Room: South Shepler 214
Section 1070: TTh 2-3:15 p.m.
Instructor: Doug Catterall
Office: South Shepler 634
Office Hours: MW, 11a.m.-12 p.m., 2-4 p.m.; TTh 1-2 p.m., 3:30-4:30 p.m.;
and by appointment
work telephone: 581-2949
Welcome to Northern Europe, 1300-1800! In this course we will consider societies and cultures within northern Europe to be more inter-related than separate. As we will see, countries that seem different from one another in the popular mind were (and are) more closely related than one might think. By looking for patterns of interaction we will be able to see not only these similarities but also understand more clearly how and why differences arose. Our method in the course will be to construct an overarching narrative based on three themes: state and society, economy, and communities and crime and then to examine two societies, the highly urbanized Dutch Republic and the more rural world of a family living in France and Switzerland. In the more detailed case studies we will be able to take into account themes beyond our three main ones. Geographically, much of our focus will be on Sweden, the Dutch Republic, France, the British Isles and northern Germany, but we will also take some other regions of Europe into account for comparative purposes. In this way we will be able to engage with the major processes that shaped northern European societies in the High Middle Ages and the early modern period while still keeping an eye on the big picture. My hope is, of course, that you will gain a greater understanding of the European past. At the same time, I also want you to see this course as a vehicle for learning more about the world in which we currently live. As I place a particular emphasis both on written and oral expression, it is also my hope that you will each improve your abilities in these areas as well.
on the link in this sentence to access a more detailed
description of the course's aims.
A Seminar Environment: This course is to be run as a
This means that the
focus of much of our classroom activities will not be me standing
before you and
lecturing. Instead we will spend our time discussing the issues
books that are assigned for the course (see below for these).
following things are essential: 1) consistent participation from all
the class in the dicussions and other activities; 2) openness or the
allows each individual to say what is on his or her mind; 3) respect
which means not saying things in a way that might be unacceptable to
the class or unacceptable in a more general sense. If we strive
towards these three
ideals, I guarantee you that this class will be exciting, fun, and even
James Farr, Artisans in Europe, 1300-1914 (Cambridge, Cambridge University Press, 2000)
Jan Glete, War and the State in Early Modern Europe (London & New York: Routledge, 2002)
Eric A. Johnson and Eric H. Monkkonen, eds., The Civilization of Crime: Violence in Town and Country since the Middle Ages (Urbana: University of Illinois Press, 1996)
J. L. Price, Dutch Society, 1588-1713 (London: Longman, 2000)
Emmanuel Le Roy Ladurie, The Beggar and the Professor : A Sixteenth-Century Family Saga, translated by Arthur Goldhammer (Chicago: University of Chicago Press, 1998)
Other Materials: When I deem it helpful, I will supplement these readings with primary or secondary source readings, usually taken from online resources or my own collections of source materials.
All of the above readings will be required for the course. They are
all, apart from the supplementary materials listed under "Other
Materials,"available at the CU Bookstore, although I do not require
that you buy them there.
Requirements: Course work consists of three elements: participation, which consists of several elements; formal writings; and an essay-based final examination.Participation (150 points):
a. Discussion (84 points possible): This is an upper division course run largely as a seminar. Participation in discussion is therefore mandatory and your grade will suffer if you do not participate. You can earn up to 3 points for each day you come to class, depending on your contributions to class discussion and classroom activities. No credit will be extended for partially attended classes.
b. Working Papers (60 points possible): To focus our dicussions and your reading I will assign three short writing exercises (Working Papers), each of which will be worth 20 points and be 2 typed, doubled-spaced pages in length, written in Times Roman, 12-pt. font and must be properly footnoted (see me before starting an assignment if any of these standards are unclear). The emphasis will vary from paper to paper. Often I will be asking you to write up a brief analysis of the main point of a section or sections of the reading in question. In other words, I won't want just a summary, but an actual discussion of what's going on in the piece. Other papers may require something slightly different.
c. Reading Quiz (35 points possible): There will be one short-essay reading quiz based on the books addressing our three structuring themes: state and society, crime and communities, and economy.
d. Credit for Participation: A perfect score in participation is 150 points. Thus you need a minimum of 135 for an A, at leasts 120 for a B, at least 105 for a C, and 90 points for a D. Anything less than that is an F.
Reaction Papers (450 points): You will
have to write a focused essay/reaction paper on three of the
first four books assigned for the course. Each paper has
a value of 150 points and is to be 5-6 typed, double-spaced pages in
length. Papers are to be typed in Times Roman font with a 12-pt.
pitch and must be appropriately footnoted (please see me before writing
a paper if you have questions about these standards). Due
dates for the papers are listed below. General
guidelines, including my expectations for a paper, are to be found
by clicking on the hypertext in this sentence. Specific guidelines for
the papers will be provided in this syllabus in a timely manner.
To find them look for the due dates below in the course assignment and
reading schedule where you will find the paper title in hypertext; by
clicking this hypertext you will arrive at the specific instructions
for the paper.
Final Examination (150 points): There will
be a comprehensive, essay-based final examination.
||Component Point Value|
|Total of All Categories||750
your classmates or others outside the context of classroom activities
is rude and will not be tolerated. Reading outside materials,
to music, taking telephone calls on your cell-phone, and similar
related activities are equally unacceptable. I expect all
to be respectful of one another's right to speak and express opinions.
Disagreements and different viewpoints are welcome, but debates
should not involve insults. Finally, food and drink are permitted
in class as long as courtesy is observed; e.g. if you haven't quite
finished your cup of coffee, do
bring it along to class, but turning the classroom into a cafeteria is
Late Working Papers: No
late working papers will be accepted.
Missed Quizzes and Examinations: There will be no make-ups for the quiz. Make-ups for the final examination are granted to the student at the instructor's discretion and only with a legitimate (e.g. a medical emergency) and documented reason.
representation of the work of another as your own. In all of the
writing you do for
this course you must make clear to me which ideas in a paper are your
own and which come from someone else. This is especially important for
any formal essays you write. In such essays you must cite all primary
and secondary sources you use in accordance with the proper
I will hand out a sheet explaining the basics of citation before any
essays come due. If for some reason you do not receive a copy of
hand-out, know that you will not be exempt from following its
In cases of plagiarism, the Department of History and Government
CU follows the plagiarism policy in the current "Student Handbook," as
in sections 4.07 and 4.08 of the CU Code of Student Conduct.
for plagiarism as defined by the Student Code of Conduct include:
1) The student may be required to perform additional academic work/project not required of other students in the course;
2) The student may be required to withdraw from the course with a grade of "W" or "F"; or
3) The student's grade in the course or on the examination or other academic work affected by the dishonesty may be reduced to any extent, including a reduction to failure.
Please heed this warning as I
serious about it.
Reference Desk: Here is an on-line
encyclopedia that you may find useful for this course. The
also has a number of excellent online sources available through EBSCO
and I strongly encourage
you to use them. Please see me if you require an orientation as
to how to access these resources. For the Columbia
and more click on the hypertext below: http://www.bartelby.com/65/
Please Note: Information on the above site is copyright protected.
Table for Major Historical Trends in Northern
(1/11) Introduction and Course Overview
State, Society, and War in Europe, c. 1400-1750
(1/13) Read: Glete, 1-41.
(1/18) Read: Glete, 42-66.
(1/20) Read: Glete, 67-100.
(1/25) Read: Glete, 100-139.
(1/27) Read: Glete, 140-173; Turn In: Working Paper #1
(2/1) Read: Glete, 174-217; selections from
Braddick, State Formation in Early Modern England and
Wrightson, Earthly Necessities.
Economic Change in City and Country
(2/3) Read: Farr, 1-44.
(2/8) Read: Farr, 45-94; Turn In: Reaction Paper #1.
(2/10) Read: Farr, 94-158.
(2/15) Read: Farr, 159-190.
(2/17) Read: Farr, 191-221; Turn In: Working Paper #2.
(2/22) Read: Farr, 222-275.
(2/24) Read: Farr, 276-299.
Crime and Community in Early Modern Europe
(3/1) Read: Civilization of Crime, 1-34.
(3/3) Read: Civilization of Crime, 35-62; NO CLASS.
(3/8) Read: Civilization of Crime,
(3/15) NO CLASS
(3/17) NO CLASS
(3/22) Read: Civilization of Crime,
(3/24) Read: Civilization of Crime,
The Dutch Republic: An Urban Society
(3/29) Read: Dutch Society, 1-53.
(3/31) Read: Dutch Society, 54-129.
(4/5) Read: Dutch Society, 129-186; Take: Reading Quiz.
(4/7) Read: Dutch Society, 187-242; Turn
Paper #3; NO CLASS.
(4/12) Read: Dutch Society, 243-284.
Rural Upward Mobility
(4/14) Read: The Beggar and the Professor,
(4/19) Read: The Beggar and the Professor,
chapters 4-5; Turn In: Reaction Paper #4.
(4/21) Read: The Beggar and the Professor,
(4/26) Read: The Beggar and the Professor,
(4/28) Read: The Beggar and the Professor,
Examination: 1-3 p.m.
The Web Syllabus is the Syllabus of Record and is subject to change if
I deem this necessary.
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