Please Note: This Class Syllabus is an important step in updating the format of our distance courses. If for any reason the Class
Syllabus does not match the print Course Guide or online course information, the Class Syllabus shall be taken as correct.
CLASS SYLLABUS
COURSE TITLE:
Europe to Modern Age 1348 to 1789
COURSE CODE:
HIST 121.3
TERM:
Summer 2015
COURSE CREDITS:
3
DELIVERY:
Online
COURSE SECTION:
W02
START DATE:
June 25, 2015
END DATE:
August 11, 2015
Course Description
The Black Death; Renaissance and Reformation; The Wars of the Seventeenth Century; The
rise of Modern Science; The Agricultural Revolution; The Enlightenment.
Note: Students with credit for HIST 112, HIST 120, or INTS 101.12 may not take this course for
credit.
Attention: A maximum of nine credit units of 100-level HIST may be taken for credit. A
maximum of six credit units may count toward a History major or minor. The additional three
credit units will count as a junior elective in Requirement 7.
Course Objectives
Throughout this course our goal is to help you do the following:
•
Develop a broad chronology of events that occurred between the beginning of the fourteenth
and the end of the eighteenth centuries.
•
Identify the principal people and ideas behind these events.
•
Identify the major trends in political, social, cultural, religious, and intellectual development.
•
Appreciate that change is affected by many diverse causes.
•
Demonstrate that, within change, there is also continuity.
•
Explain the origins of contemporary social structures.
•
Recognize both the differences and similarities between the European past and
contemporary society.
April 1, 2015 gm ck pk cb
HIST 121.3 – Europe to Modern Age 1348 to 1789
Course Overview
This course will begin briefly with Rome, showing how it became an Empire, succumbed to civil
war for a century, only to finally stabilize in the Golden Age of Augustus. It will look at what
characterized Roman rule, for it so much set a standard, with its thousand-year Empire, those
who later led the Renaissance (1350-1550), wanted to give rebirth to the very values the
Romans emulated. The course will look at the Middle Ages that gradually emerged when Rome
fell in the West in 476, before examining how the Hundred Years War (1337-1453), the Black
Death (1347-1351), the Babylonian Captivity (1309-1377) and the Great Western Schism (13781417), brought such crisis to this Medieval Society, that the Renaissance slowly but steadily
superseded it. The course will examine what was overthrown in the Scientific Revolution (15431687), just as it will look at what was challenged in Reformation. It will especially examine what
it meant that the age of belief, was called into question by those who led the Enlightenment
(1715-1789), as they looked to very much bring about, an age of reason. After all, one must
realize, that the questioning of the monarchy, aristocracy and clergy, throughout the 18th
Century, led for a time, to the abolition of all three, even the execution of the King and Queen of
France, in the French Revolution that began in 1789.
Your Instructor
Contact Information
Dr. Clay Burlingham
University of Saskatchewan
Department of History
Office: 257 Arts
Tel: 306-230-8344
Email: [email protected]
Office Hours
I will be available each Wednesday afternoon from 3:00-5:00 p.m. for live chat within
Blackboard. Also feel free to contact me by email; most often I can reply quite soon, but for sure
within a 24 hour period, of when you sent your email.
Profile
My name is Clay Burlingham and I have lectured at the University of Saskatchewan for twenty
years. I have taught a wide variety of classes, ranging from the French Revolution, to the
Russian Revolution, and from the rule of Louis XIV, to the making of Mussolini, Stalin and Hitler.
I have tended over the years, to shape the face-to-face courses, around individuals who
possessed power, for they shaped the society they ruled. I have a Doctorate, was born in
Saskatchewan, and have lived much of my life in Saskatoon. At the same time, I have traveled
a great deal, not only visiting Europe on numerous occasions but actually living in Italy for four
years. Daily I walked among the ruins of the world Rome once ruled, and visited many of the
places we will study this term. To have seen Versailles, Chartres, Fontainebleau, the Louvre,
National Gallery, and Westminster Abbey helps me to make each more real to you.
Take for example, the city of Compiègne, which is about forty minutes by train from Paris. It was
here where Joan of Arc was captured in 1430. The same Church where she prayed the day of
her capture still stands, and the reason she was captured was because those who controlled
the gates of the city, closed them that night before she could re-enter, and with that she was
taken prisoner by the Burgundians, who later handed her over to the English who tried then
executed her. This city was also where Louis XV went to hunt, so when Marie Antoinette first
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HIST 121.3 – Europe to Modern Age 1348 to 1789
made her way to Paris in 1770, to marry the future Louis XVI, it was at this city where she made
her first stop in France, to meet the current King. Even Napoleon Bonaparte spent forty days at
the palace in Compiègne, although the 900-room palace at Fontainebleau was his favorite. In
World War II, it was also a center of Nazi power, once France was defeated by Germany on
June 22, 1940. It is a city, which holds much history, and one, which speaks much about several
periods. Yet it is just one of many in France, but one that can be better brought alive if seen. I
have also studied several languages. This helps not only in terms of the research work done in
Europe, but equally in showing classes just how much our English language remains deeply
rooted in both Greek and Latin, with diagnosis, coming from the two Greek words, that mean,
“through knowledge”, and obvious, coming from two Latin words,(ob viam) meaning “on the
road”. Thus, while one receives a diagnosis from a doctor who has knowledge of both the body
and the threats to it, one recognizes a friend, in passing that person on the road, since such
makes it obvious who it is.
Required Resources
Readings/Textbooks
1. Machiavelli, Niccolò. (1992). The Prince. 2nd edition. Norton Critical Edition.
ISBN: 978-0-393-96220-8.
2. McKay, John. (2010). A History of Western Society. 11th edition, Houghton and Mifflin.
ISBN: 9781457615139.
3. Perry, Marvin. (2014). Sources of the Western Tradition, Volume 2. 9th edition, Houghton
Mifflin. ISBN: 978-1-133-93528-5.
4. Rampolla, Mary Lynn. (2012) A Pocket Guide to Writing in History. 7th edition,
Bedford/Martin’s. ISBN: 978-0-312-61041-8.
Textbooks are available from the University of Saskatchewan Bookstore:
www.usask.ca/consumer_services/bookstore/textbooks
Class Schedule
July 17-20 University Breaks
Week
Evaluation Due
Date
Module
Readings
Module 1 - Rome:
From Republic to
Empire
• Read Chapters 5, 6 and pp. 188-192 of
Chapter 7 and pp. 232-241 of Chapter 8 in
A History of Western Society.
June 25-29.
• Read Chapters 9, 10 of A History of
Western Society.
June 29-July 2.
Post answers to
Discussions
Questions for
either of first two
Modules during
week.
Module 2 - The
Feudal World of the
Middle Ages
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HIST 121.3 – Europe to Modern Age 1348 to 1789
Module 3 - Medieval
Civilization: Causes
of its Collapse
• Read Chapter 11 of A History of Western
Society.
July 2-6.
Module 4 - The
Renaissance: Rome
Reborn
• Read Chapter 12, pp. 356-383 of A
History of Western Society.
• Chapter 1, of Sources of the Western
Tradition, pp. 2-13.
July 6-9. Post
answers to
Discussion
Questions for
either Modules 3
or 4 during week.
Module 5 - The New
Monarchs: Control
and Conquest
• Read Chapter 12, pp. 383-387 and
Chapter 14 of A History of Western
Society.
July 9-13.
• Read Chapter 13, pp. 390-417 and pages
13-17 of Sources of the Western Tradition.
July 13-16. Post
answers to
Discussion
Questions for
either Module 5
or 6 during week.
Module 6 - The
Reformation and
Counter Reformation
Module 7
Module 8 Calvinism,
Catholicism and the
Age of Religious
Wars
Module 9 - France
and England:
Absolutism vs.
Constitutionalism
Module 10 - Prussia
and Russia: The
Absolutism of the
East
Module 11 - The
Agricultural
Revolution
Module 12 - The
Scientific Revolution,
1543 – 1687
University Break July 17-20.
• Read Chapter 13, pp. 417-422 of A
History of Western Society.
• Read Chapter 15, pp. 462-478; 489-496 of
A History of Western Society.
• Chapter 1, pp. 18-25 of Sources of the
Western Tradition.
• Read Chapter 15, pp. 478-487 of A
History of Western Society.
• Read Chapter 17 of A History of Western
Society
• Read Chapter 16, pp. 502-516 of A
History of Western Society; Chapter 2 of
Sources of the Western Tradition
Midterm Exam—
July 16—Two
hours—done
online.
July 21—July 24.
July 24-27. Post
answers to
Discussion
Questions for
either Module 8
or 9 during week.
July 27-30.
July 30-August 3.
Post answers to
Discussion
Questions for
Modules 10 or 11
during week.
August 3-7.
Essay due—
August 11.
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HIST 121.3 – Europe to Modern Age 1348 to 1789
Module 13 - The
Age of
Enlightenment: A
Revolution in
Thought
FINAL EXAM
• Read Chapter 16, pp. 516-524
of A History of Western Society.
• Chapter 3 of Sources of the Western
Tradition.
August 7-August
11. Post answers
to Discussion
Questions for
either Modules 12
or 13 during
week.
Exam done Online
August 14, 2015
Note: If for any reason the Class Syllabus Reading List does not match the Module Reading
List, the Class Syllabus shall be taken as correct.
Grading Scheme
Essay
25%
Mid-term examination
20%
Final examination
35%
Class participation (On-going)
20%
Total
100%
Information on literal descriptors for grading at the University of Saskatchewan can be found at:
http://students.usask.ca/current/academics/grades/grading-system.php
Please note: There are different literal descriptors for undergraduate and graduate students.
More information on the Academic Courses Policy on course delivery, examinations and
assessment of student learning can be found at: http://policies.usask.ca/policies/academicaffairs/academic-courses.php
The University of Saskatchewan Learning Charter is intended to define aspirations about the
learning experience that the University aims to provide, and the roles to be played in realizing
these aspirations by students, instructors and the institution. A copy of the Learning Charter can
be found at: http://policies.usask.ca/documents/LearningCharter.pdf
Evaluation Components
CCDE Writing Centre - Quality writing help for free! Anyone taking a distance class (online, independent studies, televised, or multi–mode delivery)
administered by the CCDE can use this free service. The Writing Centre provides tools and
support to help you write effective essays, reports, or reviews. Simply submit a project draft, and
a qualified tutor will assess your work and offer advice to improve your project. Contact the
CCDE Writing Centre at http://www.ccde.usask.ca/writing For this course, you are required to complete an essay, write a mid-term exam and a final exam,
as well as make weekly posts that answer the Discussion Questions in each Module.
You will find detailed instructions of your assignments within Assignments and Grades. You will
find exact due dates for each assignment in the WebCT calendar. Be sure to submit your
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HIST 121.3 – Europe to Modern Age 1348 to 1789
essays on time! Late essays present a significant problem for both the student and the instructor
and will be penalized by 1% per day unless prior arrangements have been made.
HIST 121.3 (W sections): Essay
Value: 25% of final grade
Due Date: See Class Schedule
Description: Detailed description of assignment expectations and procedures are available in
the online course.
HIST 121.3 (W sections): Class Participation (ongoing)
Value: 20% of final grade
Due Date: Ongoing
Description: Detailed description of assignment expectations and procedures are available in
the online course.
Midterm Examination
Value: 20% of final grade
Due Date: See Class Schedule
Description: An online, two-hour examination. A detailed description of Exam expectations and
procedures are available in the online course.
Final Examination
Value: 35% of final grade
Date: See Class Schedule
Description: An online, three-hour examination.
An email will be sent to all students a week prior to the exam, describing the format. The usual
exam format is a combination of paragraph length answers in Part A and essay-type questions
in Part B. The course textbooks are the primary source of information for the exam.
Assignment Guidelines
Be sure that you read the weighting and grading of requirements and guidelines for submitting
assignments before preparing your assignments and final paper.
Carefully read the instructions below so that you know what is expected in each assignment.
Each assignment must be written in the format specified in the assignment.
1. Assignments must be typed and double-spaced. Leave one-inch margins on all sides to
allow for instructor comments. Your assignments must be submitted electronically using the
"submit assignment" function.
2. Follow the instructions for each assignment very carefully to ensure that you have included
everything that is expected of you. Check to see that you have the required number of
pages or words as set out in the instructions.
3. Proofread your assignments to ensure proper mechanics and that you have included
everything that is expected of you.
4. Plagiarism is a serious offense. If you use resources (books, discussions with others, etc.),
cite your sources. Failure to do so is plagiarism. You are expected to have read and
understood the University of Saskatchewan's Guidelines for Academic Conduct.
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HIST 121.3 – Europe to Modern Age 1348 to 1789
5. If you think that your assignment will be late, contact your instructor well in advance of the
assignment due date. Instructors will deduct marks for late assignments if you have not
made alternative arrangements.
6. You are responsible for seeing that your assignments are submitted as instructed. Do not
rely on others to submit your assignments for you. Always keep a copy of your assignments.
Students with Disabilities
If you have a diagnosed disability (learning, medical, physical, or mental health), you are strongly
encouraged to register with Disability Services for Students (DSS). In order to access DSS
programs and supports, you must follow DSS policy and procedures. If you suspect you may
have a disability, contact DSS for advice and referrals. For more information,
see http://www.students.usask.ca/disability/ or contact DSS at 306-966-7273 or [email protected].
Integrity Defined (from the Office of the University Secretary)
“Integrity is expected of all students in their academic work – class participation, examinations,
assignments, research, practica – and in their non-academic interactions and activities as well.”
(Office of the University Secretary)
It is your responsibility to be familiar with the University of Saskatchewan policies and
procedures. More information is available
http://www.usask.ca/secretariat/student-conduct-appeals/IntegrityDefined.pdf
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HIST 121.3 – Europe to Modern Age 1348 to 1789
Module Objectives
Module 1: Rome: From Republic to Empire
1. Explain how the Romans came to rule the Mediterranean.
2. Outline what led to the Roman Civil War that pitted the patrician senators against
generals of a standing army who claimed to defend the plebian interests of the Roman
people.
3. Understand what the Principate of Augustus represented in terms of peace, culture and
the centralization of the state.
4. Explain what led to the fall of Rome in the West in 476.
Module 2: The Feudal World of the Middle Ages
1. Explain the division of Medieval Society into those who prayed, those who fought and
those who worked.
2. Describe the difference between the peasant and the serf.
3. Explain the relationship between feudalism and manorialism.
4. Explain how war was fought when there was no permanent army.
5. Be able to explain how the creation of the state meant a monarch using that state to gain
control over law, justice, taxation and war.
6. Explain what the Holy Roman Empire was, along with who ruled over it.
Module 3: Medieval Civilization: Causes of its Collapse
1. Explain the nature and impact of the Bubonic Plague, for it shook the very foundations of
the society it struck and it is crucial to see why such was so.
2. Outline the causes and course of the Hundred Years War (1337-1453). Be able to show
how support from the French nobility enabled the English to continue fighting in France.
3. Understand the two crises that profoundly affected the Catholic Church throughout the
1300s.
4. Explain how the Conciliar Movement grew in reaction to the Schism.
5. Be able to show examples of Vernacular Literature.
Module 4: The Renaissance: Rome Reborn
1.
2.
3.
4.
5.
Explain why the Renaissance began in Florence, Italy.
Understand the significance of Italy being divided into five major city-states.
Explain the secularism, individualism and humanism of those who led the Renaissance.
Understand the impact of the Renaissance on art.
Be able to explain how the Renaissance changed when it moved North to England
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HIST 121.3 – Europe to Modern Age 1348 to 1789
Module 5: The New Monarchs: Control and Conquest
1. Identify the New Monarchs in France, England and Spain, showing clearly how each
centralized power in the hands of the crown.
2. Show the role of the New Monarchs in the Age of Discovery.
3. Be able to relate Machiavelli’s ideal of a prince, to the ideal established by the New
Monarchs.
4. Be able to explain how Portugal began the Age of Discovery with the capture of Ceuta,
Morocco.
5. Understand especially the role of Spain in the shaping of the Americas.
Module 6: The Reformation and Counter Reformation
1. Identify the component parts of what the Perry text calls the Lutheran Reformation.
2. Be able to discuss the social impact of Luther’s beliefs.
3. Show how Henry VIII established a National Anglican Church in England, in his rejection
of Papal power.
4. Trace the difference between Reformation and Baroque art and architecture, showing
especially why the Baroque style was adopted by the Catholic Counter Reformation.
5. Explain how the Council of Trent came to revitalize Catholicism as well as respond to
Protestantism.
6. Show how Luther not only affected German territory politically, but also gave rise to
other Protestant faiths.
Module 7: Midterm Exam
Module 8: Calvinism, Catholicism and the Age of Religious Wars
1. Be able to explain why the French Civil War began in 1562, and how it developed until
its end in 1598.
2. Explain why the Spanish Netherlands revolted against Philip II, and how the Spanish
King was able to reconquer the Southern ten of the total of seventeen provinces.
3. Explain the strategy behind Philip II’s sending of the Spanish Armada.
4. Trace why there were several stages to the Thirty Years War.
Module 9: France and England: Absolutism vs. Constitutionalism
1. Be able to show what Absolutism was, along with how it developed in France, between
the reign of Henry IV (1589-1610) and Louis XIV (1643-1715).
2. Explain the role of Jean Baptiste Colbert in financing the building of Versailles through
the establishment of the economic policy of mercantilism.
3. Outline what Louis XIV did to make himself absolute.
4. Explain the process in England that led to the exact opposite of what occurred in France,
for in England Divine Right Monarchy was defeated in stages throughout the
seventeenth century, then definitively in the Glorious Revolution of 1688-89.
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HIST 121.3 – Europe to Modern Age 1348 to 1789
Module 10: Prussia and Russia: The Absolutism of the East
1. Be able to explain how the pattern of the development of Absolutism in the East was
fundamentally different from the pattern of the West.
2. Outline the growth of Absolutism in Brandenburg-Prussia.
3. Be able to explain in what ways Russia was cut from the rest of Europe prior to the
reforms of Peter the Great.
4. Be able to outline the reforms of Peter the Great in terms of the westernization of
Russia.
Module 11: The Agricultural Revolution
1. Explain how the Enclosure movement completely transformed how farming was done in
England.
2. Show why both the Netherlands and England were the two countries where the
Agricultural Revolution flourished.
3. Explain how the Cottage Industry not only enabled capitalism to grow but also prepared
the way for the factory system.
4. Outline what inventions made the Textile industry become the driving force behind the
Revolution in Industry.
5. Show how the growth in Industry was related to the development of trade, and especially
the slave trade.
Module 12: The Scientific Revolution, 1543 – 1687
1. Contrast the Aristotelian and Copernican views of the universe.
2. Trace how Galileo’s use of the telescope helped to prove the Copernican view of the
universe to be correct.
3. Show the significance of Kepler’s three laws.
4. Outline how Newton’s discovery of gravity finally dispensed with the need for the circles
to hold the planets in place.
Module 13: The Age of Enlightenment: A Revolution in Thought
1. Explain what led to the Enlightenment.
2. Show an understanding of the goals of those who led the Enlightenment.
3. Outline the fundamental difference between Divine Right Absolutism and Enlightened
Absolutism.
4. Examine both the popularization of Enlightenment ideas as well as their impact on
French Society in particular.
Acknowledgements
Course Author(s)
This course was originally developed by Caroline Cottrell and revised by Clay Burlingham in
2006. The purpose of the revisions was to better fill in what the text does not cover adequately.
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