UNIVERSITY OF TEXAS AT
Historical Studies Program
HST 3319 501 Fall 2004 W
Call 13873 Jo 3.908
Professor Gerald Soliday Office: Jonsson 5.406
Hours: M 3-3:30, T and W 6-7:00, and by appointment: 972-883-2760
E-mail: Internet: http://www.utdallas.edu/~soliday
Please note that all e-mail correspondence related to the course must now occur through a UTD e-mail address.
Teaching Assistant: Ms. Pia Jakobsson Office: Jonsson 5.206
Hours: W 6:00-7:00 and by appointment 972-883-2095
E-mail: [email protected]
HIST 3319: EARLY
Historical Studies 3319 is an introduction to general themes and issues in early modern European history, roughly from the Italian renaissance of the fifteenth century to the enlightenment of the eighteenth. Its major theme is the gradual infusion of so-called "modern" elements into traditional European societies already before the industrial revolution. Topics for special consideration include: the structure of preindustrial economies and societies; kingship and aristocratic politics; the European renaissance; the Protestant and Catholic reformations as well as the nature of popular religion; the notion of a seventeenth-century "crisis"; the English revolution and limited monarchy; continental absolutism and the rise of centralized states; as well as the scientific revolution and the early enlightenment.
The course has two general aims. First, as stated above, it acquaints students with major issues of historical interpretation in the early modern period. This survey is not a narrative of the events themselves but an exploration of the structure or makeup of a society. The goal is an understanding of the interrelationships among its economy, social structure, political organization, and culture. The second aim is to introduce students to several of the methods and approaches being used today to study early modern Europe. The questions historians ask and the evidence they use to gain plausible answers are stressed in lectures and, even more, in discussions of readings that exemplify recent developments in historical scholarship.
Each week, then, there will usually be a lecture and a discussion of assigned readings. Course requirements include participation in the discussions (25%) as well as three short, five- to seven-page essays (each 25%) on a selection of topics covered in the lectures and readings.
Please note that I can not accept writing assignments late, unless very unusual circumstances arise or my permission is sought and granted in advance of the due date. Note also that you must submit all assignments in order to pass the course.
All written work and class discussions for this course are in gender-neutral, nonsexist language and rhetorical constructions. Such practice is part of a classroom situation according full respect and opportunity to all participants by all others.
Written work is submitted in paper copy, without cover pages or special folders. Simply put your name and course identification at the top of the first page and staple the upper left corner. Papers are always paginated (at the bottom and center of each page after the first), double-spaced, and presented in clear 10- to 12-point type.
Parenthetical annotation is now strongly recommended, though any form of annotation (foot- or endnotes) and bibliography is acceptable for this course, provided that you use it correctly and consistently. Probably most appropriate for your work in the arts and humanities are standard guides like Joseph Gibaldi’s MLA Handbook for Writers of Research Papers (6th ed.; NY, 2003) or Kate L. Turabian’s Manual for Writers of Term Papers, Theses, and Dissertations (6th ed.; Chicago, 1996).
At the same time, Diana Hacker's Rules for Writers (5th ed.; Boston and NY, 2004) summarizes MLA stylistic conventions, outlines current grammatical practices and mechanical presentation, and offers helpful guidelines for researching and writing papers. You may find it and/or Hacker's Web site (www.dianahacker.com) especially useful for your work in the course this semester. Any student who has not already read William Strunk Jr. and E. B. White, The Elements of Style (4th ed.; Boston, 2000), should do so immediately.
I should also mention that the eleventh edition of Merriam-Webster’s Collegiate Dictionary (Springfield, MA, 2003) is now the standard for everyday university work.
Most required readings as well as some recommended items for the course are on reserve in the McDermott Library. Paperback books used extensively are also for sale, if you wish to purchase them, both in the University Bookstore and at Off-Campus Books. Rather than being on the library’s reserve shelf, however, shorter readings marked with an asterisk (*) are available online through the copy of this syllabus on my Internet Web site. Please note that those materials are under copyright, you must always cite them properly, and you must have a password to gain access to them. I will give you the password in class.
Please also note that, although I do not anticipate them, there may be some changes in the following schedule. If they occur, I will announce them in class and post them on the syllabus at my Web site on the Internet.
IMPORTANT NOTICES: all course correspondence by e-mail must now occur through the student’s UTD e-mail address. UT-Dallas provides each student with a free e-mail account that is to be used in all communication with university personnel. This allows the university to maintain a high degree of confidence in the identity of all individuals corresponding and the security of the transmitted information. The Department of Information Resources at UTD provides a method for students to forward email from other accounts to their UTD address and have their UTD mail sent on to other accounts. Students may go to the following URL to establish or maintain their official UTD computer account: http://netid.utdallas.edu/.
Every effort is made to accommodate students with disabilities. The full range of resources available through and procedures concerning Disability Services can be found at www.utdallas.edu/student/slife/hcsvc.html.
Scholastic dishonesty includes, but is not limited to: cheating, plagiarism. collusion, and falsifying academic records. Please familiarize yourself with the university's policies concerning scholastic dishonesty at www.utdallas.edu/student/slife/dishonesty.html.
SCHEDULE OF CLASS MEETINGS & ASSIGNMENTS
25 Aug Early Modern European History: Themes & Organization of the Course
[ See Handout 1]
The Setting: Regions & Regionalism in European History
Traditional European Societies
1 Sep Population & Economic Developments: The
Cycles in Preindustrial
Malthusian Cycles & Demographic Crises
Discussion of *E.A. Wrigley, Population and History, 62-106; and Keith Wrightson, English
Society 1580-1680, 121-148
Recommended: Pierre Goubert, "The French Peasantry of the Seventeenth Century," Crisis in Europe,
ed. T. Aston (N.Y., 1963): 141-165
8 Sep Agrarian Regimes & the Village Community [See Handout 4]
Social Relations: The Community & the Family
Discussion of Wrightson, English Society, 39-118
Recommended: Susan Amussen, An Ordered Society: Gender and
Class in Early Modern
Raffaella Sarti, Europe at Home: Family and Material Culture 1500-1800
15 Sep Labor in Preindustrial Societies
Traditional Social Hierarchies & Social Order [See Handout 5]
Discussion of Wrightson, 17-38, 149-182, and *J.H. Hexter, "The Myth of the Middle Class in
Tudor England," European Social Class, ed. B. & E. Barber (N.Y.,1965), 34-52
22 Sep First Essay Due
An Aristocratic World: The Elites (Clergy, Nobility, Bourgeoisie)
The Formation of Early Modern
"New Monarchies"? Kingship & Aristocratic Politics
Reading: *J.R. Major, "The Crown and the Aristocracy in Renaissance France," American
Historical Review 69 (1963-64): 631-645
29 Sep The Notion of a European "Renaissance"
Thought & Art: The
Discussion of Charles Nauert, Humanism and the Culture of RenaissanceEurope, 1-94
6 Oct Diffusion of the Renaissance Movement to the North
Continued discussion of Nauert, 95-215
Recommended: Peter Burke, The Renaissance (2nd ed.)
Joan Kelley, “Did Women Have a Renaissance?” Women, History, and Theory, 19-50
The Politics of Reformation
13 Oct The Politics of Reformation (cont.)
Religious Reformations [See Handout 6]
Discussion of *Steven Ozment, The Age of Reform 1250-1550, 223-244, and Robert Scribner,
The German Reformation (2nd ed.)
20 Oct Religion and the People
Discussion of *Keith Thomas, Religion and the Decline of Magic, 3-112, 151-166, 253-279,
Recommended: Geoffrey Parker, “Success and Failure During the First Century of the Reformation,”
Past & Present 136 (1992): 43-82
Recommended: J.H.M. Salmon, French Society and Government in the Religious Wars
P. K. Monod, The Power of Kings: Monarchy and Religion in Europe 1589-1715
27 Oct Second Essay Due
"Crisis" & the Quest for Stability
The Notion of a European “Crisis” in the Seventeenth Century
Reading: *Theodore K. Rabb, The Struggle for Stability in Early Modern Europe
Recommended: Jeremy Black, A Military Revolution? Military Change and
European Society 1550-1800
The Classic Response on the Continent: From Henri IV to Louis XIV
3 Nov From Henri IV to Louis XIV (cont.)
3 Nov French Absolutism under the Sun King
Discussion of William Beik, Louis XIV and Absolutism
Recommended: Marc Raeff, “The Well Ordered Police State and the Development of Modernity
in Seventeenth- and Eighteenth-Century Europe,” American Historical Review 80 (1975): 1221-1243
10 Nov Crisis
Brief discussion of the instructor’s *outline of Lawrence Stone, The Causes of the English
Its Resolution: Civil Wars & Limited Monarchy [See Handout 10]
Cultural Crisis: The Witchcraft Phenomenon
17 Nov Intellectual Crisis & A New Kind of Knowledge
Discussion of Peter Dear, Revolutionizing the Sciences: European Knowledgeand Its
Ambitions, 1500-1700, 1-79
24 Nov Continued discussion of Dear, 80-170
Discussion of Roy Porter, The Enlightenment (2nd ed.)
1 Dec Third Essay Due[Topics]. Please attach a stamped self-addressed envelope,
if you wish me to return this third essay with comments and to indicate your marks
for the course.