1. Do-Now: Gather into your assigned groups as outlined below, form a circle, and take off one of your shoes and throw it in the circle. How many ways can you group your shoes? (Think characteristics, style, etc.) (A group = 2 or more shoes) Group #1 Omeed Laura Sean Remi: Group #2 Tyler Emily Katie Kiernan Group #3 Lizzie Phil Annie Aidan Group #4 Karina Natalie Alyssa Drew

3. Essay Prompt Analyze the various responses to the outbreaks of plague from the fifteenth to the eighteenth centuries. Discuss the beliefs and concerns that these responses express. Historical background: The plague struck Europe in a series of waves beginning in the mid-fourteenth century. It is estimated that the first wave killed about 25 million people, or one-third of the population of Western Europe. Sporadic but deadly outbreaks continued throughout Europe into the eighteenth century. Europeans at the time did not understand the cause of this bacterial infection, which was spread by fleas that had been infected by their hosts, usually rats. When the rats died, the fleas moved on to infect other hosts, including human beings. Once infected, a person suffered extreme pain and, within a few days, about 80 percent of those infected died.

4. S ubject  What is the subject/focus of the doc? O ccasion  When was the source written? What is happening at this time in history? A udience  Who is the speaker writing to or trying to convey a message to? Why? P urpose  Why is the speaker writing the document? Informative? Persuasion? S peaker  Who is this speaker? Gender, Occupation, Political opinion, S ubject  What is the subject/focus of the doc? O ccasion  When was the source written? What is happening at this time in history? A udience  Who is the speaker writing to or trying to convey a message to? Why? P urpose  Why is the speaker writing the document? Informative? Persuasion? S peaker  Who is this speaker? Gender, Occupation, Political opinion, Remember, docs. can be used in a variety of ways!

5. 1.Identify your sub-topic or category in the first sentence. 2.Include the documents that are relevant to support the ideas in the paragraph. 3.Use most of the documents given. Try and include all if possible. 4.Be sure to indicate Point-of-View (POV)/bias. 5.Bring in supportive outside information. This is critical!! 6.Why were these documents selected? 1.Identify your sub-topic or category in the first sentence. 2.Include the documents that are relevant to support the ideas in the paragraph. 3.Use most of the documents given. Try and include all if possible. 4.Be sure to indicate Point-of-View (POV)/bias. 5.Bring in supportive outside information. This is critical!! 6.Why were these documents selected?

6. 1.Attribution: cite the author by name, title, or position, if possible. 1.Attribution: cite the author by name, title, or position, if possible. Why is this person and document selected? How does it help me answer the question? Why is this person and document selected? How does it help me answer the question?

7. EXAMPLES: John Tyler, an English writer, said: “...” A Dominican monk in Florence described…. John Tyler, an English writer, said: “...” A Dominican monk in Florence described….

8. 2.Authorial Point of View: you show awareness that the gender, occupation, class, religion, nationality, political position or ethnic identity of the author could influence his/her views. How does this apply to the question? Why has the author written what he/she has? How does this apply to the question? Why has the author written what he/she has?

9. EXAMPLE: Balthasar Rusow, a Lutheran pastor, was naturally upset by the celebration of a Saint’s Day, since Lutherans don’t venerate saints.

10. 3.Reliability and accuracy of each source referenced: you examine a source for its reliability and accuracy by questioning if the author of the document would be in a position to be accurate. How might this help you answer the question?

11. EXAMPLE: Niccolo Machiavelli’s book on the political tactics of a Renaissance prince was probably accurate as he observed the behavior of the prince, Cesare Borgia, for many years.

12. 4.Tone or Intent of the Author: you examine the text of a document to determine its tone (satire, irony, indirect commentary, etc.) or the intent of the author. Especially useful for visual documents, like art work or political cartoons.

13. EXAMPLE: In his great sculpture of “David,” Michelangelo wanted to convey the confidence, and even arrogance, of Renaissance Florence at the peak of its cultural influence in 16 Europe.

14. 5.Grouping of Docs. by Author: you show an awareness that certain types of authors, simply by their authorship, will express similar views when you group documents by type of author.

15. EXAMPLE: As Northern Renaissance humanists, Erasmus, Sir Thomas More, and Cervantes all poked fun at the foibles and scandals of late medieval society as well as of their own.

16. 1.Baldassare Castiglione, in The Handbook of the Courtier, said: “………………….” 2.Erasmus of Rotterdam, a northern Christian humanist, agreed with… 3.The 19c historian, Jacob Burkhardt, felt that …………………. (Doc. 9) NEVER begin with: In Document 3, …..