Fall Term, 2004-2005
All students should purchase:
Donald Kagan, Steven Ozment, and Frank Turner, The Western Heritage, vol. B.
(throughout the syllabus this work will be called the text. )
Benvenuto Cellini, Autobiography
Equiano, Olaudah, An Interesting Narrative ...
[Elizabeth von der Pfalz,] A Woman’s Life at the Court of the Sun King
Franklin, Benjamin, Autobiography
Glủckel von Hameln, Memoirs of Glủckel
Walter, Jakob, Diary of a Napoleonic Foot Soldier
Jean-Jacques Rousseau, Confessions
Turabian, Kate, A Manual for Writers of Term Papers, Theses, and Dissertations
(This book is your guide to format choices, citation procedures, and conventions of usage.)
1. The Renaissance - Text: 290-351
August 30 The Emergence of the State
September 1 The New Humanism
September 3 The Reconnaissance
2. The Reformation - Text: 352-86
September 6 The Protestant Eruption
September 10 Discussion - Cellini, Autobiography, 1-17, 24-40, 45-80, 90-110, 138-56, 169-230, 251-74, 289-305, 327-51, 391-402 [led by me]
3. The Era of European Crisis - Text: 389-415
September 13 The Thirty Years’ War
September 15 Spanish Recessional
September 17 The World of Cervantes, Montaigne, and Shakespeare
4. The Forging of
September 20 The Cardinalate
September 22 The Era of Louis XIV
September 24 Discussion - A Woman’s Life at the Court of the Sun King,, 1-18, 32-44, 54-68, 71-93, 106-30,
137-49, 184-200, 209-19, 234-50, 262-77 [led by Team 1]
5. The Creative Engagement: Part I - Text: 449-78
September 27 From Palestrina to Bach
September 29 From Handel to Beethoven
October 1 The Edge of Objectivity
(also due on this day is an OUTLINE for your research essay)
6. The Fabric of Life - Text: 514-28
October 4 Life and Death: Demography, Kinship and Work
October 6 Discussion: Gl_ckel’s Memoirs [led by Team 2]
October 8 HOUR EXAMINATION
7. The Forging of
October 11 OCTOBER BREAK
October 13 The English Revolutions
October 15 The
October 18 Sinew of Empire: The Slave Trade
October 20 Discussion - Equiano, Interesting Narrative [led by Team 3]
October 22 [abbreviated class: citation procedure]
9. The Fulcrum of Power Shifts Eastward - Text: 495-510
October 25 The
27 The Emergence of
29 The Odyssey of
10. Transformations of the Eighteenth Century - Text: 482-86, 528-47
November 1 The Warfare Society of the Eighteenth Century
November 3 The Beginnings of Industrialization
November 5 Discussion
11. The Enlightenment - Text: 572-79, 589-621
November 8 The Central Issues of the Enlightenment
November 10 The Anglo-American World Divides
November 12 Shakespeare to Goethe: Literature and the Making of Human Nature
12. The Creative Engagement: Part II - Text: 689-701
November 15 From Giotto to Tintoretto
November 17 From El Greco to Goya
November 19 Discussion - Rousseau, Confessions [led by several teams]
November 29 The Origins of the French Revolution
December 1 Efforts to Actualize Equality
December 3 **COURSE EVALUATION DAY (attendance will be taken)**
13. The French Empire - Text: 667-89
December 6 Napoleon
December 8 The Empires Strike Back (or: The Emperor Strikes Out)
December 10 Discussion: Walter, Diary of a Napoleonic Foot Soldier [led by Team 5]
December 13 Review Session
1. My regular office hours will be from 9:00 to 10:50 on Monday, Wednesday, and Friday. If those are not convenient, we can schedule a meeting for some other time. My office is Seitz 9. My home phone is 427-3155; my office extension is 5642.
2. Your grade will be based on three reaction papers, your contribution to discussions, one hour examination, one research essay, and one final examination in this course. Please note that you should submit an outline for your research essay on October 1. The hour examination is scheduled for October 8, and the research essay is due on December 6. You may choose which three of the seven books you write reaction papers on, but the papers must be submitted at class on the day of the discussion of the book. I will not accept late reaction papers. The reaction papers (in aggregate) count for 15% of the course grade (5% each), discussion counts for 15%, the hour examination counts for 20%, the research essay for 20%, and the final examination for 30%.
3. Starting with the second discussion day (September 24), responsibility for guiding the discussion and instructing the class about the discussion will lie with teams of students that I select. Every student will be a member of a team. Teams should prepare for their leadership responsibilities ahead of time. For more information, see point 7 below.
4. Plagiarism is the use and representation of someone else's work as one's own. It is the most serious offense that can be committed in an academic community. We are obliged to acknowledge our debts to the labors of others, and recourse to notes (footnotes or endnotes) is the most typical way of fulfilling that obligation. Kate Turabian's A Manual for Writers of Term Papers, Theses, and Dissertations gives wonderful advice on building notes and bibliographies. The Student Handbook contains a full discussion of plagiarism. Please read it. I will be glad to discuss any issues about plagiarism with any student.
5. If you have a physical, psychological, medical or learning disability that may impact your ability to carry out assigned course work, I would urge that you contact the Office of Disability Services at 5453. The Coordinator of Disability Services, Erin Salva (firstname.lastname@example.org), will review your concerns and determine, with you, what accommodations are appropriate. All information and documentation of disability is confidential.
6. I encourage the use of foreign languages in student research work. I realize that few students will be proficient at reading Dutch, French, German, Italian, Portuguese, Russian, Spanish, or Swedish, and so I'll be pleased to make significant adjustments in expectations if anyone wants to try to do some of the reading for the research essay in a language other than English. Please speak to me about the possibility if the prospect seems enticing.
7. Because I’m handling the
autobiographical readings differently this year, I want to say a bit more about
my plan. These seven readings are all
first-person explorations of life in early modern
For our first discussion (Cellini) I will follow a traditional pattern and lead the examination myself. For five of the remaining discussions (Elizabeth, Glückel, Equiano, Franklin, and Walter) I’ll assign the task of guiding our conversations to teams of students, with each team working out its own procedures for its hour. In the case of Rousseau – a long work – we’ll do something yet again different: I’ll divide the class into several teams, with the different teams responsible for presentations on different sections of the book.
I’m requiring each student to write essays on three of the seven books. (You have free choice on the three books you write on, but you may not write on the book your team is preparing to lead discussion on.) In each instance I’d like the essay to be no longer than three pages and address a particular question. Here is the list of questions you should respond to:
Benvenuto Cellini, Autobiography - In what ways does Cellini’s life embody elements of the Renaissance spirit?
Elizabeth von der Pfalz, A Life at the Court of the Sun King - For historians using first-person writings, what are the important differences between autobiographies and collections of letters?
Glückel von Hameln, Memoirs - What audience did Glückel have in mind for this work?
Olaudah Equiano ,Interesting Narrative - Should this work be regarded preeminently as an account of a man who secures his freedom or as the celebration of a man who found true religion?
Benjamin Franklin, Autobiography - In what ways
Jean-Jacques Rousseau, Confessions - How successful is Rousseau in fulfilling his goal of being completely honest about himself?
Jakob Walter, Diary - To what extent is this a work that can be trusted for accuracy?
Remember: a good historical essay makes each sentence count, advances a coherent argument, and supports that argument with evidence.