Room: South Shepler Tower, Room 214
Section: 2625 MWF, 11:00-11:50 a.m.
Instructor: Doug Catterall
Office: South Shepler Tower 634
Office Hours: MWF, 10-11 a.m. & 3:30-5p.m.; TTh, 1-2:15 p.m. and by appointment
work telephone: 581-2949
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 using the terms Renaissance and Reformation. Because the processes to which each of these terms refers were regionally specific and unique, however, we will not deal with the Renaissance or the Reformation. Rather we will look at what the Renaissance and the Reformation meant in particular regions (Germany, Switzerland, France, The Netherlands and Italy) and to particular people (with the primary emphasis being on the middle and upper middle class).
In this course you should strive to develop your own understanding of Europe’s
Renaissances and 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
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 Renaissance and 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
Peter Burke, The Italian Renaissance: Culture and Society in Italy, second edition (Princeton, NJ: Princeton University Press, 1999)
Steven Ozment, Flesh and Spirit: Private Life in Early Modern Germany (New York, NY: Penguin Putnam, Inc., 1999)
James Tracy, Europe's Reformations 1450-1650 (New York: Rowman & Littlefield, 1999)
Roy Porter and Mikulas Teich, eds., The Renaissance in national context (Cambridge: Cambridge University Press, 1992).
Benvenuto Cellini, Autobiography, translated and with an introduction by George Bull, revised edition (London: Penguin Books Ltd., 1998)
Anna Maria van Schuurman, Whether a Christian Woman Should Be Educated and Other Writings from her Intellectual Circle, edited and translated by Joyce L. Irwin (Chicago & London: University of Chicago Press, 1998)
Additional source hand-outs and short readings as needed
On-line Reference Aid:
The Catholic Encyclopedia Online: http://www.newadvent.org/cathen/
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.
1. Attendance and Discussion (10% of the total grade): 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 day on which you are responsible for helping to lead class discussion. For this see below.
2. Informal Writings (5% of the total grade): Occasionally I will assign short writing exercises to help focus our discussions. The emphasis will vary from paper to paper.
3. Running Class Discussion (5% of the total grade): In this course I will call on each of you to take a turn at running the show for a portion of one of our meetings. On the meeting for which you sign up to do this, you and your co-facilitator(s) will be responsible for writing up a critical analysis (at least 1 double-spaced, type-written page) of some aspect of the reading assigned for that day. This must be handed in two days before the class that you are to help teach so that your classmates can have a chance to look it over. In class you will be responsible for setting up the class discussion and also for discussing your analysis of the reading for the day, including responding to any questions your fellow students might have. I will weigh in with background and context information where necessary, but otherwise this portion of each class will be your show. I encourage you to discuss your approach with me before you have to take the class if you need guidance, but a consultation with me is not required. Keep in mind, though, that your performance on this day will weigh heavily in your participation grade. If you want to know what group you are in and when that group is to lead class discussion, click on the hypertext in this sentence after week 2. For basic guidelines and recommendations for how to run class click on the hypertext in this sentence.
4. Credit for Participation: Informal writing(s), attendance, class discussion, and running class for one day will be worth 20% of the final grade. The single most important element in this grade will be your presentation, but daily participation on other days will also be very important. You can earn up to 2 participation points for each day's attendance and participation, up to 8 points for an informal writing, and up to 40 points for the day you lead class discussion. Of the 160 participation points available, you need at least 129.6 points for an A in participation, 115.2 for a B, 100.8 for a C, and 86.4 for a D. Less than 86.4 participation points will earn you a failing mark in participation.
In keeping with CU History Program's current guidelines for 4000-level coursework, you will have to write: an analytical summary (1 page), thesis analysis (1/2 page), critique (1/2 page), and critical review (2 pages), each on a different academic article; two primary source-based papers (6 pages each); and a structured take-home essay (8 pages) in this course. Due dates for the papers are listed below and unless otherwise specified all papers are to be typed, double-spaced, and in 12-pt. Courier or 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:
Review (10% of final grade)
Paper #1 (15% of final grade): on Benvenuto Cellini, Autobiography
Paper #2 (15% of final grade): on Anna Maria van Schuurman, Whether a Christian Woman Should Be Educated
and Other Writings from Her Intellectual Circle
Essay (20% of final grade): on Ozment, Flesh and Spirit
There will be two book quizzes each worth 10% of the total grade and a
final examination worth 10% of the total grade. Format and additional
details on these will be provided in a timely fashion.
Attendance and Participation 20
2 Primary Source Papers 30
1 Article Summary, 1 Critique &
1 Thesis Analysis 5
1 Article Review 5
1 Take-Home Essay 20
2 Book Quizzes 10
Final Examination 10
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.
Late Informal Writings: No late informal writings will be accepted, so don't ask. Remember, though, that your participation grade is a composite of your performance in class and your marks on informal writings and I have designed the grading system to allow you a "head start" of 16 points. Thus, as long as you manage to achieve the necessary points for participation, it will not matter to me how you do so. Although I will obviously keep track of what you do by way of participation. I would advise you to remain aware of where you stand so that you know whether or not you are achieving what you wish in this important component of the course mark.
Missed Quizzes and Examinations: Make-up quizzes and examinations
are granted to the student at the instructor's discretion and only
with a legitimate (e.g. a medical emergency) and documented reason.
Plagiarism: Plagiarism 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. I will hand out a sheet explaining the basics of citation before any formal essays come due. If for some reason you do not receive a copy of this hand-out, 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: If you have a documented disability or suspect that you have a learning problem and need reasonable accommodations, please notify me as soon as possible so that appropriate arrangements can be made.
||Assigned Topics||Readings, Assignments, and Activities
|8-20||Renaissance Europe: Society
||Read: Tracy, 211-238 & Burke, 209-247|
||Approaches to Renaissance Italy
and Italian Culture
|Read: Burke, 13-26, 181-208|
||Artists & Writers in Renaissance
|Read: Burke, 43-63|
||Organization and Status of the
Arts in Renaissance Italy
|Read: Burke, 63-88|
||Patron and Client in the Italian
|Read: Burke, 89-111|
||Labor Day--NO CLASS
||The Market in the Renaissance
||Read: Burke, 111-124|
||How Art Was Used
||Read: Burke, 125-144|
||Taste and Symbolism in the Italian
||Read: Burke, 145-177|
||The World of Benvenuto Cellini
Autobiography, vii-xvi, 1-27 & Tracy, 121-143
||Cellini's Early Career
||Cellini and Pope Clement VII
||Read: Autobiography, 74-127|
||Cellini and Paul III, 1
||Read: Autobiography, 127-171; Take: Reading Quiz #1|
||Cellini and Paul III, 2
||Read: Autobiography, 171-204|
||Cellini and Paul III, 3
Autobiography, 204-235; Group 1
||Cellini and Cardinal Ferrara
||Cellini at the French Court
Autobiography, 251-313; Group 2
||Cellini and Cosimo de' Medici, 1
||Cellini and Cosimo de' Medici, 2
|| Convocation: NO CLASS
||The Renaissance in Venice, Rome, and Florence||Read: Porter & Teich, 21-67; Turn In: Primary Source Essay #1|
||The Renaissance in the Low Countries||Read: Porter & Teich, 68-91|
||The German Renaissance
||Read: Porter & Teich, 92-122; Turn In: Summary (Florence article in P&T), Thesis Description (Rome article in P&T), and Critique (Venice article in P&T)|
||France and England's Renaissances||Read: Porter & Teich, 123-163|
||Background to the
||None||Fall Break--NO CLASS
||Religious Change in Germany||Read: Tracy, 33-71|
||Religious Change in the
Rest of Europe
|Read: Tracy, 73-119; Turn In: Review of P&T Article|
||Reformation Politics in
||Reformation Politics in the Rest of
||Social Change in the
Era of Reformation
||Growing Up in the Reformation 1
Ozment, ix-xvii, 53-94; n.b.
Due to a professional commitment class will not meet on this day.
||Growing Up in the Reformation 2
Ozment, 94-131; Group
||Growing Up in the Reformation 3
||A Lutheran Family in Germany 1
||Read: Ozment, 217-235|
||A Lutheran Family in Germany 2
||Read: Ozment, 235-259; Take: Reading Quiz #2|
||Elite Marriage in Reformed Germany
||Read: Ozment, 3-32|
||Elite Marriage in Reformed Germany 2||Read: Ozment, 32-52; Group 4|
||Introducing Anna Maria van Schuurman
Van Schurman, vii-xxvi, 1-21
||Van Schuurman on Educating Women
Van Schurman, 25-56
||Van Schuurman's Other Correspondence
Van Schurman, 57-94
||Voetius, Concerning Women 1
Van Schurman, 97-109; Turn In: Take-Home Essay on Ozment
||Voetius, Concerning Women 2
||Read: Van Schurman, 109-125; Turn In: Primary Source Essay #2|
||Voetius, Concerning Women 3||Read: Van Schurman, 126-137
||Wrap-Up and Evaluations
Up: Review Sheet for Final Examination