SEMESTER AT SEA COURSE SYLLABUS

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1 SEMESTER AT SEA COURSE SYLLABUS Voyage: Summer 2014 Discipline: European History HIEU 3559: Northern Europe between Reform and Revolution Upper Division Faculty Name: Duane J Osheim Pre-requisites: None. COURSE DESCRIPTION Northern Europe in the early modern period endured wars, plagues, witch panics and calamitous religious change. We will explore the history of the parts of the Baltic and North Sea we will be visiting using the techniques of "Microhistory." Microhistorians concentrate on the seeming minor events of individual lived experience as a way to come to a fuller understanding historical change. We will look carefully at the world of individual soldiers and sailors, witches, peasants and merchants who lived and worked in the area. Students will be able to analyze the process of historical change and to see how it transformed the Baltic world between 1500 and Honor Code: Semester at Sea students are bound to the University's honor code. The code prohibits all acts of lying, cheating, and stealing. Each written assignment for this course must be pledged by the student as follows: On my honor as a student, I pledge that I have neither given nor received aid on this assignment. The pledge must be signed, or, in the case of an electronic file, signed [signed]. COURSE OBJECTIVES This course is designed to introduce students to a series of social and cultural issues which have dominated the study of Early Modern European History. By the end of the course, students will be expected to have mastered the techniques of close analysis of social and cultural documents used by historians to understand and evaluate cultural change. REQUIRED TEXTBOOKS AUTHOR: Euan Cameron TITLE: Early Modern Europe PUBLISHER: Oxford University Press ISBN #: ISBN-10: DATE/EDITION: 2001 TOPICAL OUTLINE OF COURSE 1

2 June 16: Depart Southampton June 17: Orientation C1-June 18: Microhistory or Observing Trifles C2- June 19: Iberia, the New World and Lisbon Prologue: Europe and the World Around, in Early Modern Europe, 1-28; Houston, Colonies, Enterprises in Early Modern Europe, C3- June 20: The Meaning of Plagues and Crises: an introduction of the Earthquake of 1755: Thomas D Kendrick, The Lisbon Earthquake, in The Lisbon Earthquake, (pdf); Robert Ingram, The Trembling Earth is God s Herald: earthquakes, religion and public life in Britain in the 1750s, in The Lisbon Earthquake of 1755, eds Theodore E D Braun & John B Radner, (pdf) June 21-24: Lisbon C4- June 25: Religion & Reform in Early Modern Europe: Cameron, Power of the Word in Early Modern Europe, C5- June 26: Religion and Social Discipline: Steven Gunn, War, Religion and the State, in Early Modern Europe, June 27-30: Bilbao C6- July 1: Peasants and the Reformation: Blickle 12 articles and Rowland, Conditions of Life, in Early Modern Europe, C7- July 2: Peasants and EM Europe: Darnton, Peasants Tell Tales: The Meaning of Mother Goose, in The Great Cat Massacre, C8- July 3: Peasants Culture: Arthur Imhof, The Little World of Johannes Hoos, in Lost Worlds, 11-35; and Kati Parppei, Pagans of Darkness, Scandinavian Journal of History, 35 (2010) July 4-7: Glasgow C9- July 8: Religion and Rationalism: Briggs, Embattled Faiths: Religion and Natural Philosophy in Early Modern Europe, C10-July 9: Newton and Seventeenth-Century Science: Margaret Jacob, Part 1, Introduction, in The Scientific Revolution, 1-43 July 10-13: Dublin C11- July 14: Religion and the Scientific Revolution: Galileo and the Letter to Grand 2

3 Duchess Christina C12- July 15: The Enlightenment: Hampson, The Enlightenment, in Early Modern Europe, C13- July 16: The Absolutist State: Jeremy Black, Warfare,, Crisis and Absolutism, in Early Modern Europe, July 17-20: Bergen and Oslo C14- July 21: Northern Europe: Scott, Europe Turns East, in Early Modern Europe, St Petersburg C15- July 23: War and the Baltic Empires: Stewart Oakley, The Baltic during the Thirty Years War, in War and Peace in the Baltic, July 24-28: St. Petersburg C16- July 29: The European Balance: Jeremy Black, Warfare, Crisis and Absolutism, in Early Modern Europe, C17- July 30: The Rise of Sweden and the Image of the Vasa, Vasa. A Swedish Warship, Frederick Hocker, (pdf). July 31- August 3: Stockholm C18- August 4 European Witchcraze: Darren Oldridge, General Introduction, in The Witchcraft Reader, 1-20; and Bengt Ankarloo, Witch Trials in Northern Europe, in Witchcraft and Magic in Europe, C19- August 5 Witches in Northern Europe: Raisa Toivo, The Widow Farmer, Witch, in Witchcraft and Gender in early Modern Society, (pdf); Maia Madar. Estonia, in Early Modern European Witchcraft, ed Ankarloo & Henningsen, (pdf). August 6-9: Helsinki C20- August 10 Euan Cameron, Demonology becomes an Open Subject in the Seventeenth Century, in Enchanted Europe, (pdf). C21- August 11 The Material Revolution: Riley, A Widening Market in Consumer Goods, in Early Modern Europe, August 12-15: Gdansk C22- August 16 The French Revolution and the Northern World: Revolution and the 3

4 Northern World: Blanning, The Old Order Transformed, in Early Modern Europe, ; C23- August 17 The New European Order: Jonathan Israel, The Dutch Democratic Revolution, in The Democratic Enlightenment, C24- August 19: Final Exams FIELD WORK Twenty percent of the grade for the course will be based on our visit to Lisbon. In 1755 Lisbon, which was one of the most prosperous cities in Europe, was leveled by a devastating series of earthquakes. We will tour Lisbon beginning with a visit to the Museum of the City (Museu da Cidade) in which we will be introduced the city and its history. We will then proceed on a guided walking tour of the old city looking especially at what remains of the old city as well as the form of the reconstructed, new post-earthquake city. This visit will be the basis for future reports made to the class based on what you could learn about Lisbon and the importance of the Earthquake. We will divide into work groups while visiting the site, so that students can work together to formulate questions and to initiate their researches analyzing the remains just as any historian or archeologist would. Working in teams, members of the class will investigate their assigned topic and then report on what they have found to the class. When the reports are completed, I will also ask each member of the workgroup (with whom the students visited the museum and which whom they discussed what they found) to evaluate their project and the contributions made to the discussions by the other members of the workgroup. This may be a simple numerical grade which will be explained in class before the due date. Students may offer a written evaluation as well if they so desire. METHODS OF EVALUATION / GRADING RUBRIC Grading: Grades will be based on a series of short quizzes, a group research presentation, a team evaluation and Final Exam Quizzes 30% Research Presentation 20% Class participation 10% Research Participation 10% Final Exam 30% Class participation will be evaluated in the following manner: Participation is graded on a scale from 0 (lowest) through 4 (highest), using the criteria below. The criteria focus on what you demonstrate and do not presume to guess at what you know but do not demonstrate. This means we expect you to participate in discussions! This is because what you offe r to the class is what you and others learn from. I expect the average level of participation will satisfy the criteria for a "3". 0 Absent 4

5 Present, not disruptive Tries to respond when called on but d oes not offer much. Demonstrates very infrequent involvement in discussion. Demonstrates adequate preparation: knows basic facts, but d oes not interpret or analyze them. Offers straightforward information (e.g., straight from the case or reading), without elaboration or very infrequently (perhaps once a class). Contributes to a moderate degree when called on. Demonstrates sporadic involvement. Demonstrates good preparation: knows case or reading facts well, has thought through implications of them. Offers interpretations and analysis of case material (more than just facts) to class. Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way, offers and supports suggestions that m ay be counter to the majority opinion. Demonstrates consistent ongoing involvement. Demonstrates excellent preparation: has analyzed case exceptionally well, relating it to readings and other material (e.g., readings, course material, discussions, experiences, etc.). Offers analysis, synthesis, and evaluation of case material, e.g., puts together pieces of the discussion to develop new approaches that take the class further. Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material, etc. Demonstrates ongoing very active involvement. 5

6 RESERVE LIBRARY LIST Thomas Kendrick The Lisbon Earthquake (1955) J. B. Lippincott Company Theodore E. D Braun and John B. Radner, The Lisbon Earthquake of 1755 (2005) Voltaire Foundation ISBN-10: Nicholas Shrady The Last Day: Wrath, Ruin, and Reason in the Great Lisbon Earthquake of 1755, 2008) Penguin ISBN-10: Edward Paice Wrath of God: the great Lisbon earthquake of 1755, (2010) Quercus ISBN-10: ELECTRONIC COURSE MATERIALS AU Thomas D Kendrick Title The Lisbon Earthquake, in The Lisbon Earthquake, (1956) Pages Au Peter Blickle Title The Twelve Articles In The Revolutionof 1525 (1977) Papges Au Robert Ingram Title The Trembling Earth is God s Herald: earthquakes, religion and public life in Britain in the 1750s, in The Lisbon Earthquake of 1755, eds Theodore E D Braun & John B Radner, (2005) Pages Au Title Robert Darnton Peasants Tell Tales: The Meaning of Mother Goose, 6

7 in The Great Cat Massacre (1984) Au Arthur Imhof Title The Little World of Johannes Hoos, in Lost Worlds (1996) Au Kati Parppei Title Pagans of Darkness, Scandinavian Journal of History, 5 (2010) Au Margaret Jacob Title Part 1, Introduction, in The Scientific Revolution (2010) 1-43 Au Galileo Title Letter to the Grand Duchess Christina In Discoveries and Opinions of Galileo, ed Stillman Drake (1957) Au Stewart Oakley Title The Baltic during the Thirty Years War, in War and Peace in the Baltic (1992) Au Frederick Hocker Title Vasa. A Swedish Warship (2011) Au Darren Oldridge Title General Introduction, (2002) in The Witchcraft Reader Pages 1-20 Au Bengt Ankarloo Title Witch Trials in Northern Europe, in Witchcraft and Magic in Europe, (1999) Au Title Raisa Toivo The Widow Farmer, Witch, 7

8 in Witchcraft and Gender in early Modern Society (2008) Pages Au Maia Madar Title Estonia, in Early Modern European Witchcraft, ed Ankarloo & Henningsen, (1990) pages Au Euan Cameron Title Demonology becomes an Open Subject in the Seventeenth Century, in Enchanted Europe (2010) Pages Au Jonathan Israel Title The Dutch Democratic Revolution, in The Democratic Enlightenment, (2011) Pages HONOR CODE Each written assignment for this course must be pledged by the student as follows: On my honor as a student, I pledge that I have neither given nor received aid on this assignment. The pledge must be signed, or, in the case of an electronic file, signed [signed]. 8