science?

Question to Ponder: This segment of the film begins by mentioning ‘investment’. From what we have already discussed in class concerning the collapse of feudalism, where could this investment of money be coming from?