Room: Conwill Hall 108
Section 0939: TTh 9:30-10:45 a.m.
Instructor: Doug Catterall
Office: South Shepler 634
Office Hours: TTh 1-3 p.m.; F 10:30 a.m.-12:30 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 four themes: gender and economy; war and society; travelers, traders, and other migrants; and religious pluralism. We will focus our dicussion of each theme on a single society or focused group of societies in northern Europe, that is from among those societies running in a band from Britain to Ukraine in the south and from Britain to the Baltic states in the north, and we will also put the developments we discuss into the broader context of developments elsewhere in northern Europe. In the more detailed case studies we will be able to take into account themes beyond our three main ones. 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
Selections from: Robert A. Bartlett, The Making of Europe: Conquest, Colonization, and Cultural Change, 950-1350 (Princeton, NJ: Princeton University Press, 1994) [in the CU Library Reserve]
Selections from: Jan Glete, War and the State in Early Modern Europe (London & New York: Routledge, 2002) [available as an e-book through the CU Library
The Thirty Years' War: A Documentary History, edited and translated with an introduction by Tryntje Helfferich (Indianapolis and Cambridge: Hackett Publishing Company, Inc., 2009)
Danielle van den Heuvel, Women and entrepreneurship: Female traders in the Northern Netherlands, c. 1580-1815 (Amsterdam: Uitgeverij Aksant, 2008)Magda Tater, Jews and Heretics in Catholic Poland: A Beleaguered Church in the Post-Reformation Era (Cambridge: Cambridge University Press, 2009)
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, CU Library Reserve, and e-book
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 apart from "overview" days where I will be taking the lead in things. No credit will be extended for partially attended classes.
b. Working Papers (45 points possible): To focus our dicussions and your reading I will assign four short writing exercises (Working Papers), each of which will be worth 15 points (the lowest score will be dropped) 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, but since the focal point of this course is historiography, I will often be asking you to write up a brief historiographic analysis of the reading(s) in question. In other words, I won't want just a summary, but an actual discussion of what's going on in the piece. The purpose of these assignments is to give you practice with historiographic concepts and historiographic writing before you have to write a serious essay for me.
c. Reading Quizzes (45 points possible): There will be four short reading quizzes each worth 15 points based on the books addressing our structuring themes: gender and economy; war and society; travelers, traders, and other migrants; and religious pluralism. I will drop the lowest of the four scores
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.
Historiographic Essay (450 points): You
have to write a focused historiographic essay on a topic tied to one of
the four major course themes: gender and economy; war and society;
travelers, traders, and other migrants; and religious pluralism worth a
total of 450 points
of which 150 will be earned as part of a drafting process. The
must be 12-15 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). There will
be a mandatory drafting process involving a paper proposal, a first
draft of 8 to10
pages that will undergo a mandatory peer critique and a critique from
me and a second rough draft of at
least 10 to 12 pages on which I will comment. You can earn up to
points for your paper proposal, 50 points
for the first draft, and 75 for the second, but failure to turn the
proposal or a draft in on time will
result in an automatic loss of the points available for that piece of
and writing drafts that are short of the minimum length will result in
up to a 10-point deduction for each page you fall short of the
In addition, failure to participate in the in-class peer review will
result in a 10% deduction from the final paper score. Due
dates for the various drafts for the paper 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 as the lowest of the four scores
will be dropped.
Missed Quizzes and Examinations: There will be no make-ups for the quizzes as the lowest score that you earn will be dropped. 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.
Academic Dishonesty: As
per Section 4.07 of the CU Student Handbook: "Each student is expected
engage in all academic pursuits in a manner that is above reproach.
are expected to maintain complete honesty and integrity in the academic
experiences both in and out of the classroom. Any student found guilty
of academic dishonesty will be subject to disciplinary
For examples of academic dishonesty please see the full version of
4.07 at: http://www.cameron.edu/student_development/student_conduct/
Among the most
serious offenses a
student can commit is plagiarism, which is the 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 conventions. Instructions on the
of citation may be found under the general guidelines for papers.
before any formal essays come due. If for some reason you do not
choose to examine this page, know that you will not be exempt from
its guidelines. In cases of plagiarism, the Department of History
and Government at CU follows the plagiarism policy in the current
Handbook," as described in Sections 4.07 and 4.08 of the CU Code of
Conduct. Penalties for plagiarism as defined by the Student Code
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 am
quite serious about it.
Statement: As per
the Office of Student Development, "It
is the policy of
Website for this office:
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
(8.19) Introduction and Course Overview
Travelers, Traders, and Other Migrants, c.
(8.25) Read: Bartlett, 24-39, 43-59.
(8.27) Read: Indrikis Sterns, "Crime and Punishment among the Teutonic Knights," Speculum 57, no. 1 (Jan., 1982): 84-111 in JSTOR.
(9.1) Overview of Nobles on the Move
(9.3) Read: Bartlett, 167-182, 191-196.
(9.8) Read: Bartlett, 106-132.
(9.10) Overview of Commoners on the Move
diasporas in depth
(9.17) Read: Read: Douglas Catterall, "At Home Abroad: Ethnicity and Enclave in the World of Scots Traders in Northern Europe, c. 1600-1800," Journal of Early Modern History 8, nos. 3/4 (2004): 319-357 available online via Academic Search Premier; Maria Bogucka, "Dutch Merchants' Activities in Gdansk in the First Half of the 17th Century," in Maria Bogucka, Baltic Commerce and Urban Society, 1500-1700 (Aldershot, Hampshire: Ashgate, 2003), VI; Maria Bogucka, "Towns in Poland and the Reformation: Analogies and Differences with Other Countries," in Baltic Commerce and Urban Society, 1500-1700 both available in the CU Library Reserve.
Gender and Economy
(9.22) Read: assigned article selections on the Scots, Dutch, and Jewish migrants c. 1300-1750 in Northern Europe (in CU Course Reserve); Van den Heuvel, 17-37.
(9.24) Read: Selections from: Selections
from: Singlewomen, edited by
Amy Froide and Judith Bennett; Martha Howell, Women, Production, and
Patriarchy; & Lyndal Roper, "'Going to Church and Street':
Weddings in Reformation Augsburg" Past
& Present 106 (Feb., 1985): 62-101 in JSTOR
(9.29) Overview of Women and Work in the Early Modern Period.
Working Paper #1
Dutch Women and Commerce
(10.1) Read: Van den Heuvel, 39-85; Take: Reading Quiz 2.
(10.6) Read: Van den Heuvel, 87-134; Turn In: Paper Proposal for Historiographic Essay.
(10.8) Read: Van den Heuvel, 135-176.
(10.13) Read: Van den Heuvel, 177-222.(10.15) NO CLASS (Fall Break)
political and institutional background
(10.22) Read: Selections
from Glete, 11-66 (n.b. this is an e-book as noted above so you
will need to access it via the CU Library Web Portal!)
(10.27) Read: The Thirty Years' War, ix-xxi, 1-14.
(10.29) Overview of the Thirty Years' War; Turn In: Working Paper #2.
the Thirty Years' War from the ground up
(11.3) Read: The Thirty Years' War, 14-66; Critique: (Mandatory Participation on Pain of a 1 Mark Reduction from the Final Essay Grade): First Draft of Historiographic Essay with Peer Review Partner; Turn In: First Draft of Historiographic Essay to Turnitin by 9:00 a.m.
(11.5) Read: The Thirty Years' War,
67-86, 91-117, 124-137.
(11.10) Read: The Thirty Years' War,
153-198; 198-204 or 204-212;
212-227 or 233-249; 252-273 Pick Up: Instructor Critique
of First Draft of Historiographic Essay
(11.12) Read: The Thirty Years' War,
274-324; Take: Reading Quiz 3.
(11.17) Read: Jews and Heretics, 1-20; Ben Kaplan, "Fictions of Privacy: House Chapels and the Spatial Accommodation of Religious dissent in Early Modern Europe," American Historical Review 107, no. 4 (October 2002): 1031-1064 in JSTOR
(11.19) Overview of Religious Pluralism.
(11.24) Read: Jews and Heretics, 21-58; Turn In: Second Draft of Historiographic Essay; Take: Reading Quiz 4.
(11.26) NO CLASS
(12.1) Read: Jews
chapters 59-98; Turn In: Working Paper #3
(May Count Double If You
Indicate This on Your Submitted Assignment); Pick
of Second Draft of Historiographic Essay
(12.3) Read: Jews and Heretics, 99-121.Turn In: Working Paper #4
(12.8) Read: Jews
and Heretics, 122-145.
Examination: 8-10 a.m.;
In (in class at the latest): Final
Draft of Historiographic Essay (no essays can be accepted late)
The Web Syllabus is the Syllabus of Record and is subject to change if
I deem this necessary.
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