Learning content: It is impossible in one semester to cover everything significant that took place in Western Europe during this period. What the course is designed to do is to introduce you to major representative themes and issues. Readings and lecture topics have been selected with three principle questions in mind:
- What was the nature of pre-industrial society and everyday life, and how did it change during this period?
- What were the major intellectual movements of the period that contributed in some lasting ways to the nature of western civilization?
- In what ways and to what extent did medieval forms of government give way to modern representative government and popular sovereignty?
Thinking historically: This course also fulfills one of the college's general education requirements. This course carries HUMAN credit because it introduces students to a central aspect of the humanities: thinking historically. The History Department has asserted in our mission statement (printed in the college catalog) that we desire above all that our students learn to think historically. What does that mean? Thinking historically includes:
- understanding change and continuity over time;
- appreciating the importance of historical context;
- knowing how to interpret and critique primary and secondary sources;
- being able to construct arguments based on historical evidence;
- understanding the varieties of approaches employed by historians;
- developing an appreciation for the histories of different regions, societies and time periods;
- developing an understanding of the past as the past and of its importance in the present.
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Judith Beheading Holofernes
by Artemesia Genteleschi |
This course has been designed explicitly with these things in mind. By the end of the semester, you should feel not only that you understand better what it means to be an historian but also that you can yourself begin to use the historian's skills and approaches.
Improving skills: Fundamental to a liberal arts education as understood by Gustavus Adolphus College is a commitment to encourage students to be critical thinkers who can communicate their ideas effectively in written and spoken language. In this course, you will be challenged to continue the life-long process of growing as a critical thinker and communicator. By the end of the semester, you should feel that your mind has been stretched--that you have been challenged to think critically about ideas, sources, etc. You should also feel that you have had the opportunity to improve both your writing and your speaking (formal and informal). The assigned readings, the discussions, and the graded elements of the course have all been selected and designed with these objectives in mind.
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Graded Requirements: As with much in life, the first thing you need to do is show up. Attendance is expected at all class meetings. (My attendance policy is explained below.) But just showing up isn't enough! Informed participation in all class discussions is essential to the process of active learning. The reading on which discussions will be based will be indicated in the calendar below. I will occasionally use quizzes to check on your preparation. Your participation in class (quality, not frequency) will be worth up to 20 points of your final grade. (Click here for study questions on the readings.) There will be three exams. These exams will collectively be worth up to 60 points. They will mix objective and analytical elements; the analytical components will be worth more than the objective ones. I reward improvement over the course of the semester. You will also write four brief papers making historical arguments based on the readings. These will be worth a total of 40 points. (Click here for a detailed description of the paper assignments, including the possible questions and due dates.) Fair warning: Failure to take all exams, submit all required papers, and/or a pattern of failure to complete reading assignments, attend class, or engage in informed participation will result in an F for the course. If you have a problem, please see me before it becomes a crisis!
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Attendance Policy: Excused absences are those required by illness, personal/family emergency, or conflicts caused by documented participation in a college-sponsored activity. (The supervising faculty member is required by college policy to provide you with a letter for your instructors spelling out the dates, times and details of necessary absences for such activities.) I consider no more than three absences for college activities to be reasonable; if it needs to be more, see me early in the semester. Make-up exams and paper extensions will always be possible in cases of excused absences. I may ask you to provide documentation to support any excused absences, especially if they are regular occurrences. Please, don't be offended if I ask. Unexcused absences happen. However, more than two unexcused absences may result in a reduction in your final grade; a pattern of unexcused absences will result in an F.
Additional Policies:
1. Be familiar with the college's expectations concerning academic honesty, printed in the current academic catalog. Violations will result in appropriate consequences, which may include filing a report with the Dean's office and a failing grade.
2. If you have a diagnosed learning disability or any health situation (physical or mental) that might have an impact on your ability to complete your assignments, it is your responsibility to let me know about it at the beginning of the semester. I will make every reasonable accommodation.
3. Cell phones should be turned off during class. If you are expecting an urgent call, set the phone to alert you silently, and let me know that you may have to leave during class to take the call. |
The Birth of John the Baptist
by Ghirlandiao
4. If you borrow course materials from me or the library, you are expected to return them unmarked and undamaged. You will not receive a grade for HIS-110 until all borrowed materials have been returned, or damaged materials replaced.
5. Late arrival is sometimes unavoidable, and I would ordinarily prefer that you come late than not at all. However, late arrival is distracting and should be avoided. If it becomes a pattern, you may be locked out of the class.
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Calendar for the Semester
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| Feb. 9 |
Medieval Ways of Thinking |
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| Feb. 11 |
The Idea of Europe
Reading: Cameron, 1-28 |
| Feb. 13 |
Conditions of Life: Rural Society
Reading: Cameron, 31-47, 139-47 |
| Feb. 16 |
Conditions of Life: Rural Society |
| Feb. 18 |
Peasant Life and Ways of Thinking: The Drummer of Niklashausen |
Wunderli, 1-71 |
| Feb. 20 |
Peasant Life and Ways of Thinking: The Drummer of Niklashausen |
Wunderli, 72-150 |
| Feb. 23 |
Conditions of Life: Changes |
Cameron, 47-55 |
| Feb. 25 |
Conditions of Life: Urban Society |
Cameron, 55-62, 147-56 |
| Feb. 27 |
Urban Life: The Paumgartners of Nuremberg |
Ozment, 11-135, 161-6 |
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March 1
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The Renaissance: Its Emergence in the Italian City-State
Reading: Alberti/Pico della Mirandola
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| March 3 |
The Renaissance: Its Intellectual Hallmarks
Reading: Cameron, 63-75 |
| March 5 |
Machiavelli, The Prince (entire)
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| March 8 |
The Renaissance: Art
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| March 10 |
FIRST MIDTERM For study questions, click here. |
| March 12 |
The Christian Church before the Reformation
Reading: Cameron, 81-7; Spitz, 14-33
Erasmus, "The Shipwreck" & "Cyclops" |
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| March 15 |
Luther's Reformation
Reading: Cameron, 87-96; Spitz, 36-42, 51-68 |
| March 17 |
The Many Faces of Reformation
Reading: Spitz, 77-96, 110-39 |
| March 19 |
Catholic Reform(ation)
Reading: Cameron, 96-101 |
| March 22 |
Comparing the Renaissance and Reformation
Reading: Ozment, 136-60 |
| March 24 |
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Asserting the Worth of Women
Reading: Christine de Pizan, 3-55, 62-81, 110-13, 114-22, 125-6, 134-5, 147-50, 153-6, 159-62, 170-6, 186-8, 200-2, 217-18, 224-7, 234-40, 251-7 |
| March 26 |
War, Religion and the State |
Cameron, 102-33, 206-18 |
| March 29 |
Conflicting Visions of Kingship |
"Homily Against Disobedience" and excerpts from James VI/I & Philip Mornay (click here for text) |
| March 31 |
Overseas Expansion |
Cameron, 157-70 |
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SPRING BREAK
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| April 14 |
Scientific Revolution: Ways of Thinking
Reading: Cameron, 75-81, 191-205
Excerpts by Copernicus (from The History Guide), and by Galileo, Bacon, Newton, Descartes & Locke (PDF file) |
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| April 16 |
Scientific Revolution: Effects
Jacob, Enlightenment, pp. 73-93; excerpts from John Locke (PDF file) |
| April 19 |
SECOND MIDTERM For study questions, click here (available April 14th). |
| April 21 |
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Revolution, Monarchy and Parliament in England
Reading: Cameron, 218-19
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| April 23 |
Absolutism and Louis XIV in France
Reading: Cameron, 219-26 & Beik, 1-107
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| April 26 |
Absolutism and Louis XIV in France
Reading: Beik, 108-222
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| April 28 |
The 18th Century Economy and Social Change
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Cameron, 233-64 |
| April 30 |
The 18th Century Economy and Social Change
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| May 3 |
The Debate over Women: Education, Marriage and Patriarchy
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| May 5 |
The Age of Enlightenment: Introduction
Reading: Cameron, 265-88; Jacob, 1-72
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| May 7 |
The Age of Enlightenment: Texts
Reading: Jacob, 94-114, 156-208 |
| May 10 |
Enlightened Absolutism
Reading: Cameron, 333-9 |
| May 12 |
Europe's Jews: Persecution, Toleration and Assimilation
Reading: Jacob, 208-19 |
| May 14 |
The Shifting Balance of Power
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Cameron, 298-321 |
| May 17 |
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The Weakness of the Ancien Regime
Reading: The Marriage of Figaro (entire) |
| May 19 |
The French Revolution
Reading: Cameron, 293-6, 345-74 |
May 22
3:30-5:30 |
FINAL EXAM For study questions, click here. |
