CLASS SYLLABUS. Note: Students with credit for HIST 112, HIST 120, or INTS may not take this course for credit.

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1 221 Cumberland Ave North Saskatoon SK S7N 1M3 Canada Telephone: 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 TERM: Winter 2017 COURSE CODE: HIST 121 DELIVERY: Online COURSE CREDITS: 3 START DATE: January 4, 2017 COURSE SECTION: W02-W99 END DATE: April 6, 2017 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 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.

2 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 ( ), 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 ( ), the Black Death ( ), the Babylonian Captivity ( ) and the Great Western Schism ( ), 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 ( ), just as it will look at what was challenged in the Reformation. It will especially examine what it meant that the age of belief, was called into question by those who led the Enlightenment ( ), 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 Your Instructor Contact Information Dr. Clay Burlingham University of Saskatchewan Department of History Tel: wcb123@mail.usask.ca 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 ; most often I can reply quite soon, but for sure within a 24-hour period, of when you sent your . Profile My name is Clay Burlingham and I have lectured at the University of Saskatchewan for more than 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 The same Church where she prayed the day of Page 2 of 11

3 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 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, 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 Machiavelli, Niccolò. (1992). The Prince, 2nd edition. Norton Critical Edition. ISBN: McKay, John. (2010). A History of Western Society, 11 th edition. Houghton and Mifflin. ISBN: Perry, Marvin. (2014). Sources of the Western Tradition, Vol. 2, 9 th edition. Wadsworth Publishing. ISBN: Rampolla, Mary Lynn. (2012). A Pocket Guide to Writing in History, 8 th edition. Bedford/Martin s. ISBN: Textbooks are available from the University of Saskatchewan Bookstore: Mobile Access Blackboard Mobile Learn TM is an app that is available on many devices including ios and Android for those occasional times when you may want mobile access. It is still recommended that you use a laptop or desktop computer for the majority of your online studies Page 3 of 11

4 Class Schedule Week Module Readings Evaluation Due Date Jan Module 1 - Rome: From Republic to Empire Read Chapters 5, 6 and pp of Chapter 7 and pp of Chapter 8 in A History of Western Society. Jan Module 2 - The Feudal World of the Middle Ages Read Chapters 9, 10 of A History of Western Society. Discussions Questions during week. Jan Module 3 - Medieval Civilization: Causes of its Collapse Read Chapter 11 of A History of Western Society. Jan. 25- Feb.1 Module 4 - The Renaissance: Rome Reborn Read Chapter 12, pp of A History of Western Society. Chapter 1, of Sources of the Western Tradition, pp Feb 1-8 Module 5 - The New Monarchs: Control and Conquest Read Chapter 12, pp and Chapter 14 of A History of Western Society. Feb Module 6 - The Reformation and Counter Reformation Read Chapter 13, pp and pages of Sources of the Western Tradition. Module 7 Mid-Term Examination Midterm Exam Online Feb. 16 Two hours Feb Mid-Term Break No evaluations due Feb. 27- Mar. 6 Module 8 - Calvinism, Catholicism and the Age of Religious Wars Read Chapter 13, pp of A History of Western Society. Mar Module 9 - France and England: Absolutism vs. Constitutionalism Read Chapter 15, pp ; of A History of Western Society. Chapter 1, pp of Sources of the Western Tradition. Mar Module 10 - Prussia and Russia: The Absolutism of the East Read Chapter 15, pp of A History of Western Society. Page 4 of 11

5 Week Module Readings Evaluation Due Date Mar Module 11 - The Agricultural Revolution Read Chapter 17 of A History of Western Society Essay due March 24. Mar. 27- Apr. 3 Module 12 - The Scientific Revolution, Read Chapter 16, pp of A History of Western Society; Chapter 2 of Sources of the Western Tradition Apr. 3-6 Module 13 - The Age of Enlightenment: A Revolution in Thought Read Chapter 16, pp of A History of Western Society Chapter 3 of Sources of the Western Tradition. FINAL EXAM Exam done Online Apr Exact date/time TBA 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: 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: 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: Page 5 of 11

6 Evaluation Components DEU Writing Centre - Quality writing help for free! Anyone taking a distance class (online, independent studies, televised, or multi mode delivery) administered by the DEU 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 DEU Writing Centre at distanceeducation.usask.ca/support/writing-centre.php. 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 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 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 (W sections): Essay Value: Due Date: 25% of final grade See Class Schedule Description: Detailed description of assignment expectations and procedures are available in the online course. HIST (W sections): Class Participation (ongoing) Value: Due Date: 20% of final grade 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. Page 6 of 11

7 An 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. Date and time of your online final examination will be posted in the Final Examination schedule in your PAWS account. More details will also be posted in your online class. Please note that online exams are viewed and treated the same as any other exam. Online exams are tracked and monitored for irregularities. Any collusion, collaborating, copying, cheating or any form of academic misconduct is a very serious offence at the University of Saskatchewan and could result in suspension or expulsion from the university. It is your responsibility to be familiar with the University of Saskatchewan Guidelines for Academic Conduct. More information is available at 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 Guidelines for Academic Conduct found at 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 Page 7 of 11

8 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 or contact DSS at or dss@usask.ca. Integrity Defined 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 on Academic and Non-Academic Conduct. More information is available at 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 ( ). 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. Page 8 of 11

9 Module 4: The Renaissance: Rome Reborn 1. Explain why the Renaissance began in Florence, Italy. 2. Understand the significance of Italy being divided into five major city-states. 3. Explain the secularism, individualism and humanism of those who led the Renaissance. 4. Understand the impact of the Renaissance on art. 5. Be able to explain how the Renaissance changed when it moved North to England 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 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. Page 9 of 11

10 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 ( ) and Louis XIV ( ). 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 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, 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. Page 10 of 11

11 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 The purpose of the revisions was to better fill in what the text does not cover adequately. Page 11 of 11