In this course, we will explore the transformations that laid the foundations of European modernity between c. 1500 and c. 1800.  In this era, violent religious conflict forced Europeans to seek new ways of establishing political, social, and cultural order, daily life was transformed by the gradual development of capitalism and more powerful states, and Europeans engaged more fully with the non-European world than ever before.  All of these changes significantly modified the ways in which Europeans understood themselves and the worlds in which they lived.  We will explore these topics by examining the ways in which historians have attempted to recover the lost worlds of early modern Europe and analyzing sources from those worlds.  

The course is run as a discussion seminar in which we will collectively examine and explore the course readings.  Your regular preparation and active participation are essential to making the course work well.

A Note on How We Should Approach this Semester


Most generally, I am committed to the principle that my aims as an undergraduate history instructor should be to push (and to help) you to develop the skills, capacities, and modes of interpretation and understanding that will allow you to engage critically with the human past, the traces it has left, the ever-renewing knowledge we have of it, and its meanings for our present.  My role is that of a ‘coach,’ not a performer playing a show or a talking head telling you what’s what (although sometimes I will suggest my understandings of that too).  With this approach, you will without doubt learn more and develop abilities that are useful in other settings more fully than if I simply lectured and asked you to repeat that material on exams, and you will likely find what we do more interesting too. However, for this approach to work, we all need to commit ourselves to meeting the following expectations:

1. Do the course reading (and especially the discussion reading) on a timely basis. You absolutely must complete it before the class in which we are discussing it and (if relevant) the deadline for making a related forum post (if you can finish it even earlier and thus have a bit more time to think about it, that’s even better).  At times this course will involve a significant amount of out-of-class reading.  I know that this may be a challenge for some of you, but we collectively need an ample amount of solid material to work with to make our discussions meaningful.  Also, do know that with practice you will develop your abilities to deal with larger amounts of reading in limited time frames.  If you wish, we can talk more about how to do the reading and the kinds of things you should be looking for in doing it in class.

2. When and if relevant, respect deadlines for discussion forum posts, and whenever possible post (and respond to classmates’ posts) sooner rather than later.  While these posts do count towards your participation grade, they are not ‘homework’ that you should do to show me that you are doing the work.  Rather, they are opportunities for you to develop, share, and debate your thoughts and questions about the reading and other course material with one another.  We have to meet deadlines to give that interaction space to happen.

3. When you are present, be present.  We should make the most of the 2 ½ hours we meet each week to engage with the course materials and learn together.  During that time, we should all be focused on that effort and not other things such as checking social media, catching up on e-mail, studying for other courses or whatever else may distract us from the matters at hand.  Doing otherwise is disrespectful to the other members of the class, including me.  As such, if you really, really need to be doing something else, just don’t come to class.

4. Maintain a respectful, professional tone in your responses and posts, but don’t be afraid to experiment with ideas and interpretations out of fear that they may be controversial (just work on clearly expressing your reasoning).  On this note, I think our discussions will function best if we all work on the assumption that each of us is openly and forthrightly attempting to grapple with the complexities and ambiguities of our shared human past and its relationship to our present (and as such that the things we say and write are never intended to harm or to insult).  Engaging with that past often forces us to look at the many horrid and ugly things that humans have done to and thought about (and continue to do to and think about) one another, which can be a difficult and painful experience.  Frank and open discussion is the best way both to seek to understand that past and to forge civil and tolerant ways of interacting and living with it and one another in the present.

5. Give credit where credit is due and be sure that all work you hand in is your own.  Not only does plagiarism, unauthorized use of Artificial Intelligence, or any other form of cheating defeat the whole purpose of going to university to learn and to improve one’s abilities, it undermines the basic trust any community needs to learn and work together. 

6. Try not to be too nervous about grades.  We learn through practice, we all fall short of our aims sometimes, and we sometimes learn more from falling short than anything else.  I purposefully keep many assignments fairly open in terms of the types of topics and arguments you may develop to give you the freedom to present your ideas and sharpen your abilities, and such freedom always entails risks.  Know that I put mechanisms in place to weigh the improvement that you make over the course into the calculation of your final course grade.

7. Keep lines of communication open.  Please know that the ways in which I structure classroom sessions and on-line discussion activities in this syllabus remain experimental and may change.  Please share your thoughts on them and feel free to suggest approaches, ways of organizing discussions (in-person or on-line), or other activities that you believe may help you and your classmates to better engage with the course material.  I cannot neglect my responsibility to set the rules for the game that is our course in ways that I believe best assure both academic rigor and fairness across the class, but you can be assured that I will value and carefully consider any suggestions you may make. More generally, if you have questions or concerns regarding any matters relating to the course, please do feel free to share them with me. 

Course Readings

The book should be available at the Almost Corner Bookshop (Via del Moro, 45) or directly from the publishers' website in eBook form.  All course readings provide the basis for our classroom and on-line discussions. You must read and think about those assigned for a particular class period and/or the deadline for making a related forum post.  Otherwise, you will be unable to participate adequately and your participation grade will suffer. You should also bring this material to class on the days that we are discussing it.

Important Course Policies

All assignments should be handed in as hard copies in class and electronically through the Moodle portal for the assignment--I encourage you to double-check on the Moodle to be sure that work has been submitted after you believe you have done so.  If for some reason it is not working, send them to me as e-mail attachments. 

All late work will suffer a grade penalty. No late work will be accepted following the final examination.

Any documented case of academic dishonesty on any assignment will result in a failing grade for the assignment in question and may also result in a failing grade for the course as a whole, regardless of the assignment's weight in terms of the final course grade. Please remember that, as the University's policy states, "Plagiarism can be deliberate or negligent; students are responsible for ensuring that any work submitted with their name on it is properly referenced."  If you have questions about how to cite material properly, refer to the appropriate sections of the MLA Style Manual or Chicago Manual of Style--if you have questions as to whether particular pieces of material should be cited, ask me. Note that submitting work that you have previously submitted (or plan to submit) for credit in another course is also a form of academic dishonesty, unless you obtain explicit approval from both instructors to do so. For this course, no such double submission is allowed. Please note that your papers are to be submitted to turnitin.com to check their content for plagiarism.  I am setting up the turintin submission options so that you can see the similarity reports the service generates and resubmit your papers up until the due date.

Academic Honesty Policy—Generative Artificial Intelligence Update

The University’s Academic Integrity policies were recently updated to include “[t]he unauthorized use of generative AI” as one of the forms that academic dishonesty can take.  In light of this change, here are the policies for this course regarding generative AI (e.g., ChatGPT). The use of generative AI for the direct composition of course assignments (e.g., papers and exam essays) is not permitted.  Simply put, your papers and essays should not include text generated by Artificial Intelligence unless that text is placed in quotation marks and identified as such.  Any papers handed in that appear to contain unauthorized AI generated text (as detected by detection software or otherwise) will not receive a grade and cannot be used to fulfill course requirements.  As the detection software can produce 'false positives,' in such cases you will be allowed to write an additional reaction paper or revised draft to fulfill those requirements.  Depending on the specifics of the individual cases, a late penalty may be applied to additional papers handed in for these reasons.

Other uses of AI (e.g., as “idea generators,” bibliographic or source-finding assistants, etc.) are discouraged as they may limit the fuller development of the skills, capacities, and habits of mind that constitute some of the primary aims and benefits of university education, but do not necessarily fall into the category of “unauthorized use.”  If you do use generative AI in any of these or other manners, however, you must identify that you have done so explicitly in the paper or exam essay in question. 

Similarly, I strongly discourage you from using advanced grammar and style correctors (e.g., Grammarly).  While I will regularly note errors in terms of style, grammar, and so forth in your writing, my doing so does not significantly affect the grade you receive for assignments so long as your thought, the general arrangement of your argument, and your points are clear (and you push yourself to improve over time).  Using AI-based correction software can prevent you from receiving such feedback and as such keep you from being able to develop your writing skills.  In the case that you do still make use of such software, you must explicitly identify that you did so and hand in a copy of what you wrote before having the software "fix" it.  If you do not do this and either the University's detection software or my reading of the piece suggests a likelihood that it was produced by generative AI, the work will not be counted towards completing course requirements (see above).

 
Office Hours, Scheduling Appointments, E-mail Guidance, and So Forth

My drop-in office hours are on Tuesdays and Thursdays from 9 to 9:45 a.m..  I am also available by appointment--to set one up, simply e-mail me or ask me just after class.  My office is on the Frohring/ex-Tiber Roof.

Please know that I do not normally respond to e-mails during the weekend or after 6:30 p.m. (but feel free to write me whenever you wish--I'll respond as soon as I can the next week or the next day).  We all need to set aside time to work on other things, disconnect, recharge, and 'stay human.'  I encourage you to do the same in ways that work with your schedule and try to do what I can to provide you with as much flexibility as possible in structuring out-of-class activities.

On-line Moodle Discussion Forum

“Reflecting on the Week, Continuing our Classroom Discussion” Forum: For this weekly forum, I will post 1-2 discussion questions or prompts based on the week's discussion readings and the material I anticipate us discussing in class.  These prompts/questions usually push us to think about how the varied material we discuss fits together into larger pictures and themes.  As such, participating in this forum is also useful for making such connections yourselves, and through that preparing for the course exams.  Feel free to post as much as you like.  There is no required length for your posts (if you likely need a few sentences to make your point clearly and effectively).  This weekly forum closes on Monday the following week. (Maximum expected time per week, not including the time needed to do the reading: 15-30 minutes)

 

Course Schedule (Please note that the following is subject to change--any updates will be made directly to the course Moodle page.)

Part One: Foundations

1/21  Introductions:  What is Europe?  Early Modern? 

1/23  What is Early Modern?--Historians' Responses and Questions (Wiesner-Hanks, What is Early Modern History? (Excerpts); TBA)

1/28 Looking Out, Looking In--Identities and Horizons (Kamen, Ch. 1 (1-49); Possible Due Date--Reaction Paper 1)

1/30 Filling the Days--Work, Daily Life and Moving (Kamen, Ch. 2 (50-69); TBA; Possible Due Date--Reaction Paper 1)

2/4 Challenging Beliefs--Community, Ritual, and Religious Change (Kamen, Ch. 3 (70-102); TBA; Possible Due Date--Reaction Paper 1)

2/6 Power and Wealth--The Aristocracy (Kamen, Ch. 4 (103-135); TBA; Possible Due Date--Reaction Paper 1)

2/11 Powerful Commoners--The Middling Elites (Kamen, Ch. 5 (136-162); TBA; Last Possible Due Date--Reaction Paper 1)

2/13 Hard Times and Revolts--Plebiean Life in Town and Country (Kamen, Ch. 6 (163-207); TBA; Possible Due Date--Reaction Paper 2)

2/18 Power in the Family--Gender Roles and Gendered Experiences (Kamen, Ch. 7 (208-238); TBA; Possible Due Date--Reaction Paper 2)

2/20 Crime, Madness, and Punishment--Discipline and Marginality (Kamen, Ch. 8 (239-276); TBA; Possible Due Date--Reaction Paper 2)

2/25 A New Public and Private?--Individuals and Society (Kamen, Ch. 9 (277-316); TBA; Possible Due Date--Reaction Paper 2)

2/27 Into a Wider World--Early Modern Globalization and Its Effects in Europe (Kamen, Ch. 10 (317-343); TBA; Possible Due Date--Reaction Paper 2)

2/28 UNIVERSITY MAKE-UP DAY (FRIDAY) The Rise of the State?--Centralization and Its Limits (Kamen, Ch. 11 (344-361); TBA; Last Possible Due Date--Reaction Paper 2)

3/4 Midterm Exam

3/6 TBA

3/11 and 3/13 SPRING BREAK

Part Two: Explorations

3/18-4/29 TBA--We will determine the particular themes, events, developments, and questions that we will explore more fully (and as such the readings we will discuss) through consultation during the first half of the semester.  Updates will be made directly to the course Moodle page.  The last possible due date for Reaction Paper 3 will be the last day of class (4/29).

Final Exam Date TBA (Final Exams Week is from 5/5 to 5/9)