Showing posts with label Humanities 10. Show all posts
Showing posts with label Humanities 10. Show all posts
Monday, November 01, 2010
What is truly frightening?
Please write a paragraph about things that truly frighten you. Explain why they are frightening.
Wednesday, October 27, 2010
Protestant Reformation--A Revolution?
Was the Protestant Reformation a revolution?
What causes revolution?
On what principle is a reorganization of society justified?
Some key terms to know:
WR: Sentences
CT: Logic of Definitions
AH: Questions/Notes
C: Questions
Outline of Strayer:
Western Christendom Fragmented: The Protestant Reformation
1. Protestant Reformation began in 1517
a. Martin Luther posted the Ninety-five Theses, asking for debate about ecclesiastical abuses
b. Luther’s was one of many criticisms of the Roman Church
c. Luther’s protest was more deeply grounded in theological difference
i. argued a new understanding of salvation—through faith alone rather than through good works
ii. the Bible, not Church teaching, is the ultimate authority
iii. gave large role to individual conscience
d. questioned the special role of the clerical hierarchy (including the pope)
2. Luther’s ideas provoked a massive schism in Catholic Christendom
a. fed on political, economic, and social tension, not just religious differences
b. some monarchs used Luther to justify independence from the papacy
c. gave a new religious legitimacy to the middle class
d. commoners were attracted to the new religious ideas as a tool for protest against the whole social
order
i. German peasant revolts in the 1520s
3. many women were attracted to Protestantism, but the Reformation didn’t give them a greater role in
church or society
a. Protestants ended veneration of Mary and other female saints
i. male Christ figure was left as sole object of worship
b. Protestants closed convents, which had given some women an alternative to
marriage
c. only Quakers among the Protestants gave women an official role in their churches
d. some increase in the education of women, because of emphasis on Bible reading
i. but there was little use for education beyond the family
4. the recently invented printing press helped Reformation thought spread rapidly
a. Luther issued many pamphlets and aGerman translation of the New Testament
5. as the Reformation spread, it splintered into an array of competing Protestant
churches
6. religious difference made Europe’s fractured political system even more volatile
a. 1562–1598: French Wars of Religion (Catholics vs. Huguenots)
i. August 24, 1572: massacre of thousands of Huguenots
ii. Edict of Nantes issued by Henry IV in 1598: granted considerable religious toleration to
Protestants
b. 1618–1648: the Thirty Years’ War
i. Catholic-Protestant fight started in the Holy Roman Empire
ii. spread to most of Europe
iii. killed off 15–30 percent of the German population
iv. Peace of Westphalia (1648): each state is sovereign and can decide its own religious affairs
7. Protestant Reformation provoked a Catholic Counter-Reformation
a. Council of Trent (1545–1563) clarified Catholic doctrines and practices
b. corrected the abuses and corruption that the Protestants had protested
c. new emphasis on education and supervision of priests
d. crackdown on dissidents
e. new attention given to individual spirituality and piety
f. new religious orders (e.g., the Society of Jesus [ Jesuits]) were committed to renewal and expansion
8. the Reformation encouraged skepticism toward authority and tradition
a. fostered religious individualism
b. in the following centuries, the Protestant habit of independent thinking led to skepticism about all
revealed religion
What causes revolution?
On what principle is a reorganization of society justified?
Some key terms to know:
- Protestant
- Catholic
- Council of Trent
- Henry IV
- Martin Luther
- Edict of Nantes
- Thirty Years War
- Peace of Westphalia
- Jesuits
- Huegenots
- Peasants Revolt
- Jesuits
- Sola Scriptura
- Sola Fide
- Sola Gratiae
- Papal Hierarchy
WR: Sentences
CT: Logic of Definitions
AH: Questions/Notes
C: Questions
Outline of Strayer:
Western Christendom Fragmented: The Protestant Reformation
1. Protestant Reformation began in 1517
a. Martin Luther posted the Ninety-five Theses, asking for debate about ecclesiastical abuses
b. Luther’s was one of many criticisms of the Roman Church
c. Luther’s protest was more deeply grounded in theological difference
i. argued a new understanding of salvation—through faith alone rather than through good works
ii. the Bible, not Church teaching, is the ultimate authority
iii. gave large role to individual conscience
d. questioned the special role of the clerical hierarchy (including the pope)
2. Luther’s ideas provoked a massive schism in Catholic Christendom
a. fed on political, economic, and social tension, not just religious differences
b. some monarchs used Luther to justify independence from the papacy
c. gave a new religious legitimacy to the middle class
d. commoners were attracted to the new religious ideas as a tool for protest against the whole social
order
i. German peasant revolts in the 1520s
3. many women were attracted to Protestantism, but the Reformation didn’t give them a greater role in
church or society
a. Protestants ended veneration of Mary and other female saints
i. male Christ figure was left as sole object of worship
b. Protestants closed convents, which had given some women an alternative to
marriage
c. only Quakers among the Protestants gave women an official role in their churches
d. some increase in the education of women, because of emphasis on Bible reading
i. but there was little use for education beyond the family
4. the recently invented printing press helped Reformation thought spread rapidly
a. Luther issued many pamphlets and aGerman translation of the New Testament
5. as the Reformation spread, it splintered into an array of competing Protestant
churches
6. religious difference made Europe’s fractured political system even more volatile
a. 1562–1598: French Wars of Religion (Catholics vs. Huguenots)
i. August 24, 1572: massacre of thousands of Huguenots
ii. Edict of Nantes issued by Henry IV in 1598: granted considerable religious toleration to
Protestants
b. 1618–1648: the Thirty Years’ War
i. Catholic-Protestant fight started in the Holy Roman Empire
ii. spread to most of Europe
iii. killed off 15–30 percent of the German population
iv. Peace of Westphalia (1648): each state is sovereign and can decide its own religious affairs
7. Protestant Reformation provoked a Catholic Counter-Reformation
a. Council of Trent (1545–1563) clarified Catholic doctrines and practices
b. corrected the abuses and corruption that the Protestants had protested
c. new emphasis on education and supervision of priests
d. crackdown on dissidents
e. new attention given to individual spirituality and piety
f. new religious orders (e.g., the Society of Jesus [ Jesuits]) were committed to renewal and expansion
8. the Reformation encouraged skepticism toward authority and tradition
a. fostered religious individualism
b. in the following centuries, the Protestant habit of independent thinking led to skepticism about all
revealed religion
Term 2: Revolution--Syllabus
Humanities 10: Global Perspectives
Term 2: Revolution
Course and Expectations
Nicholson: 2010/11
Humanities 10 is an intellectual and humanistic exploration into major themes and events explored from 1600 to the present day. The course emphasizes critical reasoning and imaginative investigation in order to draw out the more difficult and profound ideas and questions of our time; the course utilizes history, literature, philosophy, religion, art and science to investigate its subject matter.
Essential Questions
Enlightenment – Revolution – Industrialization
1. What causes humans to seek to change the way society is organized?
2. Is there a natural conflict between the interest(s) of the state and the interest(s) of the individual?
3. What human characteristics cause people to do the things they do?
4. What is the relationship between creation and creator?
5. What is the relationship between gender and power?
6. What causes people to be nationalistic and how does nationalism shape culture?
7. What is freedom and why is it so important to humans?
Grading and Assessment
Your grade in this class will be a reflection of several elements including Inquiry-based learning (which includes, but is not limited to Harkness), writing, attitude, projects and quizzes. There are two essentials grades that you will receive: a performance grade and a process grade. A performance grade reflects anything that is an objective benchmark for the class and that is immediately graded on its own merits, such as a paper, a quiz, a worksheet, etc. A process grade reflects your own development in four key skill areas: inquiry-based discovery, writing, critical thinking and academic study habits. Your process grade will be the result of how well you achieve the your goals as discussed by me and you ever few weeks. You will be evaluated in all four process areas. Your performance grade counts for 40% of your composite grade for the course; your process grade counts for 60%.
Discussion, Participation, Attitude
The class is heavily driven by student discussion and interaction. Your cooperation, attention, ability to listen and contribute will be critical. Some discussions will be formal and others won’t be. Remain, therefore, attentive, engaged, prepared, and willing to take a chance. Even if you are a quiet type, discussion, participation and attitude are critical skills to develop, so shyness is not an acceptable excuse for silence. Your attitude is a key part of the class. Being a generous listener, coming to class prepared and ready to discover, staying focused and attentive will pay dividends at grading time. Do yourself a favor and always come prepared.
Writing
You will do a great deal of writing this term, and some kind of writing will be done every day. Some will be graded, some won’t. Some will be formal, some won’t. Some will be personal, and some will be analytical, and some will be creative. Some you will share with your peers, some you won’t share at all, some only I will see. The rubric I will use should be your guide during the writing process since it will tell you exactly what is expected for each assignment. In addition to the final product, you will participate in the evaluation of your own writing.
Projects
You will do a variety of individual and group projects this year. You will be graded on the final result but also on the process. That is, in group projects you will in part be graded by your peers. A project might be the creation of a website or power point, an oral presentation to the class, or something else altogether.
Friday Assessments
These happen nearly every week. Be ready for them; they can add up. Friday assessments will count for performance grades, but like all other work in the class they will count toward your process grade as well.
Attendance
This class is very discussion driven. That is, every day your ability and willingness to participate in discussions will be assessed. Occasionally discussions themselves will be graded. Since discussion and other group activities are so critical, and because they are activities which, by their very natures, cannot be performed alone, your attendance is critical. Much of what you miss cannot be ‘made up’. Absences are inevitable but it is important that you and your parents understand why they are so problematic for this course.
Computer Use
Laptops are only to be used at times indicated by me. When I ask you to close them, they will remain closed until I tell you to open them again. You may not take notes using your computers unless I give you permission. For that purpose, you need to have a notebook for this class. Inappropriate computer uses, such as AIMing or emailing during class, are crimes punishable by death.
Supplies
You will need a notebook of some kind for notes, handouts, etc. A binder would probably be the best thing. You also need to have a journal…a single subject notebook you can leave in the classroom.
Texts
Ways of the World
Frankenstein
Brave New World
----------------------------------------------------------------------------------------------------------
My Promises to You: What comes next is what I promise to you about what will happen in this class to help you learn, develop your own ideas and opinions, understand the course material, and improve your writing, thinking and speaking
I promise that:
• You are entitled to your own opinion
• You will have your opinions and beliefs challenged by me and your peers
• You will develop valid reasons for your opinions
• You will be able to make valid arguments while speaking and writing
• You will leave this class understanding what it means to live, and vote, and consume in this crazy world
• You will be able understand current events and how they affect you
• You will understand what globalization is and how it affects you
• I will meet with each of you individually at least once every few weeks to chat about your progress, what you need to work on, etc.
• I will listen to you about what needs to happen to make this a course that’s good for all of us
• I will return your work within a week of receiving it
• You will become a stronger, more confident writer and thinker
• I will give you the benefit of the doubt unless you prove not to need it
• I will grade your work fairly and that you will know what I expect at all times
• You will get mad and frustrated sometimes and have fun most of the time
Term 2 Major Skills Emphasis
- Critical Thinking: Analyzing Examples, Basic Logic, Fallacies
- Writing: Sentences, Paragraphs, Thesis, Organization, Hook, Link, Verb Agreement, Pronouns, Tenses,
Conclusion, Vocabulary, Spelling.
- Discussion: Big nine, Rhetoric
- Academic Habits: Organization, Preparation, Questions, Notes
Term 2: Revolution
Course and Expectations
Nicholson: 2010/11
Humanities 10 is an intellectual and humanistic exploration into major themes and events explored from 1600 to the present day. The course emphasizes critical reasoning and imaginative investigation in order to draw out the more difficult and profound ideas and questions of our time; the course utilizes history, literature, philosophy, religion, art and science to investigate its subject matter.
Essential Questions
Enlightenment – Revolution – Industrialization
1. What causes humans to seek to change the way society is organized?
2. Is there a natural conflict between the interest(s) of the state and the interest(s) of the individual?
3. What human characteristics cause people to do the things they do?
4. What is the relationship between creation and creator?
5. What is the relationship between gender and power?
6. What causes people to be nationalistic and how does nationalism shape culture?
7. What is freedom and why is it so important to humans?
Grading and Assessment
Your grade in this class will be a reflection of several elements including Inquiry-based learning (which includes, but is not limited to Harkness), writing, attitude, projects and quizzes. There are two essentials grades that you will receive: a performance grade and a process grade. A performance grade reflects anything that is an objective benchmark for the class and that is immediately graded on its own merits, such as a paper, a quiz, a worksheet, etc. A process grade reflects your own development in four key skill areas: inquiry-based discovery, writing, critical thinking and academic study habits. Your process grade will be the result of how well you achieve the your goals as discussed by me and you ever few weeks. You will be evaluated in all four process areas. Your performance grade counts for 40% of your composite grade for the course; your process grade counts for 60%.
Discussion, Participation, Attitude
The class is heavily driven by student discussion and interaction. Your cooperation, attention, ability to listen and contribute will be critical. Some discussions will be formal and others won’t be. Remain, therefore, attentive, engaged, prepared, and willing to take a chance. Even if you are a quiet type, discussion, participation and attitude are critical skills to develop, so shyness is not an acceptable excuse for silence. Your attitude is a key part of the class. Being a generous listener, coming to class prepared and ready to discover, staying focused and attentive will pay dividends at grading time. Do yourself a favor and always come prepared.
Writing
You will do a great deal of writing this term, and some kind of writing will be done every day. Some will be graded, some won’t. Some will be formal, some won’t. Some will be personal, and some will be analytical, and some will be creative. Some you will share with your peers, some you won’t share at all, some only I will see. The rubric I will use should be your guide during the writing process since it will tell you exactly what is expected for each assignment. In addition to the final product, you will participate in the evaluation of your own writing.
Projects
You will do a variety of individual and group projects this year. You will be graded on the final result but also on the process. That is, in group projects you will in part be graded by your peers. A project might be the creation of a website or power point, an oral presentation to the class, or something else altogether.
Friday Assessments
These happen nearly every week. Be ready for them; they can add up. Friday assessments will count for performance grades, but like all other work in the class they will count toward your process grade as well.
Attendance
This class is very discussion driven. That is, every day your ability and willingness to participate in discussions will be assessed. Occasionally discussions themselves will be graded. Since discussion and other group activities are so critical, and because they are activities which, by their very natures, cannot be performed alone, your attendance is critical. Much of what you miss cannot be ‘made up’. Absences are inevitable but it is important that you and your parents understand why they are so problematic for this course.
Computer Use
Laptops are only to be used at times indicated by me. When I ask you to close them, they will remain closed until I tell you to open them again. You may not take notes using your computers unless I give you permission. For that purpose, you need to have a notebook for this class. Inappropriate computer uses, such as AIMing or emailing during class, are crimes punishable by death.
Supplies
You will need a notebook of some kind for notes, handouts, etc. A binder would probably be the best thing. You also need to have a journal…a single subject notebook you can leave in the classroom.
Texts
Ways of the World
Frankenstein
Brave New World
----------------------------------------------------------------------------------------------------------
My Promises to You: What comes next is what I promise to you about what will happen in this class to help you learn, develop your own ideas and opinions, understand the course material, and improve your writing, thinking and speaking
I promise that:
• You are entitled to your own opinion
• You will have your opinions and beliefs challenged by me and your peers
• You will develop valid reasons for your opinions
• You will be able to make valid arguments while speaking and writing
• You will leave this class understanding what it means to live, and vote, and consume in this crazy world
• You will be able understand current events and how they affect you
• You will understand what globalization is and how it affects you
• I will meet with each of you individually at least once every few weeks to chat about your progress, what you need to work on, etc.
• I will listen to you about what needs to happen to make this a course that’s good for all of us
• I will return your work within a week of receiving it
• You will become a stronger, more confident writer and thinker
• I will give you the benefit of the doubt unless you prove not to need it
• I will grade your work fairly and that you will know what I expect at all times
• You will get mad and frustrated sometimes and have fun most of the time
Term 2 Major Skills Emphasis
- Critical Thinking: Analyzing Examples, Basic Logic, Fallacies
- Writing: Sentences, Paragraphs, Thesis, Organization, Hook, Link, Verb Agreement, Pronouns, Tenses,
Conclusion, Vocabulary, Spelling.
- Discussion: Big nine, Rhetoric
- Academic Habits: Organization, Preparation, Questions, Notes
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