California state university, san bernardino

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History 306: Early Modern Europe Robert Blackey

SB-210, T&Th, 4:00-5:50 pm Office & Phone: SB-343: 537-5550

Fall, 2011 Off.Hrs.: T&Th, 2:00-3:45 pm

[History Dept.: SB-327, 537-5524] e-mail:

Class web page:

Web page includes: • syllabus

• study questions

• Instructions for Answering IDs

• ID Worksheet

• 3 sample papers

• Quotations in History

• Multiple-Choice Tips

If we act only for ourselves, to neglect the study of history is not

prudent. If we are entrusted with the care of others, it is not just.

Samuel Johnson (1709-84)

J. P. McKay et al., A History of Western Society, Vol. B: From the

Renaissance to 1815, 10th ed. (2011)
P. Ziegler, The Black Death

N.Z. Davis, The Return of Martin Guerre

M. Ashley, Louis XIV and the Greatness of France

A. Farge & J. Revel The Vanishing Children of Paris: Rumor &

Politics before the French Revolution
To read without reflecting is like eating without digesting.

Edmund Burke (1729-97)

Sept 22 & 27 Italian Renaissance

(Th&T) McKay, pp. 367-85, 387-97; Ziegler

Sept 29 & Oct 4 Northern Renaissance

(Th&T) McKay, pp. 338-67, 385-87, 397-408, 442-70; Ziegler

Video Clip: “Nova”: European & Chinese ships compared

Oct 6 & 11 Reformation and Luther

(Th&T) McKay, pp. 406-22; Davis
Oct 13 & 18 Calvin and Catholic/Counter-Reformation

(Th&T) McKay, pp. 422-33; Davis

Oct 20 & 25 Europe of Charles V and Philip II

(Th&T) McKay, pp. 420-22, 470-75; Davis

Oct 27 & Nov 1 Dutch Revolt and French Wars of Religion

(Th&T) McKay, pp. 433-38, 511-16

***MIDTERM Tuesday, November 1

Nov 3 & 8 30 Years' War and Rise of French Absolutism

(Th&T) McKay, pp. 478-516; Ashley

Nov 10 & 15 16th- & 17th-Century Intellectual Developments; Enlightenment

(Th&T) McKay, pp. 518-41, 584-615

Nov 17 & 22 Enlightened Despotism; Background to the French Revolution

(Th&T) McKay, pp. 541-51, 552-82, 618-25; Farge & Revel

***Paper due: Thursday, November 17

Nov 29 & Dec 1 French Revolution and Napoleon

(T&Th) McKay, pp. 625-52; Farge & Revel

***FINAL Tuesday, December 6, 4:00-5:50 pm

A teacher affects eternity; he can never tell where his influence stops.

Henry Adams (1838-1919)

A. To become familiar with the history of Europe from the Renaissance to the French Revolution and Napoleon (c. 1300-1815).

B. To become familiar with the major themes, developments, and trends of the

period (e.g., development of individualism, rise of nation-states, advances in

science & technology, absolutism vs. constitutionalism, spread of religious diversity & tolerance, development of capitalism, changes in culture & society).

C. To become aware of and appreciate the differences in pace at which history proceeded among the various countries and regions of Europe.

D. To develop an appreciation for the diverse ways in which people of times past

E. To appreciate the meaning and significance of this historical period both as a

unique epoch and as it relates to the larger world and to the present.

F. To improve your ability to think historically, and to express that ability in class discussion and writing. Also, to be aware that thinking historically includes an appreciation for different and changing interpretations.

WRITTEN ASSIGNMENT: Each student will write a paper of between 3 & 4 typed pages (standard double spacing and font size [12], with one-inch margins all around). Choose any European who lived between 1300 and 1815 and do two things: explain what it is about the person and why you either admire (or respect, envy) or do not admire (or why you dislike or detest), or some combination of both admiration and dislike. Do not merely assert or describe what it is you admire, respect, etc.; in addition, explain the “what” by relating it to you personally! That is, do not simply summarize aspects of that person's life: you must do more than describe or identify what you admire (or dislike). You must also explain the why both by passing judgment on that person's life, ideas, experiences, and/or characteristics and by relating these to your own life and values (or to the experiences and values of others you have observed). Be specific about your own (or others') experiences and values that help you to form that judgment on the person you have chosen to write about. If your reactions to your historical figure are based on your beliefs and values, then you will need to explain why you hold those beliefs and values insofar as they relate to the judgments (admiration, lack of respect) you are passing. It might help to think in terms of picking someone you'd like to be (or not be)—and then elaborating on why—if you could be transported back in time. Devote about half the paper to the “what” and half to the “why”; you would also be wise to weave the two parts together as you write, going back and forth between them. This is not a research paper in the usual sense expected in history classes. Neither footnotes nor a bibliography are to be included. The only instance in which you would have to do any additional reading is if the person you choose to write about is insufficiently familiar to you.
The purpose of this assignment is to have you write and think critically without demanding additional reading, since the quantity and quality of the required readings are sufficient. An additional purpose is to encourage you to identify with a historical figure so you can develop and/or improve an appreciation for the value and utility of history. Still another purpose is to encourage you to be introspective, to have you examine your own life, values, and/or beliefs in relation to a historical figure and to nudge you to develop your thinking and reasoning in a way not usually called for. Therefore, much of your paper—especially the “why” portion—should be written in the first person.
You will be graded on the basis of how successfully you have conveyed an understanding of your historical figure as explained above. The paper is due on November 17 (please do not send your paper by e-mail); I do not appreciate late papers, so for every school day (i.e., Monday through Friday) the paper is late I will deduct one letter grade from the grade you would have received. Please feel free to discuss your paper with the instructor before completing it so as to make certain you understand the assignment. Also, on Reserve in the Library (& on the web site listed near the top of the first page of this syllabus) are a few sample papers to help guide you in your work; you would be wise to read some.

You can only really figure out what you think if you first put it on paper and then develop some distance from it. It has to be a part of yourself, but a part that you are willing to release from yourself. Most problems in writing come from the anxiety caused by the unconscious realization that what you write is you and has to be held out for others to see….Writing is not the transcription of thoughts already consciously present in [your] mind. Writing is a magical and mysterious process that makes it possible to think differently.

Lynn Hunt, historian, UCLA

Perspectives on History (February 2010)
On Written English: Your written assignment will not be downgraded because of a few comparatively unimportant errors or lapses in grammar or a misspelled word or two. Your work will be graded essentially on the quality of your ideas and how effectively they are presented (but that includes written English). The instructor will not be able to read first drafts (although you should allow enough time to re-read your paper a number of times and write several drafts as well, just as professional writers know they must do), but he will talk with you about your paper as often as you need and/or he will read an outline if you wish. For free writing help from a tutor, go to The Writing Center, University Hall 387.
On Plagiarism and Cheating: As per the University catalog: “Plagiarism is the presentation as one’s own, the ideas and writing of another. Plagiarism is academically dishonest and subjects the offending student to penalties up to and including expulsion. Students must make appropriate acknowledgments of the original source where material written or compiled by another is used.” I take this seriously; you should too, both because of reasons relating to being honest and true to yourself and because I want you to improve and grow.
EXAMS: The nature and scope of the exams will be discussed in class about a week before they are given. Under ordinary circumstances there will be no make-up exams. For "compelling" reasons, however, a make-up exam will be given (at the instructor's discretion), but you should contact the instructor (in person, or on the phone, or via voice mail or e-mail to leave a message) beforehand; however, only the instructor will decide if your reason is sufficiently compelling, although your having a doctor’s note—for illness—or a copy of a police report—for an accident—will help to make your case persuasive.
For suggestions to help you to improve answering multiple-choice questions, see “Multiple-Choice Tips” on the class web page.
For midterm multiple-choice questions, in reading and reviewing The Black Death, pay special attention to: (1) the conditions that contributed to the spread of the disease; (2) the various ways people reacted as the disease began to affect their town or region; (3) the effects and impact of the disease on Europeans. In reading and reviewing The Return of Martin Guerre, pay special attention to: (1) why Bertrande did not re-marry following Martin’s extended absence; (2) the reasons for the early success Pansette had in impersonating the real Martin; (3) why Pansette failed to sustain his impersonation of Martin; (4) why the real Martin finally returned.
For final multiple-choice questions, in reading and reviewing Louis XIV & the Greatness of France, pay special attention to: (1) Louis XIV’s successes and achievements; (2) the meaning of “divine right of kings”; (3) the results of Colbert’s economic policies; (4) the significance of the revocation of the Edict of Nantes (1685); (5) the results of the wars of the second half of Louis XIV’s reign; (6) the Peace of Utrecht (1713). In reading and reviewing The Vanishing Children of Paris, pay special attention to: (1) the main reason peasants flocked from the countryside to Paris; (2) who was believed, by the people of Paris, to be responsible for the disappearance of children; (3) the main reason, according to the people of Paris, for the disappearance of children; (4) the main circumstances under which the children were arrested; (5) the main concern of the judges in imposing penalties following the official inquiry into the uprisings of mid-18th century Paris.
ATTENDANCE: Although attendance will not be taken in class, your being there will not only be appreciated but it will also increase your chances of learning and of doing well. That is, there will most surely be material that is covered in class that is not covered in the required reading, and for exams you will be responsible both for what goes on in class and for what is in those readings. If you miss a class, be sure to get the notes from someone in the class; but someone else’s notes will never take the place of your being there to listen, to see all the projected images, and to participate yourself. Note: Your missing class frequently sends a message to your instructor that you don’t care about his course.
NOTE TAKING: I “give” a lot of notes; that is, students tell me they take a lot of notes in my classes. You may want to tape record the lecture (for your course-related use only) and then take notes from the tape; this will allow you to pay close attention in class—and to participate more easily in discussions—instead of trying to copy every word. Doing this will also provide you with constant and steady reviewing and studying. I do not give permission for the use of cell phone cameras.
LAPTOPS & CELL PHONES IN CLASS: May be used only for note taking, not for game playing, checking e-mail, instant messaging, texting, tweeting, or searching the Internet.
PAGERS, BEEPERS, CELL PHONES, I-PODS: Please turn them off before class begins.
STUDENTS WITH DISABILITIES: If you are in need of an accommodation for a disability in order to participate in this class, please let me know ASAP and also contact Services to Students with Disabilities at UH-183, (909) 537-5238.
DROPPING OR WITHDRAWING: Before you decide to drop or withdraw from any course, see University regulations and procedures in this quarter’s printed Class Schedule. If you simply stop attending any course, you will receive a grade of F.

A. My expectations of you: Although I do not expect this class to occupy all your time, I do expect you to give it serious and regular attention (i.e., several hours and days each week, and not just on the eve of exams or when the paper is due). If you have difficulty with any aspect of the course, please inform me immediately either in class or during my office hours; in fact, talk to me before a problem becomes serious (i.e., talking to me afterwards will inevitably make resolution more difficult).

To be too dissatisfied with ourselves is a weakness. To be too satisfied

with ourselves is a stupidity.

Madame de Sablé (1599-1775)

B. Your expectations of me: You can expect me (1) to do my best to challenge you intellectually and to make this course interesting, informative, and educationally profitable; (2) to grade exams and papers honestly and to return them promptly (i.e., my goal is always to get them back to you by the next class session); (3) to be available to you during my office hours and at other times I agree to; (4) to help you to improve your thinking and analytical skills and to add to your appreciation of the importance of history; (5) to be demanding and fair.

Can you love anyone without making him work harder? Can you do

your best for anyone without educating him?

Confucius (551-479 B.C.E.), Analects, Book XIII

FINAL GRADE: Midterm 25%

Written Assignment 25%

Final 50%
Class participation will help to support or raise a borderline grade. Do as well as you are able on the exams and assignment; it will not be possible to do any other work for “extra credit.”
Save all papers, reports, and exams returned to you; you will need them for pre-graduation assessment in the major (Hist 550).

All undergraduates who are enrolled in a teacher credential preparation major, such as History Track A, should see a faculty advisor for assistance in choosing courses from the most up-to-date version of the program and to make sure no unnecessary courses are taken.

Actually, seeing a faculty advisor in your major at least once a year is something every student should do.

He who by reanimating the old can gain knowledge of the new

is indeed fit to be called a teacher.

Confucius (551-479 B.C.E.), Analects, Book II

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