HIS 215: MODERN EUROPE I


North Island College Fall 2018

Meeting Time: T-Th, 1:00-2:20 pm

Meeting PlaceVillage N

Instructor: Dan Hinman-Smith

Office:  Village G6

Office Hours:  T-Th, 2:30-4:00 pm (or by appointment)

Office Phone: 250-334-5000, Extension 4024

Home Phone:   250-336-0238

Web-Site: http://www.misterdann.com/

E-Mail: dan.hinmansmith@nic.bc.ca


Books

Niccolo Machiavelli, Prince (Mineola, NY: Dover, 1992).

Paul Strathern, Death In Florence: The Medici, Savonarola And The Battle For The Soul Of Man (New York: Pegasus, 2016).

Dava Sobel, Galileo's Daughter: A Historical Memoir Of Science, Faith, And Love (New York: Walker, 2011).

Neil MacGregor, Germany: Memories Of A Nation (New York: Penguin, 2016).

Optional Textbook:  I have decided not to have a required textbook in HIS 215.  If you would like such a text for your own reference, possibilities include the following (each is also available in a combined volume that stretches to the contemporary era and thus could be used for both HIS 215 and HIS 216):

For HIS 215

Mark Kishlansky, Patrick Geary and Patricia O'Brien, Civilization In The West, Volume B, From 1350 To 1850 (New York: Pearson, 2007).  Check also at Abebooks.

Donald Kagan, Steven Ozment and Frank M. Turner, Western Heritage, Volume B, 1300-1815 (New York: Pearson, 2009).  Check also at Abebooks.

For Both HIS 215 and HIS 216

Donald Kagan, Steven Ozment and Frank M. Turner, Western Heritage, Combined Volume (New York: Pearson, 2009).  Check also at Abebooks.


Course Description

History 215 is offered as an introduction to the most significant trends in European history from the late Medieval era to the French Revolution.  It is not meant to be a comprehensive survey in which you are taught "all you need to know" but is designed to highlight several important issues loosely organized within a chronological framework.  We will be dealing with broad themes: the growth of commercial capitalism; the rise of the nation state; the impact of such intellectual movements as the Renaissance, the Reformation, the Scientific Revolution, and the Enlightenment; and the expansion of European power, commerce, and culture to the Americas, Asia, and Africa.  But we will also try to bring history back down to the personal level.  How did people create meaning in their own lives?  How did they shape their world, and how, in turn, were they shaped by events, by social structure, and by other people?  We will approach such questions through a mixture of lecture presentation, class discussion, reading, student research, slide shows, and video.


Learning Outcomes

1.  Explain the emergence of the early modern state system.

2.  Assess the changing role of religion in early modern society.

3.  Describe the positions of men and women in early modern society.

4.  Analyze the structure of society in the early modern period.

5.  Analyze the strength of the principal status groups at various times during the early modern period.

6.  Explain the impact of intellectual developments (for example the scientific revolution and the enlightenment) on early modern society.

7.  Trace the economic history of early modern Europe.

8.  Describe the differences (where they exist) between eastern and western Europe between 1450 and 1800.

9.  Account for the French Revolution.


Tentative Class Schedule

Week 1

Thursday, September 6

a)  Course Introduction


Week 2

Tuesday, September 11

a)  Lecture: Europe 1492

Viewing Assignment:

  "Reconquest," Episode 2, Blood And Gold: The Making Of Spain, BBC, 2015 (52 mins.).

Thursday, September 13

a)  Video: Episode from Michael Wood's Conquistadors Series, PBS (2000) [60 mins.]

Reading Assignment:

Roger Crowley, "The First Global Empire," History Today, 65 (October 2015): 10-17.

Optional Listening:

Episode 1, "The Invention Of Spain," BBC Radio 4, August 24, 2015 (30 minutes).

"Cordoba's Mosque-Cathedral," Heart And Soul, BBC World Service, April 24, 2016 (27 mins.).

Optional Reading:

Shira Rubin, "Five Centuries After It Kicked Them Out, Spain Welcomes Back Sephardic Jews," New Republic (May 20, 2015).


Week 3

Tuesday, September 18

a)  Discussion: Age Of Discovery -- The Renaissance And Our Disruptive Age

b)  Finish Lecture: Europe 1492

Listening Assignment:

  "What The Renaissance Can Teach Us About Trump And Our Disruptive Age," Current, CBC, September 6, 2016.

"What The Renaissance Can Teach Us About Our Disruptive Age, Part 2," Current, CBC, September 7, 2016.

Optional Reading:

Browse extensively in Age Of Discovery Discussion Topic

Thursday, September 20 

a)  Discussion: Machiavelli's The Prince

b)  Start Video: "Medici: Godfathers Of The Renaissance" (PBS, 2003) [220 mins.]

Reading Assignment:

Niccolo Machiavelli, The Prince (A number of copies of The Prince are available at the bookstore for $4.  If you are unable to get one of those copies, I recommend reading W. K. Marriott's translation of Machiavelli's treatise on-line.

Mini-Exercise:

Complete the How Machiavellian Are You Quiz

Viewing Assignment:

  "Who's Afraid Of Machiavelli?," Imagine, BBC, 2013.


Week 4 

Tuesday, September 25

a)  Discussion: Travels With Vasari

b)  Lecture:  The Italian Renaissance (1)

Viewing Assignment:

  "Travels With Vasari, Part 1," BBC, 2008:  Andrew Graham-Dixon's marvelous encounter with the Lives of the Artists.

"Travels With Vasari, Part 2," BBC, 2008.

Optional Listening:

Episode 1, "The Invention Of Italy," BBC Radio 4, August 31, 2015.

Optional Reading:

Browse extensively in Venice Ghetto At 500 Discussion Topic

Stephen Bowd, "Jews And The Renaissance," History Today, 63 (August 2013): 31-38.

Thursday, September 27

a)  Student Mini-Presentations:  Web-Site Workshop

b)  Journal Workshop

c)  Lecture: The Italian Renaissance (2)

Preparing For The Class:

Follow the instructions at the Web-Site Workshop page

Optional Viewing:

Watch one hour or more from at least one of the following Andrew Graham-Dixon series


Week 5

Tuesday, October 2

a)  Video: "Martin Luther" (PBS, 2002) [110 mins.]

Thursday, October 4

a)  Discussion: Death In Florence

b)  Finish Video: "Martin Luther" (PBS, 2002) [110 mins.]

Reading Assignment:

Paul Strathern, Death In Florence: The Medici, Savonarola And The Battle For The Soul Of Man


Week 6

Tuesday, October 9

a)  Discussion:  How Martin Luther Invented The Modern World

b)  Lecture:  "The Egg That Luther Hatched": The Reformation (1)

Listening Assignment:

"How Martin Luther Invented The Modern World," Ideas, CBC, November 29, 2017.

Thursday, October 11

a)  Introduce Faces Assignment

b)  Lecture:  "The Egg That Luther Hatched": The Reformation (2)

Viewing Assignment:

"An Introduction To The Protestant Reformation," Khan Academy, 2013:

Setting The Stage, Part 1 (8 minutes)

Martin Luther, Part 2 (11 minutes)

Varieties Of Protestantism, Part 3 (8 minutes)

The Counter-Reformation, Part 4 (10 minutes)

Optional Listening:

  "The Jesuits," In Our Time, BBC Radio 4, January 18, 2007 (45 minutes).

***First-Half Journal Due


Week 7

Tuesday, October 16

a)  Reformation Slides

b)  Discussion: Reformation At 500

c)  Luther, Ignatius, Or Calvin?

d)  Lecture: The Wars Of Religions In Europe, 1555-1648

Reading Assignment:

Browse extensively in Reformation At 500 Discussion Topic

Optional Listening:

"St. Bartholomew's Day Massacre," In Our Time, BBC Radio 4, November 27, 2003 (45 minutes).

  "A Peasant Vs. The Inquisition: Cheese, Worms And The Birth Of Micro-History," Ideas, CBC, March 21, 2017 (54 minutes).

Thursday, October 18

***Class Cancelled


Week 8

Tuesday, October 23

a)  Discussion: Early Modern Spain In The News

b)  Lecture: "One Monarch, One Empire, One Sword": Spain's Golden Age

Reading Assignment:

Browse extensively in Early Modern Spain In The News

Optional Listening:

  "From Tolerance To Tyranny," Ideas, CBC, February 20, 2017 (54 minutes).

Thursday, October 25

a)  Lecture: The World Turned Upside Down -- The English Civil War (1)

Reading Assignment:

John Rees, "Through The Glass Darkly," History Today, 68 (August 2018): 71-77.

Optional Viewing:

  "Roundhead Or Cavalier -- Which One Are You?," BBC Four, 20125 (58 minutes).

  "Shakespeare's Mother: The Secret Life Of A Tudor Woman," BBC Four, 2015 (59 minutes).

Optional Listening:

  "The Trial Of Charles I," In Our Time, BBC Radio 4, June 4, 2009.


Week 9 

Tuesday, October 30

a)  Video: "Galileo's Battle For The Heavens" (NOVA, PBS, 2002, 120 minutes)

Thursday, November 1

a)  Lecture: The World Turned Upside Down -- The English Civil War (1)

b)  Discussion: Galileo's Daughter

Reading Assignment:

Dava Sobel, Galileo's Daughter: A Historical Memoir Of Science, Faith, And Love


Week 10

Tuesday, November 6

a)  Discussion:  Russia And The Curse Of Geography

b)  Lecture: The Measure Of All Things -- The Scientific Revolution (1)

Reading Assignment:

Tim Marshall, "Russia And The Curse Of Geography," Atlantic (October 31, 2015).

Optional Listening:

  "Stargazing: Copernicus' Heavenly Spheres," Compass, BBC World Service, August 27, 2017 (27 minutes).

Thursday, November 8

a)  Discussion: Russian Statues

b)  Lecture: The Measure Of All Things -- The Scientific Revolution (2)

Reading Assignment:

Browse extensively in Russian Statues Discussion Topic

Optional Viewing:

  "Reinventing Russia," Episode 1, Lucy Worsley's Empire Of The Tsars, BBC Four, 2016 (59 minutes).

Optional Listening:

"The Building Of St. Petersburg," In Our Time, BBC Radio 4, April 23, 2009.

***Faces Assignment Due


Week 11

Tuesday, November 13

a)  Video: "The French Revolution," History Channel (2005) [100 mins.]

Thursday, November 15

a)  Finish Video: "The French Revolution," History Channel (2005) [100 mins.]

b)  Discussion: The Great Cat Massacre

c)  Lecture: Of Sun Kings And Enlightenment (1)

Reading Assignment:

Robert Darnton, "Workers Revolt: The Great Cat Massacre Of The Rue Saint-Severin" (1984).


Week 12

Tuesday, November 20

a)  Lecture: Of Sun Kings And Enlightenment (2)

b)  Discussion:  Heroes Of The Enlightenment

Viewing Assignment: [Watch at least two of the following]

Episode 1, "Birth Of Empire: The East India Company," BBC, 2014 (52 minutes).

  "Power Of Knowledge," Episode 1, Heroes Of The Enlightenment, BBC Worldwide, 2011 (52 minutes).

"Changing Society," Episode 2, Heroes Of The Enlightenment, BBC Worldwide, 2011 (52 minutes).

Optional Listening:

  "The Encyclopedie," In Our Time, BBC Radio 4, October 26, 2006 (45 minutes).

Thursday, November 22

a)  Introduce Symbols Of The French Revolution

b)  Lecture: "It Was The Best Of Times, It Was The Worst Of Times": The French Revolution (1)


Week 13

Tuesday, November 27

a)  Introduce Final Exam

b)  Discussion: Germany -- Memories Of A Nation

Reading Assignment:

Neil MacGregor, Germany -- Memories Of A Nation

Thursday, November 29

a)  Discussion:  What Was Revolutionary About The French Revolution?

b)  Lecture: "It Was The Best Of Times, It Was The Worst Of Times": The French Revolution (2)

c)  Symbols Of The French Revolution Workshop

Reading Assignment:

Robert Darnton, "What Was Revolutionary About The French Revolution?," New York Review Of Books (January 19, 1989).


Week 14 

Tuesday, December 4

a)  Discussion:  Symbols Of The French Revolution

Reading Assignment:

Browse extensively in Symbols Of The French Revolution Discussion Topic

Optional Viewing:

  "The French Revolution: Tearing Up History," BBC Four, 2014 (59 minutes).

Thursday, December 4

a)  Course Wrap-Up and Final Exam Review

b)  [If Time] Video:  "David," Simon Schama's Power Of Art, BBC (2007) [50 mins.]

***Second-Half Journal Due


***Final Exam Date TBA


Evaluation

First-Half  Journal 

25%

Second-Half  Journal 

25%

Faces Assignment 20%

Final Exam

20%

Class Participation

10%


a)  Journal (50%)

The student journal is the main assignment in this class.  The purpose of the journal is to provide you the opportunity for frequent thoughtful, analytical and personal commentary upon course-related material.  The advantages of the journal, to my mind, are that it breaks work down into regular and manageable chunks, and that in enables you to seize hold of the curriculum in a way which reflects your own interests and style.

The journal will be graded in two installments.  It will be due just before the mid-point of the semester.  This installment will count for 25% of the course grade.  The journal will then again be due at the end of the semester.  This installment will also contribute 25% towards the course grade.

In order to give you a basic structure and to clearly communicate my expectations, I will specify certain mandated entries and suggest a format for some responses.  However, while it is required that all work in the journal be your own original writing, you are encouraged to be imaginative in your own investigation and analysis of the core curriculum and of Early Modern European History more generally.  Part of the logic of the journal is that it provides you with some space to pursue topics of particular interest.

The embedded tension within the assignment between structure and flexibility is deliberate.  The entries will, no doubt, vary in format, length, and quality.  Do not hesitate to take risks and to express your own opinion.  It's fine if some entries read more like summary than analysis; it can be helpful to put what you have learned from an article or a video into your own words.  This is an assignment designed to encourage and to reward extensive student effort and learning.  My expectation is that a good-faith approach to the course will lead to success.

I recommend that each Journal installment be at least 12 double-spaces in length and include a minimum of six entries.


b)  Faces Assignment (20%)

This assignment will ask you to research assorted significant figures from world history and then to portray each through in over-sized bubblegum card biographical format.


c)  Final Exam (20%)

The final exam will ask you to write a small series of mini-essays that analytically compare and contrast related historical figures and terms.


d)  Class Participation (10%)

The class participation grade will be based upon attendance; pre-class preparation; and the willingness to contribute thoughtfully to full-class and small-group discussion.  Although attendance is not required, I will take roll, and those who are not in class regularly will receive a poor grade for this component of the course.  I would like to encourage a classroom environment in which all are eager to share their ideas and in which lectures are accompanied by thoughtful dialogue.

Assigning class participation grades can be quite arbitrary.  When I assign participation grades at the end of the semester, I place each student in one of three following categories:

1)  Regular class attendance and excellent class participation.

2)  Regular class attendance and  fully satisfactory class participation.

3)  Irregular class attendance and preparation.

Those in Category 1 receive top participation grades.  Those in Category 3 receive poor participation grades.  Those in Category 2 are most likely to receive no specific participation grade but rather have the 90% total for their written work pro-rated to a 100% scale (in some cases the participation component may help a Category 2 student's final grade but in no instance will it lower the final grade).  Thus,  shy students are not penalized for class participation so long that they attend faithfully and I need only to distinguish between strong, satisfactory and weak participation rather than attempt to make fine distinctions.


A Note On Plagiarism

Everything that you hand in should be your original work unless otherwise indicated.  Violations of this policy may result in failing an assignment or the course in its entirety.  Please talk to me if you have any uncertainty  about what is permitted here.


Related Policy

Community Code of Academic, Personal and Professional Conduct (3-06)

Sexual Violence and Misconduct Policy (3-34)

Evaluation of Student Performance Policy (3-33)

Student Complaint Resolution Policy (3-31)

Student Appeals Policy (3-30)

Instructional Accommodation and Access Services for Students with Disabilities (3-17)

Course Outline Policy (3-35)

Grading System (4-41)


Welcome To The Course

 

 

free
web stats