HIST 3322 The Reformation Discussion Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
HIST 3322 The Reformation Discussion Essay
Student #1
One of the most interesting places throughout our readings for me has been the Polish-Lithuanian Commonwealth and one our recent sections in MacCulloch (340-344) fascinated me. The state realized how divided it was religiously and instead of fighting for supremacy of Protestantism or Catholicism, the elite compromised. Upon the death of King Sigismond II Augustus, the nobility gathered to elect their new king and agreed to extend an offer to Henri Duke of Anjou with strings attached. On 28 January 1573, the Commonwealth’s Sejm unanimously approved a religious freedom clause in their offer of the kingdom to Henri. Setting aside the fact that the king was elected and that Henri ultimately agreed to the religious freedom clause, it is astounding that such as clause was unanimously agreed to during this time period. While Western Christianity was imploding and violently turning on one another, Poland-Lithuania were seeking peace among confessionals.
Neighboring Transylvania had also engaged in a similar practice of religious tolerance. The eastern edge of Western Christianity embraced its diversity to maintain peace among the various factions within society. Reading this section, my mind was drawn to the birth of the United States and the high value placed on religious freedom by the founders. The religious freedom requirement in the Commonwealth’s offer to Henri created a social contract not completely foreign to our own modern views on religion. Their offer held and our own Constitution holds that in order to rule, one must respect that the religious choices of the people are outside the realm of governance. The actions of the Commonwealth seem very ahead of their time and were a welcome respite from the intolerant turmoil of the Reformation.Students #2
A recurring topic throughout our readings has been that of gilds (this is the medieval spelling for what we would now call guilds.) This was the principal way that like minded laypeople could come together to supplicate God in prayer with a common purpose. “These were voluntary organizations, bound by oath and membership levy, with common activities and purposes; for some, these purposes might involve a common trade or commercial activity, but virtually all had some concern with prayer for the membership….Because the gilds reflected the needs and preoccupations of the laypeople rather than the church hierarchy, they reflected the devotions that appealed to the laypeople.” (MacCullogh, 16) The gilds came together to support each other in the cause that was most important to them. They often created new prayers, chantries, and paid clergy to officiate private masses for their gilds. The gilds were focused on different aspects of the communal quest for eternal salvation. Some saw that salvation best accomplished through service, some through charity, for some it was establishing care for the sick through setting up hospitals. Other gilds were focused on self-reflection and contemplation of God’s word, and for others it was a shared interest in, or veneration of, a specific Saint or relic.
I started thinking this week about what type of guild would most interest me? What guild would you establish? What would your focus be? Would you approach it from our modern day perspective, or would you try and envision yourself establishing or joining a guild in the medieval church?
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!