Civic Humanism and the Renaissance

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QUESTION
The article this essay is going to be based on is the one titled “Civic Humanism and the Rise of the Medici”.
The instructions:
The Assignment
This first written assignment in HIS 243H1-F consists of a critical analysis of any ONE of the
following articles listed below. No other articles others than those in the list given below may be chosen for this assignment. Students who submit a critique of an article not on this list will have the submission returned ungraded.
Students will write a 4-6 page critique of their chosen article, which will be submitted for assessment on 22 OCTOBER 2018. Students will need to upload a copy of their paper to the designated TurnItIn.com link on the course website (the instructor will tell students when this link is available). Students will also need to hand in a paper copy of the critique to their instructor or Teaching Assistant (TA) for grading, unless told otherwise by the instructor or the Teaching Assistant (TA). Critiques handed in after 11:59:59pm on this date will be subject to penalties as outlined on the course syllabus.
The purpose of this exercise is to allow students in HIS 243H1-F to further develop their ability to read historical literature critically. Students SHOULD NOT use or cite any additional sources in their analysis – you are to use only the article chosen from the list below and your brain! The purpose of this assignment is for the student to read, analyze and express her/his own well developed, well-structured and well supported opinion on the ideas and arguments expressed by the author of the article s/he has chosen. The ability to critique the existing secondary material in any field of history (often referred to as the historiography of a given field) is one of the critical skills any student of history must develop and master. It is the goal of this assignment to help students further develop and hone their skills in this important area of historical knowledge. (Remember: the main goal of this assignment is to allow students to express their own opinions, not summarize those of other historians.)
All written assignments in HIS 243H1-F will be evaluated according to the following criteria:
• the quality of analysis;
• the appropriateness of the writing style used by the student, including clarity of
expression;
• the accuracy and effectiveness of the analysis, discussion and/or description
included in the argument presented in the written work;
• the development of links between the written work in question and broader course
themes; and
• the use of proper essay format (which includes a title page with the student=s name,
student number and the course code on it), proper sentence and/or paragraph structure, spelling, grammar and proper use of endnotes/footnotes and reference citations
1
HIS 243H1-F: Early Modern Europe, 1450-1648 2 Article Critique Assignment Instructions
Dr. Clare Dale (Fall 2018)
Students must choose an article to critique from the following list:
David Armitage, “The Elizabethan Idea of Empire,” Transactions of the RHS [Royal
Historical Society], 14 (2004): 269-77.
Edward Bever, “Witchcraft, Female Aggression and Power in the Early Modern
Community,” Journal of Social History (Summer 2002): 955-987.
Peter Howard, “‘You cannot sell liberty for all the gold there is’: Promoting good governance in Renaissance Florence,” Renaissance Studies, Vol. 24, No. 2. (April 2010): 207-233.
Mark Jurdjevic, “Civic Humanism and the Rise of the Medici,” Renaissance Quarterly, 52 (1999): 994-1020.
Anne McLaren, “Gender, Religion and Early Modern Nationalism: Elizabeth I, Mary Queen of Scots and the Genesis of English Anti-Catholicism,” American Historical Review, Vol. 107, No. 3 (June 2002): 739-767.
Ken MacMillan, “Sovereignty ‘More Plainly Described’: Early English Maps of North America, 1580-1625,” Journal of British Studies 42 (October 2003): 413-447.
Jonathan Seitz, “ ‘The Root is Hidden and the Material Uncertain’: The Challenges of Prosecuting Witchcraft in Early Modern Venice,” Renaissance Quarterly, 62 (2009): 102-133.
Tink Tinker and Mark Freeland, “Thief, Slave Trader, Murderer: Christopher Columbus and Caribbean Population Decline,” Wicazo SA Review (Spring 2008): 25-50.
If you haven’t written an article critique before, the following points may be of use. But remember: the following points are presented only as a guide to help develop, organize and write your critique. They are not a required format that the student must use when putting together this assignment.
Some Suggestions on writing an article critique
The Introduction
Your introduction should provide the reader with a brief summary of the material you are reviewing. The main point of the summary should be to highlight the major points of the piece and to point out the author’s main argument. (See Step 1, below). You can evaluate this thesis later on. Your critique should have a thesis/argument of its own. You should be arguing that the article was a solid piece of writing, a flawed piece of writing or something in-between (i.e. the author effectively argued his/her point or failed to convince you that his/her argument was entirely solid). Your thesis
HIS 243H1-F: Early Modern Europe, 1450-1648 3 Article Critique Assignment Instructions
Dr. Clare Dale (Fall 2018)
(or your overall evaluation of the article) should be evident in your introduction. The rest of your critique should provide the evidence to back up your thesis/evaluation.
Consider . . . The Thesis
1.What is the thesis: What is the author trying to prove or what question is the author trying to answer. The author’s answer to the question is the author’s thesis. It is important to remember that theses are interpretations of facts and can be challenged. They are not the same as the subject of the article, chapter or book.
2.Ask yourself “does the thesis matter?” Are you convinced that the thesis of the article is worth proving? Will it contribute to our understanding of the issue at hand? Does the author’s point catch your attention and arouse your curiosity?
Assess . . . Overall Coherence
3.What are the arguments used by the author to defend his/her thesis? Are the argument and the proof presented in a clear, easy to follow manner?
4.Analyze and consider . . . . The Argument
The article you are analyzing may be well written and the argument may sound good, but you must access the validity of the argumentation. Are the argument(s) presented (a) relevant and (b) convincingly organized? Is the argumentation coherent, or does the author contradict himself/herself? Are important points left unexplained? Do you have the feeling the argument is one-sided (i.e. the author conveniently forgot to look at the other side of the issue)?
5.Evaluate . . . . Sources
6.Ask yourself the following questions: Is the argument backed by satisfactory and/or adequate evidence? What sources does the author use to prove his/her thesis? Are they primary sources (documents contemporary to the events/period) or secondary sources (what historians have written about events)? Do the sources seem appropriate to the question the author is trying to answer or point she/he is trying to make? Do you feel that the author is trying to make his/her sources say more than they can? In short, does the author convince you that his/her argument is sound and that he sources support his/her thesis? You are not being asked whether the author is right or wrong, but whether the author’s argument is plausible, well defended, clear and logical.
Conclusion
Summarize your findings and provide a general evaluation of the article.

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