Topical+syllabus

Here are syllabi or biweekly syllabi by topic, arranged chronologically, from early to the French Revolution.


 * Unit 1: The Late Middle Ages**

The date that is listed below is the date the assignment is DUE and to be COMPLETED.

Saturday, Sept. 12: McKay. 386-396. Be prepared to brainstorm general characteristics of Medieval Europe, the role of the church in European society, and the causes and effects of the 100 Years’ War.

Monday, Sept. 14: McKay, 396-409 Read critically over the weekend from the perspective of your person, i.e. a peasant, nobility, priest. Bring in notes as your person’s reactions to:

• The Black Death • The Hundred Years’ War • the Agricultural Crisis, • the Decline of the Church

The notes will be collected and you will receive a Homework grade. You will have time to meet with your partner in class and then we will discuss each event, and ask you to speak to your person’s interaction with the events.

Tuesday, Sept. 15. Short Essay.

Write a one page essay: What are the defining characteristics of medieval Europe. Consider the role of the church, relationship between rural and urban peoples, or economic crises. Consider our brainstorming of characteristics of good writing.

In-class discussion:

Compare 14th century disease, war, and loss of faith to present concerns on AIDS and nuclear threat. Is our society as disrupted by these problems as was the 14th century by the Plague and 100 Years War? What has been religion’s role in interpreting these disruptions? How can our study of the Middle Ages help us solve today’s problems?

Wednesday, Sept. 16. Read McKay, 415-422.

In class, we will discuss general characteristics of the Renaissance, look at some art, and question how it was different from the Middle Ages.


 * Unit 2: The Renaissance**

The Renaissance created one of the most dynamic artistic and cultural flourishing the world has ever seen in such a short period. We will take a look at this dynamic period, and examine the new view of the world. Perceptions of the “Ideal” take on a radically new view, from the perspectives of different individuals in this time period.

Along with reading from McKay, we will take a look at primary documents out of the Sherman book.

Objectives:

• Students will acquire an understanding of the term “Renaissance” and what impact it had on Europe. • Students will demonstrate their knowledge of the Renaissance by imaging an ideal world from a particular perspective. • Students will understand the new relationships between individuals, the state, religion, and the art. • Students will analyze the way society was structured within different parts of Europe.

Questions/ topics/ themes to consider while you read: (and to be discussed)

1. Did women have a Renaissance? Did the poor have a Renaissance? 2. Was the Renaissance a distinct period or a continuation of the Middle Ages? 3. Why did it start in Italy? 4. What are several characteristics of the art of the period? 5. How did the Northern differ from the Italian Renaissance? IN what ways did countries adapt the ideas from Italy to fit their own societies? 6. How did England, Spain, and France become stronger under the New Monarchs? 7. Analyze the church as the strongest institution and organizing factor of medieval Europe and how that changes during the Renaissance. 8. Why is the European mind of the fifteenth and sixteenth centuries receptive to the new ideas of the Renaissance? 9. What is the concept of humanism? Why trace back to the classical world? 10. What impact did the new technologies have on society? (the printing press, for example)

Assignment due dates.

Thursday, Sept. 17. McKay 415-428.

Take notes on Identifications: the who, when, why, what, where of the concepts discussed in the reading. Will be collected for a HW grade. Prepare your role for the intellectual debate. (see separate sheet for specifics)

Friday, Sept. 18, McKay, 428-437, Sherman, pgs.3-6 and “On the Liberal Arts,” and “The City of Ladies.”

Be prepared to debate the existence (or nonexistence) of a Renaissance for women and other social groups in Europe. We will break down the term Renaissance.

Monday, Sept. 21, McKay, 437-445.

Be prepared for a short, 10 min. identification quiz, of the who, what, where. Then a discussion on the differences between the Northern and Southern Renaissance’s.

Tuesday, Sept. 22. Sophie’s World, pgs. 197-214 and Sherman, pgs. 18-20. Review of the major concepts. Review for the test. Bring in any questions.

Thursday, Sept. 23

TEST: Format • Multiple Choice Section • Matching of Terms: defining each term and stating the relationship between them. (example: Michelangelo/ Humanism) • Essay section: Topic TBA.

Then, on to the Reformation... Friday, Sept. 21: McKay 447-457


 * Unit 3: The Reformation**

After studying the Renaissance and the monumental intellectual, political, and artistic changes during that time period, we now take a look at the profound changes in the church during the sixteenth centuries. Currents of change and unrest directed towards the Church have been sown with the Great Schisms, the Conciliar Movement, and man’s new definition of his relationship between God and man. We will see how individuals like Calvin and Luther sent shock waves through Europe, thus altering Christianity, national economies, and balance of power around the Continent.

Objectives: • To understand the political, religious, and economic ramifications of the Protestant Reformation. • To critically read primary documents that react to the new religious force and offer their own responses. • To trace the effects of the Reformation up to today’s world. • To articulate the concerns of Luther, Calvin and other reformers in the form various role plays. • To engage in a debate assessing the fundamental cause of the Reformation.

Essential Questions: • What does Protestant Reformation mean? • What is the best relationship between the church and the state? • Do we have free will/ social obligations?

Key questions/ themes to consider.

1. What was the most important cause of the Reformation? 2. Would there have been a Reformation without Martin Luther? Was the Reformation a product of the ideas and personalities of great people or the political and socioeconomic forces of the times? 3. Was Henry VIII motivated more by personal desire or by geopolitical concerns? 4. What present day examples do we have of religious fundamentalism domestically and abroad? 5. Why does the Reformation spread so easily in Northern Europe? 6. Why is there such diversity in peoples’ responses to Protestantism? 7. What impact do the decisions made at the Council of Trent have on both the Roman Catholic Church and the Protestant churches? 8. Was the Reformation primarily politically or religiously motivated? 9. What role did social and political factors play in the several reformations?

Beginning with this chapter, a study guide will accompany our readings. This will help us to focus our thoughts and inquiries as we read the chapter. Be sure to read the study guide FIRST then jump into the text, as the study guide provides a good background to the reading. Also keep in mind the terms at the end of the study guide and take notes on the terms to help clarify material.

Assignments:

Friday, September 25: McKay, 450-459, (Study guide, 181-184) Key terms/ concepts: Status of the Church, Martin Luther, 95 Theses, Protestant Thought. We will break down each of Luther’s criticism of the Church, the status of the church, and what Protestant Thought is.

Monday, September 28. McKay, 459-466 and Sherman, 25-32 (study guide, 184-185) We will look at the social impact Luther’s ideas had on Europe. We will also take a look at Germany (Liz!) and see how it affected a country first hand. After reading Sherman, we will break down Luther’s criticisms of the church as well.

Tuesday, September 29. McKay, 466-475. and Sherman, pgs. 32-39 (study guide, 185- 186) Be a specialist for your country! You will discuss how the Reformation spread through your own country, recognizing key players and events. We will also take a look at the thoughts of another religious reformer, Calvin.

Wednesday, September 30. McKay, 475-481 and Sherman, pgs. 44-47. You will read about the Church’s response to the Reformation and the role of Women and its legacy. Look over questions on page 47 of Sherman. We will also take a hard look at primary sources and discuss what a DBQ is and how we can best prepare for one.

Thursday, October 1. DEBATE

We will debate the following statement:

“The generating forces of the Protestant Reformation were primarily economic and political.”

Nicole, Antionette, Ashley, Liz, and Sheng argue this was true. Molly, Emily, Vivienne, Lauren, and Sarah argue this was not true.

To prepare for this debate, you need to write ONE paragraph with a strong thesis statement and supporting evidence that you will the use as we do this debate. (15 points) Consider the fundamental causes of the Reformation, Luther, Calvin, the Church’s reaction to the charges against them, the impact on the masses, ETC.

You will also be graded (15 points) on the quality of your contributions in this debate. This will substitute as a ‘test,’ as in preparing for this debate, you will be reviewing the main concepts of the Protestant Reformation.

Friday, October 2. McKay reading...


 * Unit 4: Religious-Gender-Race Wars/ Age of Exploration**

In this chapter, we will step outside of Europe and see how Europe interacted with the rest of the world. We will examine the roots of the European expansion and how continental politics played out on the international arena. We will also see how religious tensions sewn in the Protestant Reformation Era were brought to a head in a series of religious wars throughout Europe.

In terms of our approach to learning, one person will each day will be assigned to starting off the discussion. You can pick an interesting topic from the reading and relate it to today’s world or ask the class is we agree in Calvin’s vision of predestination. Whatever it is, it ought to grab our attention and lead us to an interesting discussion, for the beginning of class. ALSO, on certain days, you will be assigned a certain role to play in class, i.e. Columbus or Louis XIV. You need to take on their point of view and take on their voice when we engage in conversation. Or you may be assigned a particular historical point of view, i.e. for the day you may be an intellectual, economic, or cultural historian. whatever we discuss that day, you need to be that kind of historian and offer an explanation from that perspective.

You will also use the study guide running parallel to the text, to help you with reading and to take down key ideas/ terms. (excuse Ms. Esterly’s writing!)

Objectives: • To gain an understanding the discovery of America had on Europe • To analyze the political maneuvers of European powers and see how power politics plays out. • To study the ravaging effects of the religious wars on Europe.

Essential Questions • What does it mean to be ‘discovered’? • What is the nature of warfare? What the compelling reasons for war? • What are the roots of religious conflicts?

Key questions/ themes to consider:

1. What contributed to the rise and fall of Spain? 2. Were the wars in France primarily wars or religion or of political control? 3. On Kohlberg’s scale of moral development, where 1 is purely selfish and 6 is saintly, how does Henry IV rank? (Ethics class) 4. Can Protestantism be seen as a factor in English/ Dutch ascendancy over Spain and the Vatican? 5. Was the 30 Years War religiously or politically motivated? 6. How does the alliance structure of Europe change during the Thirty Years War? What is the outcome of the Peace of Westphalia? 7. What explains Queen Elizabeth and Catherine de Medici as exceptions to the low status of European women? 8. What clues do we have for the development of European racial attitudes towards non-Europeans?

Readings:

Monday, October 5. McKay, 486-496 and Sherman, “Civil War in France,” p. 71, “Mandate: Religious Persecution in Austria.” p.73 Consider why war broke out in France and the Netherlands. Was it just religion or economic and political as well? Seniors: be prepared to speak for the revolters. Juniors: Speak for the nobility. Nicole starts off the conversation. Sheng: Political historian. Antoniette: Economic historian.

Tuesday, October 6. McKay, 496-502 and Writing Consider: What conributed to the rise and fall of Spain? What were the fundamental causes and effects of the 30 Years War? WRITE: A short press release on the Peace of Westphalia, the who, where, when, and consequences of the peace. You may be asked to read out your press release so be ready! Emily: start off. Sarah: Religious historian. Vivienne: Political historian.

Thursday, October 8. McKay, 502-512 and Sherman, “Letter to Lord Sanchez, 1493” (p.53) “Exploration, Expansions, and Politics,” p. 57-58 Consider: Where Europeans went and how they practiced European ethnocentrism, what prompted Exploration, and how discoveries impacted Europe. Molly starts off. Liz: Columbus, Lauren and Ashley: “Natives” in the New World.

Essay questions handed out for essay due Monday.

Friday, October 9. McKay, 512-524 and Sherman, “The Devil’s Handmaid: Women in the Age of Reformations,” p.88 Consider: Social and cultural changes of the wars and Exploration. What happened to women and other minority groups? Be sure to bring Sherman to class to go over some primary documents. Start off: Sarah. Social historian: Nicole. Woman: Sheng, Witch: Vivienne Montaigne: Antoniette

Monday, October 12. Take home essay. In-class, 20 multiple choice questions.


 * Absolutism in Western and Eastern Europe**

Overview:

After examining the fallout after the Protestant Reformation, we will now take a look at political developments throughout all of Europe. We will investigate how the forms of government differed from earlier forms and how the East and West developed on different tracks. We will look at different theories of ruling: democracy, absolute monarchy, and constitutional monarchy. The different theories and practice will force us to question what the best form of government was, then and now.

Big events/ themes to study: Louis XIV and rise of absolute power in France, the English Civil War, the rise of the Dutch Republic, the rulers of Russia, Austria, and Prussia, and the monarchy in Spain, the transition from feudalism to absolutism in western Europe (and the differences between England and France) and how Spain lost its relatively short-lived European hegemony. In the East, we will see explain the development of absolutist states in Austria, Brandenburg-Prussia, and Russia. We will combine two chapters in this unit and conclude with a major test at the end of the unit.

Essential Questions:

• What is the best way to politically organize a country? • What is human nature? • How do people exercise power?

Key questions to consider while you read:

1. What is absolutism? How is it different than totalitarianism? 2. How great and influential were Louis XIV and Oliver Cromwell? 3. What processes led some of Western Europe towards absolutism and some towards constitutionalism? 4. Why was the political development of Eastern Europe different from the political development of Western Europe? 5. Does the lack of a tradition of western-style individual liberties in Eastern Europe stem from this period? 6. Can we find the roots of Hitler’s WWII militarism in 17th century Prussia?

Order of Assignments...

Wednesday, October 14. McKay, pgs. 531-541. Consider: What factors gave rise to Absolutism in France? What was like life at the Palace of Versailles? Liz: Political historian, Emily: Economic Historian, Lauren starts off

Thursday, October 15. McKay, pgs. 541-548 Prepare: Arguments in a ‘mock” trial against Louis XIV: accused of crimes against humanity. Liz, Vivienne, Sheng, Lauren and Emily: prepare arguments defending him. Nicole, Antoniette, Molly, Sarah, Ashley prepare arguments prosecuting him. Will be collected for a HW grade.

Friday, October 16. McKay, 548-554 and Sherman, p. 74 “Powers of the Monarch in England” and “The Powers of Parliament in England” p. 75. Lauren start off. Ashley: political historian. In-class: we will read “Leviathan: Political Order and Political Theory” and writing by John Locke to compare their views.

Monday, October 19. McKay, 554-559 and QUIZ on Chapter 16. (Term identifications) Consider: Why did the Dutch rise prominently then?

Tuesday, October 20. McKay, 564-572. Vivienne start us off. Toni: Russian peasant. Molly: an Austrian.

Thursday, October 22. McKay, 572-575 and short PAPER. One page paper due: Why did Austria and Prussia develop so differently than England and France?

Friday, October 23. McKay, 576-585 In-class debate: Was Peter the Great great? Was Ivan the Terrible terrible? What does it take to acquire the title “the Great?” “Terrible?” We will compare Frederick II, Peter I, Ivan III, and Catherine.

Monday, October 26. McKay, 585-589. Bring in any review questions you have. Consider the relationship between art and power. We will listen to some more Baroque music to see how it speaks to the political and economic climate.

Tuesday, October 27. TEST on chapters 16 and 17. Turn in study guides.


 * The Enlightenment and the Scientific Revolution**

In this unit focusing on intellectual and technological growth in Europe besides the backdrop of political developments, we will read not only our text, but primary sources from Sherman. We need to read the first hand accounts and opinions of these great thinkers that emerged from this time period. You will have some time this unit to conduct some individual research in preparation for our final culminating exercise: the ”Enlightenment Salon.”

While we do our reading in the text, you will be conducting outside research on a person relevant to this time period. You must conduct research that will speak to the person’s opinions on such diverse topics as: the ideal government, meaning of life, existence of God, role of women, and natural law. You must have a three-page paper, examining at least TWO of the issues stated. Much of your grade (35 points) this unit will be your written summaries of your characters’ views (which will be reproduced for other students) and some (15 points) will be based on your participation in the Enlightenment Salon. You are encouraged to arrive in costume!

Some possible figures to explore: Voltaire, Wollstonecraft, Franklin, Rousseau, Smith, Catherine, Madame de Pompadour, Diderot, Monstequie, Kant, Paine, etc. You need to decide on your person by next Thursday.

While we prepare, consider the following questions:

1. How did the developments in scientific thought from Copernicus to Newton create a new conception of the universe and of humanity’s place within it? 2. Think of time sequence: who is in power during Galileo’s life and what regions of the world were being colonized at this time? What about during Newton’s life? 3. What impact did the enlightened figures have on the rulers and the common man in society? 4. Look at the term “Enlightenment.” Who was Enlightened? 5. What impact did the major scientific discoveries have on society?

Details of assignments…

Thursday, Oct. 29. McKay, pgs. 589-595. Make a chart of the key peoples: Copernicus, Brahe, Galileo, Newton. To focus, Juniors do Copernicus, Toni and Sheng Do Brahe, Liz and Ashley do Galileo, Vivienne and Sarah do Newton. And Nicole and Lauren, be Prepared to discuss how this is all different from before, i.e. Medieval Science. To further your understanding of your person, read the corresponding articles in Sherman: Vivienne and Sarah: Newton, p.114 Liz and Ashley: Galileo, pg.112 Nicole and Lauren, read article on page 117, “Why was Science Backward in the Middle Ages” All others read article on page 122, “No Scientific Revolution for Women”

Friday, Oct. 30. McKay, pgs. 595-599 and Sherman, pg. 119-120. Informal discussion on the causes and effects of the Scientific Revolution. We will include Parents on this discussion, as we draw connections to science today.

Thursday, Nov. 5. McKay, pgs. 599-609, Kant, “What is the Enlightenment?” Sherman, p. 147 and Sophie’s World, pgs. 311-321. What does the term Enlightenment mean? Bring in the name of the person you will research! Based on today’s reading.

Friday, Nov. 6. McKay, pgs. 609-618. What impact did the Enlightenment have on absolute monarchs? Read carefully from your own country’s perspective. Be ready to comment on your country.

Monday, Nov. 9. You will conduct your own, specific research on your person over the weekend. See Sources in the library and also in your Sherman book. I have some sources for you, too. We will meet in the Library so you can finish up research. A reading of Sophie’s World

Tuesday, Nov. 10. ENLIGHTENMENT SALON! We will discuss a wide range of issues…. All from different points of view! Bring in papers.


 * 18th Century Economics and Life of the People**

Europe underwent profound changes during the course of the 18th century, in terms of industry, family life, working conditions, and changes in agriculture. We need to understand these transformations before we move on to discussing the French Revolution. We will undergo a somewhat different approach to learning about the material in the coming chapters.

Our class will be divided into five groups, each responsible for teaching one day of class in the coming week, taking material from the texts and some auxiliary reading material. All students will be expected to the reading along in the textbook, participate in class, and take good notes during the daily discussions.

Group One: Demographics and Cottage Industry

McKay, Chapter 19, 632-640 Sherman

Group Two: Ascendance of British Capitalism

McKay, Chapter 19, pp. 640-652 Sherman text

Group Three: Marriage and the Family--18th Century Changes

McKay, Chapter 20, pp. 657-669 Sherman Text

Group Four: Diet and Health of Rich and Poor

McKay, Chapter 20, 669-677 Sherman

Group Five: Religion and Popular Culture

McKay, Chapter 20, 677-685 Sherman

I will allow you to choose your own partner. Consider who you work well with and which topic interests you. You will receive a grade in terms of the preparation you take in ‘teaching’ your class. Thoughtfulness in terms of activity, how well you include the group, use of visual aids, etc. You will turn in a ‘lesson play’ the day that you present.

Schedule of events:

Wednesday, November 11. McKay, 623-632. We will discuss the Agricultural Revolution, Which technological changes had the most profound impact society, in terms of eating or change in life style. We will also discuss teaching strategies for you to follow in this unit.

Thursday, November 12, McKay, 632-640 Group One presents! Demographics...

Friday, November 13, McKay, 640-652 Group Two: Rise of Atlantic Communities

Monday, November 16, McKay, 657-669 Group Three: Marriage and the Family

Tuesday, November 17, McKay, 669-677 Group Four: Diet of Rich and Poor

Thursday, November 19, McKay 677-685 Group Five: Religion and Popular Culture

Friday, November 20: TEST Turn in Study Guides for chapters 19 and 20. (Study Review Exercises) Multiple Choice and a Mini Document Based Question.

Tips for ‘teaching’ the class... • Journal writing: what were the demographics of Europe like in the 18th cent... • Jig Saw: assign students to review sections of the reading and report back to the class • Debate: eg, The slave trade hurt the British economically • Trial: were the hospitals really a place to heal people or more of a place that spread illness? • Day in the Life: How would we describe life in the new Europe • Analayze the pictures in the text: what does the artwork suggest? • Read a primary source in Sherman: what does it say about the era we are discussing? • Discussion! • Review key terms: clarify what certain terms are and why they are important to know • Role play: back students speak on behalf of peasants

You will turn in a LESSON PLAN and receive a grade for that and how the class goes that you run. I am here to help you with ideas...


 * The French Revolution**

After three hundred years of ‘nonmodern’ history, we know enter what historians describe as “Modern History.” We will examine this revolutionary period, questioning how and why it happened, why it unfolded the way it did, how we consider the significance of the events, and how and why Napoleon stormed over Europe. A number of compelling and controversial issues will arise in our discussion of this fascinating period of history.

As we approach this subject, you will be assigned to follow the Revolution through the eyes of a particular segment of French or European society. You will either be a noble, a member of the third estate, a radical Jacobin, a Napoleonic soldier, or Louis XVI himself! You will need to read all of our texts critically and examine how your particular viewpoint reacted to the changes in France.

Essential Questions: • What is a revolution? • How should power be distributed in society? • Why does war exist?

Key Questions: 1. Why is there discontent among the people that sparked revolution? 2. Why does the Revolution turn more violent after 1791? 3. Looking at the stages of the Revolution, why do they follow that particular pattern? 4. What could Louis XVI have done to forestall the revolution? 5. How do other nations react to the events in France? 6. What was the influence of the Enlightenment on the French Revolution? 7. To what extent were ideas of “freedom” more important than socioeconomic conditions in leading to the French Revolution? 8. How important was the breakdown of the French family as a cause of the Revolution in 1789/ 9. Did Robespierre’s rule reveal the weaknesses of Rousseau’s social contract or was his rule instead motivated primarily by personal needs? 10. Did the second French Revolution from 1792-1794 betray the ideals of the first revolution? 11. What position would you have taken if you had been a Parisian in the years 1789-1799? 12. Was Napoleon a modern dictator or the greatest enlightened despot?

People Assignments: Emily—1st Estate Antionette- Robespierre Vivienne-2nd Estate Liz- Napoleon Molly-3rd Estate Nicole-an Émigré Sarah-Louis XVI Sheng- Danton Ashley- a Jacobin Lauren-Napoleonic Soldier

Country Assignments: Be sure to analyze and keep track of how your country is reacting to the French Revolution. All of Europe was horrified by the events in France so be prepared to offer your own country’s point of view. You then will analyze how Napoleon invaded your own country and how you react to his invasion.

Calander of Assignments:

Monday, November 30 • Debrief the tests and how to do Document Based Questions. • Review the major wars of the 18th century. Intro to next unit.

Tuesday, December 1 • McKay, 691-694 and 698-703 and Sherman, p. 173, “Signs of Revolution.” • We will discuss the intellectual roots of the French Revolution. • We will do a GREASES for France pre-1789 and conduct a mini role play of the Tennis Court Oath. Emily, Vivienne, and Molly will be the key players as the members of the Estates, i.e. be prepared to speak about your grievances.

Wednesday, December 2 • McKay, 703-707 and Sherman p. 175 and 177 And Wheeler, pgs. 104-107. • We will discuss Bastille Day and the reasons and outcomes of it • We will read a primary document in Sherman, along with the others to discuss the origins of the crisis.

Thursday, December 3 • Palmer, pgs. TBD and documents from Thomas Paine and Edmund Burke, TBD • WRITE: Memo from Robespierre to the French people justifying the execution of Louis XVI and Marie Antionette. • We will discuss the Reign of Terror and participate in a debate: The Execution of Louis XVI was necessary.

Friday, December 4 • Read from “Last Letters from the Revolution” (document handout) • WRITE a timeline of events that led up to the imprisonment of the prisoner. What events led to his/ her arrest? What are their political leanings? Why are they being executed? You will base your timeline on the preceding readings. • In class, you will share your timelines and we will analyze documents in Sherman.

Monday, December 8 • Read McKay, 707-715 and Sherman, p. 184 and 192 • We will take a look at the ‘second revolution’ and the origins of war abroad. • Be prepared to speak from the perspective of your country on the events in France: do you approve? Disapprove? Why or why not?

Tuesday, December 9 • Read McKay 715-717 and Sherman, p. 199, 200 and 207 • We will discuss the man of Napoleon (Liz!) and trace his development and role in the French Revolution. • We will also do some Geography in class.

Thursday, December 11 • Read McKay, 717-722 and Sherman, 202 and 206 (Visual Piece) • We will discuss Napoleon’s wars and again, how each of your countries reacted to the man, Napoleon. We will devise a war chart to analyze and retain information on Napoleon’s foreign policy adventures.

Friday, December 12 • Prepare for two DEBATES by writing up SEVEN points that support your point of view. • Debate topics: 1) The French Revolution failed because of its radicalism. 2) Napoleon brought significant progress and reform to Europe. • The class will be divided into two groups: You will be assigned to one of the two topics above. • Be prepared to remain through the H block… to hear out both debates! When you are not participating, then you will act as a judge!

Monday, December 15 • REVIEW first half of the course, thus far. • Bring in 15 possible MULTIPLE CHOICE questions that you have devised. • Bring in 4 possible Essay Questions that you derived.

Tuesday, December 16. • REVIEW second half of the course. • Bring in 15 possible MULTIPLE CHOICE questions that you have devised. • Bring in 4 possible Essay Questions that you derived.

December Exam: TBA • 75 multiple choice questions • 2 essays (out of a possible 4)