History 4413 Fall 2007

The Reformation

Room: South Shepler Tower, Room 214
MWF, 11:00-11:50 a.m.

Instructor: Doug Catterall

Office: South Shepler Tower 634
Office Hours: M, 2-5 p.m., W, 2-5 p.m., F, 2-3 p.m., and by appointment.

work telephone: 581-2949
e-mail: dougc@cameron.edu

Course Overview:
The purpose of this course is to introduce you to a series of events and changes bearing on the religious, social, and cultural complexion of Europe that unfolded between the 14th and 17th centuries. Collectively historians refer to these events and the processes that led to them as the Reformation. Because the processes to which each of these terms refers were regionally specific and unique, however, we will not deal with  the Reformation. Rather we will look at what the Reformation meant in particular regions (Germany, Switzerland, France, The Netherlands and Italy) and to particular people.

In this course you should strive to develop your own understanding of Europe's Reformations both as contemporaries saw them and as historians and others know them now. 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. Finally, it is my intention that each student leave this class with an understanding of the place of the Reformation in contemporary perceptions of European and North American culture.

Specific Objectives of the Course:

This course will provide you with opportunities to improve in the following three areas of intellectual

Contextual Knowledge:
In this course you will improve your knowledge of the events, historical actors, and transformational trends that unfolded in Europe from 1300-1650 and pertained to the the Reformation.  In particular you will learn about 1) major changes in artistic and intellectual endeavor and their broader influences on European societies; 2) the crucial shifts in religious belief and practice and their broader impact on Europe; and 3) the basics of the social, economic, and political events of this era.  You will gain information on these topics by reading, evaluating, discussing, and writing about the books and in-class readings assigned for the course and by writing the various papers, quizzes, and examinations that the course requires.

Historical Thinking and Research Skills:
Since this is a seminar in which our main goal will be to understand how different historians have tried to understand complex historical phenomena, you will improve your ability to evaluate conflicting interpretations of past events and issues. You will do this in two ways: 1) by contributing to discussions
in class, which is a major component of the course grade, and 2) by writing the various papers and tests that form the writing component of the course.

All of the papers in this course are tied in some way to the research process that historians typically use.  In order to write these papers you will thus learn how to engage closely with primary and secondary source materials.  We will also discuss how historians have tried to relate their work to that of other historians (historiography); how they have used sources to explore the past (methodology); and how historians deal with the complex task of defining change, continuity, and the causes behind each.  Thus, you will be thinking about how to conduct, organize, and present research by examining and discussing how others have done these things and you will gain a knowledge of the terms and categories that historians use when they practice their craft.  In addition, you will have the opportunity to experience the research process as you write your primary source papers.

Texts and Other Aids

Secondary Works:
Anthony Arthur, The Tailor-King: The Rise and Fall of the Anabaptist Kingdom of Muenster, (New York: St. Martins Press, 1999).
Graeme Murdock, Beyond Calvin: The Intellectual, Political and Cultural World of Europe's Reformed Churches, c. 1540-1620 (New York: Palgrave Macmillan, 2004).
R. Po-Hsia, The World of Catholic Renewal, 1540-1770 (Cambridge: Cambridge University Press, 2005).
Merry Wiesner-Hanks, Early Modern Europe, 1450-1789 (Cambridge: Cambridge University Press, 2006).
Additional Readings as Needed.

Primary Sources:
Hans Jakob Christoph von Grimmelshausen, The Life of Courage: The Notorious Thief, Whore and Vagabond, translated by Mike Mitchell (Cambridge: Daedalus Books, 2001).
Plus additional sources provided in class or through the CU Library Reserve as needed.

On-line Reference Aids:

The Catholic Encyclopedia Online: http://www.newadvent.org/cathen/

Table for Major Historical Trends in Europe:  Click Here

E-books for Papers:

Paper #1:
Revelation and revolution [computer file] : basic writings of Thomas Müntzer / translated and edited Münzer, Thomas, 1490 (ca.)-1525.
Bethlehem, Pa. : Lehigh University Press, c1993.

Power, authority, and the Anabaptist tradition [electronic resource] / edited by Benjamin W. Redekop
Baltimore : Johns Hopkins University Press, 2001.

Course Reserve for Papers:

Materials for this course
 Anabaptists and the sword / James M. Stayer.  Stayer, James M.  Reserve -- BX4931.2 .S8 -- NOT CHCK'D OUT  
 Narrative of the Anabaptist Madness (General Introduction)  Kerssenbrock, Hermann  Reserve -- -- NOT CHCK'D OUT  
 Narrative of the Anabaptist Madness ... Volume II  Hermann von Kerssenbrock, Trans. ed. by Christopher S. Mackay  Reserve -- -- NOT CHCK'D OUT  
 The origins of sectarian Protestantism : a study of the Anabaptist view of the church.  Littell, Franklin Hamlin.  Reserve -- BX4931 .L5 1964 -- NOT CHCK'D OUT  
 Rise and fall of the Anabaptists.  Bax, Ernest Belfort, 1854-1926.  Reserve -- BX4931 .B3 1966 -- NOT CHCK'D OUT  
 The witchcraft reader / edited by Darren Oldridge.  (no author)  Reserve -- BF1566 .W7395 2002 -- NOT CHCK'D OUT  


Course work consists of four elements: attendance and participation in discussion and other classroom activities, informal writings, formal writings/papers, and quizzes and an essay-based examination.

Participation (125 Points):

1. Attendance and Regular Discussion (80 Points): As this is an upper division course I want to stress that attendance and participation in discussion will count heavily in your grade and that active participation often improves performance in the pressure situations. The only exception to this will be the days devoted to the Anabaptist Kingdom game (for this see below), meaning there are 40 days on which class meets and on each of those days you can earn up to 2 points.

2. Anabaptist Kingdom Game (45 Points): In this course I will call on each of you to take on an important historical role as part of a role-playing exercise concerning the Anabaptist Kingdom of Muenster, to which we will devote a full week of class time. To receive any of the credit for this game you must be present for all three days, no exceptions.  History does not allow for absences, so neither can we in our historical recreation.  The rules for the game will be provided in a timely fashion and must be followed precisely for the game to work.  In addition, one of the major papers for this course will be based on your participation in this exercise, for which you will write a speech and also outline a committed course of action for the individual or group you represent that is to be handed in advance of the game's commencing.

3. Credit for Participation: There are 125 participation points available, 45 of which will come to you automatically if and only if you participate in all three days of the Anabaptist Kingdom game, and you need at least 99 points for an A in participation, 88 for a B, 77 for a C, and 66 for a D.  Less than 66 participation points will earn you a failing mark in participation.

Formal Writings/Papers (300 Points) :
In keeping with CU History Program's current guidelines for 4000-level coursework, you will have to write two primary source-based papers, the first 8-10 pages and the second 6-8 pages, each of which will be worth 150 points.  Due dates for the papers are listed below and unless otherwise specified all papers are to be typed, double-spaced, and in 12-pt. Times Roman font.  They must also be properly footnoted.  General guidelines are available by clicking on the words in hypertext in this sentence.  Specific guidelines for the papers will be provided in a timely fashion and may be found by clicking on the hypertext for the appropriate paper listed immediately below:

Paper #1: Understanding the Anabaptist Kingdom in Context

Paper #2: The Thirty Years' War from the Ground Up

Unit Question Papers (175 points): After each unit we will discuss a "big question" that the unit has dealt with in an effort not only to sum up what we have covered but actually give you practical experience in using the ideas of that unit.  You will then have a week to write up your 2-3 page, typed, double-spaced answer to the question in 12-pt. Times New Roman font that is properly footnoted.  Each paper is worth 35 points, for a total of 175 possible points.  I will drop the lowest of the five scores you earn and replace it with an average of the other four.  These unit question papers will be crucial to your preparation for the final examination, so do take them seriously.

Examinations (200 points):

There will also be a final examination worth 200 points.  Format and additional details on this examination will be provided in a timely fashion. 

Grading Breakdown:

Course Component
Component Point Value
Paper #1
Paper #2 150
Unit Question Papers 175
Final Examination 200
Total of All Categories 800
Calculation of your mark: In this course 800 points is a perfect score.  Thus an A requires a minimum of 720 points, a B at least 640 points, a C at least 560 points, a D at least 480 points.  Anyone earning less than 480 points fails the course and earns a mark of F.

General Policies:

Classroom Environment: Talking to your classmates or others outside the context of classroom activities is rude and will not be tolerated.  Reading outside materials, listening to music, taking telephone calls on your cell-phone, and similar non-class related activities are equally unacceptable.  I expect all students 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 not permissible.  

Attendance: As noted above, regular attendance is crucial to your success in this class.  If you miss class regularly, your grade will suffer.  I would also like to note that frequent lateness in coming to class and frequent early departures will also be penalized as these habits are rude to your fellow classmates and to me as the instructor.  I will take attendance daily in this class and an absence is an absence and will be counted as such.  

Preparation: All assignments for a given day, whether reading or writing, are to be completed before the class meets on that day.  I also recommend that you take notes as you read and during lectures and discussions as this will make studying for the quizzes and writing the papers for the class less of a challenge.

Paper Submission Procedure: All papers receiving academic grades (i.e. papers or formal writings) for this course will be submitted via the CU Turn It In portal.  Instructions for how to do this will be forthcoming in good time for the submission of the first paper.  No paper submission of such work will be acceptable so do not ask.

Late Papers/Formal Writings: The following policy applies to all late papers for this course that will receive a letter grade (or drafts for such papers), with the exception of the materials you must submit by the first day of the Anabaptist Kingdom Game which must be submitted on time or you cannot participate. All papers submitted at any time on the day that the paper is due will be considered on time. Papers submitted after that date, no matter what the reason may be, will be automatically marked down one grade. You will then have seven days from the original due date to turn in the paper. If in that time you are unable to complete the work, the paper will receive a zero.

Missed Examinations: A make-up final examination may be 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 to engage in all academic pursuits in a manner that is above reproach. Students 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 action."  For examples of academic dishonesty please see the full version of Section 4.07 at: http://www.cameron.edu/student_development/student_conduct/academic.html

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 basics 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 following its guidelines.  In cases of plagiarism, the Department of History and Government at CU follows the plagiarism policy in the current "Student Handbook," as described in Sections 4.07 and 4.08 of the CU Code of Student Conduct.  Penalties 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 am quite serious about it.

Disability Statement: Cameron University is committed to making its activities as accessible as possible.  The University provides a range of special services for those with disabilities.  If you anticipate a need for any of those services, please contact the Cameron University Disabled Student Services office, located in 314 N. Shepler, 2800 W. Gore Blvd., Lawton, Oklahoma 73505-6377. Phone: (580) 581-2209. 
Website for this office:


Schedule of Readings, Topics, Assignments and Activities

List of Topics
Readings, Assignments, and Activities
Introduction & Get Acquainted

Europe c. 1450
Read: Early Modern Europe, 1-43.
8-24 The Political Landscape. c. 1450-1550
Read: Early Modern Europe, 78-103.
The Political Landscape. c. 1450-1550 Read: Early Modern Europe, 103-115.
The Life-Cycle of the Average European, c. 1500 Read: Early Modern Europe, 44-64.
The Life-Cycle of the Average European, c. 1500 Read: Early Modern Europe, 65-77.
Economic Transformations in the 15th and 16th Centuries
Read: Early Modern Europe, 184-215.
Humanism, the Vernacular, and Reform of the Church Read: Early Modern Europe, 127-137.
9-10 Discussion Question #1: Was There a Crisis in the Late Medieval Church and Society? Read: Additional Reading.
Opening Acts of the Reformation Read: Early Modern Europe, 148-165.
 The Rise of the Anabaptist Kingdom Read: The Tailor-King, 1-43.
Life After the Take-Over of Muenster Read: The Tailor-King, 44-90.
Turn In: Answer to discussion question #1, may also be submitted on 9-19 for full credit.
Life After the Take-Over of Muenster Read: The Tailor-King, 91-129.
The End of the Kingdom Read: The Tailor-King, 130-169.
The Aftermath Read: The Tailor-King, 170-201.
Discussion Question #2: Was the Result in Muenster Inevitable and why or why not? Read:Additional Reading
Convocation--NO CLASS

Anabaptist Game
Turn In: Speech and Action Plan; Attendance Mandatory (1 full grade deduction from paper and no participation credit for non-participation)
Anabaptist Game  Attendance Mandatory (1 full grade deduction from paper and no participation credit for non-participation)
Anabaptist Game  Attendance Mandatory (1 full grade deduction from paper and no participation credit for non-participation)
The Failure of Dialogue, the Emergence of Confessions. Read: Early Modern Europe, 165-183, Additional Reading.
10-10 Teaching the Confessions Read:  Early Modern Europe, 119-127.
10-12 The Reformed Confession's Theology Read: Beyond Calvin, 1-30.
Turn In: Answer to discussion question #2
10-15 Reformed Networks of Cooperation Read: Beyond Calvin, 31-53.
Turn In: Paper #1
10-17 Reformed  Rebellions during the Wars of Religion Read: Beyond Calvin, 54-75.
10-22 Calvinism in the Life of the Average Believer
Read: Beyond Calvin, 76-124. 
Turn In: Paper #1
10-24 Discussion Question #3: What Drove Religious Civil Wars?
Read: Additional Reading
10-26 Institutionalizing Confession: the Catholic Reformation
Read: The World of Catholic Renewal, 1-42.
The Catholic Church in the Southern Heartland (Spain, Portugal, and Italy)
Read: The World of Catholic Renewal, 43-60.
The Catholic Church on the March
Read: The World of Catholic Renewal, 61-79.
The Catholic Church in Retreat
Read: The World of Catholic Renewal, 80-95.
Turn In: Answer to Discussion Topic Question #3
The Catholic Church's Personnel Read: The World of Catholic Renewal,  96-126.
The Catholic Church's Holy Figures Read: The World of Catholic Renewal, 127-158.
The Material Expression of Catholicism Read: The World of Catholic Renewal, 159-186.
Discussion Question #4: Which Face of the Catholic Church is Most Salient to Understanding the Reformation?
11-14 The Politics of the Later Reformation Read: Early Modern Europe, 284-309.
11-16 Statehood Day--NO CLASS

11-19 The Politics of the Later Reformation Read: Early Modern Europe, 309-325.
11-21 An Everyday View of the Thirty Years' War Read: The Life of Courage, 9-57.
Turn In: Answer to discussion question #4
11-26 An Everyday View of the Thirty Years' War Read: The Life of Courage, 59-104.
11-28 An Everyday View of the Thirty Years' War Read: The Life of Courage, 105-175.
11-30 Discussion Question #5: In what ways does Courage represent a commoner's view of the Thirty Years' War?
The Catholic Church as the Bulwark of Empire Read: Early Modern Europe, 216-249.
A New Environment for Belief Read: The World of Catholic Renewal, 187-216.
New Directions for Belief Read: Early Modern Europe, 364-401.
Turn In: Answer to discussion question #5
12-10 Review Session Turn In: Paper #2
Final Examination (1-3 p.m.)

Note Well: The Web Syllabus is the Syllabus of Record and is Subject to Change if I Deem this Warranted.

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