Unit 2: Age of Reformation
AP European History Topic 2 8:01 English narration · English + 中文 subtitles burned in
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Transcript
There is one way students reliably lose marks in this unit, and it is a study habit rather than a gap in knowledge.
在这一单元里， 学生失分有一个固定的原因， 而它是一种学习习惯， 不是知识上的缺口。
They keep religion and politics in separate mental boxes.
他们把宗教与政治 放在互不相通的两个格子里。
The CED frames the whole period around a single claim: religious pluralism challenged the concept of a unified Europe.
课程大纲把整个时期 围绕一个说法来构建： 宗教多元 挑战了统一欧洲这一观念。
That is a religious fact with a political consequence, and nearly every question here tests the interaction between the two.
这是一个带有政治后果的宗教事实， 而这里几乎每一道题 考的都是两者之间的互动。
Contextualizing sixteenth- and seventeenth-century challenges is where this starts.
为十六与十七世纪的种种挑战建立背景，是这一切的起点。
The CED frames sixteenth- and seventeenth-century challenges around one claim, but two other threads run alongside religion and are examined together with it.
课程大纲把十六与十七世纪的挑战 围绕一个说法来构建， 但另有两条线与宗教并行， 并且是和宗教一起考查的。
Daily life was being reshaped by commercial and agricultural capitalism.
日常生活正被商业与农业资本主义重塑。
And the struggle for sovereignty produced varying degrees of political centralisation.
而主权之争产生了程度不同的政治集权。
The unit's characteristic question asks how religious change and political change acted on each other, so keeping them in separate mental boxes is the main way students lose marks here.
本单元的典型问题问的是 宗教变化与政治变化如何彼此作用， 所以把它们放在互不相通的格子里 是这里失分的主要方式。
Martin Luther and John Calvin criticised Catholic abuses and established new interpretations of Christian doctrine and practice.
马丁·路德与加尔文 批评天主教的弊端， 并确立了对基督教教义与实践的新解释。
The CED's emphasis is on interpretation, so notice what that means.
课程大纲强调的是"解释"， 所以要注意这意味着什么。
What changed was not only conduct.
改变的不只是行为。
It was the account of how salvation works, and of where religious authority lies.
改变的是关于救赎如何发生、 以及宗教权威在何处的说法。
And a second, more social claim is examinable and often forgotten: some Protestant groups sanctioned the notion that the accumulation of wealth was a sign of God's favour and a reward for hard work.
还有第二个更偏社会性的说法 是考点，而且常被遗忘： 一些新教团体 认可这样的观念， 即财富的积累是神恩的标志， 是勤勉工作的回报。
That is the link between the Reformation and the commercial developments of Unit 1, and it is worth having ready for economic questions.
这正是宗教改革 与第一单元商业发展之间的联系， 值得准备好用于经济类题目。
Protestant reform continues past its first generation.
新教改革在第一代人之后仍在继续。
Three developments carry the Reformation past its first generation.
有三项发展 让宗教改革越过了第一代人。
Protestant reformers used the printing press to disseminate their ideas, which spurred reform and helped it become permanent — printing again functioning as the amplifier, and it is why this movement did not end as earlier ones had.
新教改革者用印刷机传播其思想， 这推动了改革， 并帮助它成为持久的， 印刷术在这里再次充当放大器， 这也是这场运动 没有像更早的运动那样终结的原因。
Some Protestants, including Calvin and the Anabaptists, refused to recognise the subordination of the church to the secular state.
一些新教徒， 包括加尔文与再洗礼派， 拒绝承认教会从属于世俗国家。
And religious conflicts became a basis for challenging monarchs' control of religious institutions.
而宗教冲突 成为挑战君主 对宗教机构控制权的依据。
Look at the last two together.
把后两项放在一起看。
They are political claims dressed in religious language, and the CED treats them that way.
它们是披着宗教语言的政治主张， 课程大纲也是这样处理的。
Once religious authority is contestable, so is the authority of whoever claims to control it.
一旦宗教权威可以被争夺， 那么声称控制它的人的权威 同样可以被争夺。
The CED gives four state responses to religious division, and a strong answer treats them as a set — this is the best answer skeleton available for any wars-of-religion question.
课程大纲给出了 国家应对宗教分裂的四种回应， 好的答案会把它们当作一组， 这是应对任何宗教战争题目 最好用的答案骨架。
Restore unity by force: Habsburg rulers attempted to restore Catholic unity across Europe and failed, while simultaneously confronting an expanded Ottoman Empire.
以武力恢复统一： 哈布斯堡统治者 试图在欧洲恢复天主教的统一 并失败了， 同时还要面对扩张中的奥斯曼帝国。
Exploit the conflict: states used religious disputes to promote political and economic interests rather than to settle doctrine.
利用冲突： 国家利用宗教争端 来推进政治与经济利益， 而不是去解决教义问题。
Permit pluralism: a few states, such as France with the Edict of Nantes, allowed religious pluralism in order to maintain domestic peace.
允许多元： 少数国家， 例如颁布《南特敕令》的法国， 允许宗教多元 以维持国内和平。
And reform from the top down: monarchs including Henry the Eighth and Elizabeth the First initiated religious reform themselves to strengthen control over the church within their realm.
以及自上而下的改革： 包括亨利八世与伊丽莎白一世在内的君主 自己发起宗教改革， 以加强对本国教会的控制。
Note what the third one is.
注意第三项是什么。
Toleration was a political tool, not a moral position.
宽容是一种政治工具， 不是一种道德立场。
The Edict of Nantes bought domestic peace.
《南特敕令》买到的是国内和平。
Religious reform also exacerbated conflicts between monarchy and nobility, as in the French wars of religion.
宗教改革还加剧了 君主与贵族之间的冲突， 法国宗教战争就是例子。
Religion supplied the language; existing political rivalry supplied the force.
宗教提供了语言， 既有的政治对抗提供了力量。
And the settlement matters as much as the wars.
而和约的意义 不亚于战争本身。
The Peace of Westphalia, in 1648, marked the effective end of the medieval ideal of universal Christendom and accelerated the decline of the Holy Roman Empire.
1648 年的《威斯特伐利亚和约》 标志着中世纪普世基督教世界理想的 实际终结， 并加速了神圣罗马帝国的衰落。
That is the hinge on which Unit 3 opens: after Westphalia the competition happens between states that recognise each other as sovereign, which is a different game entirely.
这正是第三单元开篇所依托的枢纽： 威斯特伐利亚之后， 竞争发生在 彼此承认对方主权的国家之间， 这是一场完全不同的游戏。
The Catholic Reformation, exemplified by the Jesuit Order and the Council of Trent, revived the church but cemented the division within Christianity.
以耶稣会与特伦特会议为代表的天主教改革， 复兴了教会， 却也固化了基督教内部的分裂。
Both halves of that sentence are the answer to a continuity-and-change question.
这句话的两半 就是延续与变化类题目的答案。
The Church renewed its institutions, its doctrine, its education and its missionary reach — and in defining its doctrine precisely, it made reunion impossible.
教会更新了它的机构、教义、 教育与传教范围， 而在精确界定教义的同时， 它使重新合一成为不可能。
Revival and permanent division were the same act, not two consequences that happened to coincide.
复兴与永久分裂是同一个行为， 而不是恰好同时发生的两个后果。
The unit's social-history topic is dense with content essays rarely use, so here it is compactly.
本单元的社会史主题 密集地包含了作文很少用到的内容， 所以在这里紧凑地讲一遍。
Established hierarchies of class, religion and gender continued to define social status in both rural and urban settings.
既有的阶级、宗教与性别等级 在乡村与城市 继续界定着社会地位。
Rural and urban households worked as units, with men and women engaged in separate but complementary tasks.
乡村与城市的家户作为单位运作， 男性与女性从事 分工不同但互补的工作。
The Renaissance and Reformation raised debates about female education and women's roles in family, church and society.
文艺复兴与宗教改革 引发了关于女性教育 以及女性在家庭、教会与社会中角色的辩论。
Social dislocation, together with the shifting authority of religious institutions, left city governments to address the problems it created.
社会失序， 加上宗教机构权威的变动， 使城市政府 不得不去处理由此产生的问题。
Leisure remained organised by the religious calendar and the agricultural cycle, and remained communal.
闲暇仍由宗教历法 与农业周期来安排， 并且仍是集体性的。
Local and church authorities enforced communal norms through rituals of public humiliation.
地方与教会权威 通过公开羞辱的仪式 来执行社群规范。
And accusations of witchcraft peaked between 1580 and 1650.
而巫术指控 在 1580 至 1650 年间达到高峰。
Use that date range as dated evidence of social and religious strain — not as colour.
把这个年份区间 当作社会与宗教紧张的有年代的证据来用， 而不是当作点缀。
Mannerist and Baroque artists employed distortion, drama and illusion.
手法主义与巴洛克艺术家 运用变形、戏剧性与幻觉。
Monarchies, city-states and the church commissioned these works.
君主国、城邦与教会委托创作这些作品。
The examinable point is the same as in Unit 1, one step further: art was commissioned to persuade.
可考的要点与第一单元相同，只是更进一步： 艺术是被委托来说服的。
Baroque drama in a Catholic church and Baroque grandeur at a royal court are doing the same work in different directions — asserting the authority of the patron in an age when authority was contested. The same Unit 1 rule still holds: art is political evidence, now in an age of contested faith. That is the examinable mark.
天主教堂里的巴洛克戏剧性， 与王室宫廷的巴洛克宏伟， 在不同方向上做着同一件事—— 在权威受到争夺的时代 主张赞助人的权威。
The unit's reasoning skill is causation.
本单元的推理技能是因果关系。
A typical short-answer here asks students to explain one way in which political developments in the sixteenth century were influenced by religious change.
这里一道典型的简答题，要求学生解释 十六世纪的政治发展 如何受到宗教变化的影响。
A full-mark answer names both sides of the influence.
满分答案要点出影响的两边。
Religious reform gave the nobility a language and a justification for resisting royal authority, as in the French wars of religion.
宗教改革给了贵族一套抵抗王权的语言与正当理由， 法国宗教战争就是例子。
The monarchy's response — eventually the Edict of Nantes — was therefore a political settlement of a religious dispute, granting toleration in order to restore royal control.
君主的回应——最终是《南特敕令》—— 因此是对宗教争端的政治解决， 用宽容来恢复王权控制。
The answer has to move in both directions, because the CED's own framing does.
答案必须朝两个方向走， 因为课程大纲自己的框架就是这样。
Five things to carry out.
带走五件事。
First, never separate religion from politics here.
第一，在这里绝不要 把宗教与政治分开。
Second, the four state responses — force, exploitation, toleration, top-down reform — are your answer skeleton.
第二，四种国家回应， 武力、利用、宽容、自上而下的改革， 就是你的答案骨架。
Third, Westphalia is the hinge: the end of universal Christendom, the start of the sovereign state system.
第三，威斯特伐利亚是枢纽： 普世基督教世界的终结， 主权国家体系的开端。
Fourth, the Catholic Reformation revived and divided in the same act.
第四，天主教改革 在同一个行为中 既复兴又造成分裂。
Fifth, toleration was a political tool, and the witchcraft peak is dated evidence.
第五，宽容是一种政治工具， 而巫术指控的高峰 是有年代的证据。