University of Birmingham - Luca Zavagno€¦ · Web viewW. Beik, “The Absolutism of Louis XIV as...

Bilkent University, Department of History Luca Zavagno, Ph.D.Spring 2016 /17 Assistant Professor

T. H. Wed. 13.40-15.30; Thu. 15.40-16.30; 16.40-17.30 (Spare Hour)Office Hours: Wed. 11:40-12:30/ 13.40-15.30Email: [email protected]

Web Site: http://lucazavagno.wordpress.com/

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MODERN EUROPE (1453 TO 1914)

(HIST 418-001)

Recommended book (not a real handbook for the course but a good companion to most of the topics we will be dealing with): T. Blanning, The Pursuit of Glory: The Five Revolutions that Made Modern Europe: 1648-1815 (The Penguin History of Europe). London, 2007.

Suggestion for further readings:

W. Durant, The Reformation: a history of European civilization from Wyclif to Calvin: 1300-1564. (Oxford, 2014)R. Horrox, The Black Death (Manchester, 1994).T. Brook, Vermeer's Hat: The Seventeenth Century and the Dawn of the Global World. (London, 2007)C. Ginzburg, The Cheese and the Worms: The Cosmos of a Sixteenth-Century Miller (Baltimore, 2013). O. H. Hufton, The Prospect Before Her: A History of Women in Western Europe, 1500 – 1800 (New York, 1998). C. Ginzburg The Night Battles: Witchcraft & Agrarian Cults in the Sixteenth & Seventeenth Centuries (Baltimore, 2011).P. Burke, Popular Culture in Early Modern Europe. (London/New York, 2009)>

Course Description: The course is meant to introduce students to the history of Modern European political, social and cultural history. Starting from the Ottoman conquest of Constantinople and the so-called discovery of America by Christopher Columbus,

http://lucazavagno.wordpress.com/

mailto:[email protected]




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students will navigate across the “traditional” narratives of humanism and (secular and religious) reforms, while at the same time (and courtesy of the source-reading seminar activities) investigating specific topics like gender, urban and rural social structures, intellectual history and social life.

Course Objectives: By the end of the semester, students will be able to:

- identify and understand key themes and concepts in European history- understand and explain the relationship between intellectual, political and social trends- critically analyse primary and secondary sources- orally present historical research

Method of Assessment

- 25% In-class presentation (in groups of max. two people): based upon a selection of readings (primary sources) students will be required to prepare and present in class an original paper to be presented in class (min. 15 minutes for undergrads and min. 30 min for grad students per presentation) which will address one of the main topics/events examined in class in a “compare and contrast” perspective (i.e. the Siege of Constantinople as seen by the Byzantines and the Ottomans/ French Revolution as seen by the Republicans and the Monarchists).

PRESENTATIONS WILL START ON WEEK 3 and will go on until last week of class on Thursdays (members of the groups are excused for the readings of the week they are presenting).

- 25% Mid Term- Short essay-type question. Students will be required to answer to two out of four questions relating to the first half of the course. Questions will be mostly based upon a “compare and contrast” approach and based upon some of the primary sources used in class.

- 15% 3x5pts Assignments (see below) which will be used as a basis for in-class debate.






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- 35% Final Exam- Students will be required to write an essay or a conference-style paper (10-12 pages) on one of the topics analysed during the semester and encouraged to prepare an abstract of it (beforehand) to be submitted to an actual conference; alternatively, students can decide to present the paper during the II Student Colloquium of Modern European History.

IMPORTANT CONCERNING PARTICIPATION and MAKE UPS

Make-ups for the mid-term, oral presentation and assignments will be permitted only upon receipt of a medical note. Attendance is mandatory from the end of Add/Drop (2 February). In order to qualify for the final exam, students must have no more than 8 absences and have acquired a minimum of 20 points from the total course grade.

Students will be asked to sign for attendance during each class in presence of the instructor.

Weekly assignments and readings should be completed BEFORE attending the lectures each week. Each student is expected to keep up with the readings in the assigned text. Lectures in class will supplement rather than repeat the material covered in the textbook. When combined, the readings, the lectures, and the illustrations will provide a comprehensive overview of the development of European History from 1450.

***

-Week 1/ Week 2 Introduction. The Legend of Europe? What is Europe?Christendom in Crisis (1250-1492): an historical overview of Europe in the Late Middle Ages.






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Readings:

C. Wickham, “Gossip and Resistance among Medieval peasantry,” in Past and Present 160 (1988), pp. 3-28.

+One out of the following:

The Arte della Lana & The Government of Florence, 1224http://www.fordham.edu/halsall/source/1224artelana.html How the Venetian Doges were chosenhttp://www.fordham.edu/halsall/source/dogesvenice.html Magna Charta (Clause 1-8; 38; 39;54)http://legacy.fordham.edu/halsall/source/magnacarta.asp

- Week 3Renaissance: Piero della Francesca, Leonardo, and Michelangelo; European Society in the Age of the Renaissance; the Evolution of the Italian Renaissance; Social Changes; Politics and the State in the Renaissance

Readings:

M. Jurdevic, “Hedgehogs and Foxes: The Present and Future of Italian Renaissance Intellectual History,” in Past and Present 195(2006), pp. 241-68.

and



http://legacy.fordham.edu/halsall/source/magnacarta.asp

http://www.fordham.edu/halsall/source/dogesvenice.html

http://www.fordham.edu/halsall/source/1224artelana.html




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Z.Olgun, “’ "Picking Up the Brush for Emperors and Sultans. Imperial Portraits as Representations of Power in The Early Modern Mediterranean (Ca. 1450-Ca. 1650)" in Journal of Mediterranean Knowledge, 2016, 1(2), pp. 197-206.

+

Assignment 1 (in groups of 3 people each) Choose one work of art of Piero della Francesca, Michelangelo and Leonardo using one the resources available at the Library and present it in class to exemplify and describe the main characteristics of its painting theory and the possible social implications of the work. [5 pts.]

- Week 4Thomas More, Calvin and Luther: Main Characters of the Renaissance and Reformation (and Counter-Reformation) period in Europe; the Thirty Year’s war; Witchcraft

Readings:

J. Bossy, “The Counter Reformation and the people of Catholic Europe,” in Past and Present 47 (1970), pp. 51-70.

+ one of the following

The Papacy during the Renaissancehttp://www.metmuseum.org/toah/hd/pape/hd_pape.htm

Martin Luther, Against Catholicism http://www.fordham.edu/halsall/mod/1535luther.html



http://www.fordham.edu/halsall/mod/1535luther.html

http://www.metmuseum.org/toah/hd/pape/hd_pape.htm




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Flagellatio (Handout) from N. Davies, History of Europe (London, 1996), 474-5

Calvin, On Predestinationhttp://www.fordham.edu/halsall/mod/calvin-predest.html

The Expulsion of the Jews from Spainhttp://www.fordham.edu/halsall/jewish/1492-jews-spain1.html

Witcheshttp://www.fordham.edu/halsall/source/witches1.html

* * *

- Week 5 The Scientific revolution; Diplomacy and Military Changes; the Nation State; Spain in the Age of Charles V and Philip II; France; the English Civil Wars; The Revolt of the Netherlands; Prussia; the Ottoman Empire; the Thirty Years’ War.

Readings :

P. Wilson, “The causes of the thirty years war”, in EHR 2008, pp. 554-586.+One of the following

A Genoese letter on a visit to the wife of Sulemain the Magnificent (ca. 1550)



http://www.fordham.edu/halsall/source/witches1.html

http://www.fordham.edu/halsall/jewish/1492-jews-spain1.html

http://www.fordham.edu/halsall/mod/calvin-predest.html




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http://www.fordham.edu/halsall/mod/1550sultanavisit.html

St. Bartholomew’s Massacre http://history.hanover.edu/texts/barth.html

Queen Elizabeth I, The Spanish Armadahttp://www.fordham.edu/halsall/mod/1588elizabeth.html

- Week 6European Expansion; Price revolution; Mercantilism and Adam Smith; Papal Rome.

Readings:

J. Child, Brief Observations Concerning Trade and Interest of Moneyhttp://avalon.law.yale.edu/17th_century/trade.asp

+ One of the Following

Tulipomania http://www.economist.com/blogs/freeexchange/2013/10/economic-history

Adam Smith, The Wealth of Nations: Of Colonieshttp://odur.let.rug.nl/~usa/D/1776-1800/adamsmith/wealth02.htm

Why Rome was splendid in 1700http://www.nytimes.com/2000/03/10/arts/antiques-why-rome-was-splendid-in-the-1700-s.html

Bernini’s Rome (handouts from N. Davies, Europe. A History (London, 1996), 569-74.



http://www.nytimes.com/2000/03/10/arts/antiques-why-rome-was-splendid-in-the-1700-s.html

http://www.nytimes.com/2000/03/10/arts/antiques-why-rome-was-splendid-in-the-1700-s.html

http://odur.let.rug.nl/~usa/D/1776-1800/adamsmith/wealth02.htm

http://www.economist.com/blogs/freeexchange/2013/10/economic-history

http://avalon.law.yale.edu/17th_century/trade.asp

http://www.fordham.edu/halsall/mod/1588elizabeth.html

http://history.hanover.edu/texts/barth.html

http://www.fordham.edu/halsall/mod/1550sultanavisit.html




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***

- Week 7 MID TERM EXAMINATION

***

-Week 8Absolutism and Constitutionalism

Readings:

W. Beik, “The Absolutism of Louis XIV as Social Collaboration,” in Past and Present 188/1 (2005), pp. 195-224.

+ one of the following

T.Hobbes , Leviathan (excerpts) http://www.fordham.edu/halsall/mod/hobbes-lev13.asp

James I, True Law of Free Monarchy/ A Speech to Parliamenthttp://www.thenagain.info/Classes/Sources/JamesI.html

Assignment 2 (in groups of 3 people): Representations of Power Viewing.In groups choose three of the following representations and compare and contrast them in view of the information you got in class on Absolutism and its concepts of visual representation of power. [5 pts.]



http://www.thenagain.info/Classes/Sources/JamesI.html

http://www.fordham.edu/halsall/mod/hobbes-lev13.asp




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Titian, Charles V, 1533http://www.abcgallery.com/T/titian/titian26.htmlTitian, Emperor Charles V Seated, 1548http://www.abcgallery.com/T/titian/titian54.htmlworkshop of François Clouet, Henri II [as model for earlier Henri II], mid-16th century http://metmuseum.org/art/collection/search/435916?pos=6attributed to the Flemish School, portrait of Princess Elizabeth, c.1546- 47https://www.royalcollection.org.uk/collection/404444/elizabeth-i-when-a-princessattributed Nicholas Hilliard, Phoenix Portrait [Elizabeth I], 1572http://www.tate.org.uk/art/artworks/hilliard-queen-elizabeth-i-l00128Quentin Metsys the Younger, Siena Portrait [Elizabeth I], c.1580https://www.flickr.com/photos/92822585@N03/8582901006Marcus Gheeraerts, Elizabeth I, 1585http://www.luminarium.org/renlit/elizagheeraerts.jpg.Titian. Portrait of Philip II in Armor. c.1550-51 http://www.abcgallery.com/T/titian/titian63.htmlTitian. Portrait of Philip II. c.1554 http://www.abcgallery.com/T/titian/titian64.html Antonio Moro, Philip II, 1557 (Blackboard) Sofonisba Anguissola, Portrait of Philip II, 1573http://www.mystudios.com/women/abcde/sofonisba_philip.html after Franz II Pourbus, Henri IV, early 17th centuryhttps://en.wikipedia.org/wiki/Early_modern_France#/media/File:Henry_IV_of_france_by_pourbous_younger.jpg Hyacinthe Rigaud, portrait of Louis XIV, c. 1700http://www.kfki.hu/~arthp/html/r/rigaud/louis_14.html Diego Velazquez, Philip IV, c. 1624-27http://www.artchive.com/artchive/V/velazquez/philip.jpg.html Diego Velazquez, Philip IV of Spain in Brown and Silver, 1631-32https://en.wikipedia.org/wiki/Philip_IV_in_Brown_and_Silver Diego Velazquez, Equestrian Portrait of Philip IV, 1635-36 https://en.wikipedia.org/wiki/Equestrian_Portrait_of_Philip_IV#/media/File:69_Vel



https://en.wikipedia.org/wiki/Equestrian_Portrait_of_Philip_IV#/media/File:69_Vel%C3%A1zquez_-_Felipe_IV_(Museo_del_Prado,_1634-35).jpg

https://en.wikipedia.org/wiki/Philip_IV_in_Brown_and_Silver

http://www.artchive.com/artchive/V/velazquez/philip.jpg.html

http://www.kfki.hu/~arthp/html/r/rigaud/louis_14.html

https://en.wikipedia.org/wiki/Early_modern_France#/media/File:Henry_IV_of_france_by_pourbous_younger.jpg

https://en.wikipedia.org/wiki/Early_modern_France#/media/File:Henry_IV_of_france_by_pourbous_younger.jpg

http://www.mystudios.com/women/abcde/sofonisba_philip.html

http://www.abcgallery.com/T/titian/titian64.html

https://www.flickr.com/photos/92822585@N03/8582901006

http://www.tate.org.uk/art/artworks/hilliard-queen-elizabeth-i-l00128

https://www.royalcollection.org.uk/collection/404444/elizabeth-i-when-a-princess




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%C3%A1zquez_-_Felipe_IV_(Museo_del_Prado,_1634-35).jpg school of Peter Paul Rubens, Philip IV on horseback, before 1651 https://www.virtualuffizi.com/philip-iv-of-spain-on-horseback.html

-Week 9 Enlightenment; Religiosity and Rationalism; Enlightenment as Propaganda…and as Political Analysis

Readings:

B. S. Prior, “Counter-Remembering the Enlightenment,” in Philosophy Today 42(1998), pp. 147-59.

+ One of the Following:

Voltaire, On John Lockehttp://www.fordham.edu/halsall/mod/1778voltaire-locke.html

Voltaire, Candid http://web.archive.org/web/19980116133002/http://pluto.clinch.edu/history/wciv2/civ2ref/cand.html

Charles Louis de Secondat Montesquieu, Persian Letters, n.13http://www.fordham.edu/halsall/mod/montesq-pers13.html

Assignment 3:



http://www.fordham.edu/halsall/mod/montesq-pers13.html

http://web.archive.org/web/19980116133002/http://pluto.clinch.edu/history/wciv2/civ2ref/cand.html

http://web.archive.org/web/19980116133002/http://pluto.clinch.edu/history/wciv2/civ2ref/cand.html

http://www.fordham.edu/halsall/mod/1778voltaire-locke.html

https://www.virtualuffizi.com/philip-iv-of-spain-on-horseback.html

https://en.wikipedia.org/wiki/Equestrian_Portrait_of_Philip_IV#/media/File:69_Vel%C3%A1zquez_-_Felipe_IV_(Museo_del_Prado,_1634-35).jpg




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Prepare a short paper (500 words) in which you will analyse the following passages in a comparative perspective.

Charles Louis de Secondat Montesquieu, The Spirit of Laws http://www.fordham.edu/halsall/mod/montesquieu-spirit.html

J. J. Rousseau, The Social Contracthttp://www.fordham.edu/halsall/mod/rousseau-contract2.html [5 pts.]

***

-Week 10 French Supremacy; the English glorious revolution; Knocking at Europe’s door: Ottomans and Vienna; Habsburg Austria and the rise of Prussia; Russia under Peter the Great and Catherine II; Mozart in Prague

Readings:

L. Roper, “Witchcraft, Nostalgia, and the Rural Idyll in Eighteenth-Century Germany,“ in Past and Present 1 (suppl.1) (2006), pp. 139-58.

+ One of the following:

Bill of Righthttp://history.hanover.edu/texts/decright.html



http://history.hanover.edu/texts/decright.html

http://www.fordham.edu/halsall/mod/rousseau-contract2.html

http://www.fordham.edu/halsall/mod/montesquieu-spirit.html




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Daniel Defoe, On the Education of Women,http://www.fordham.edu/halsall/mod/1719defoe-women.html

Lady Mary Wortley Montagu, Dining with the Sultanahttp://www.fordham.edu/halsall/mod/1718montague-sultana.html

Peter the Great and the Rise of Russiahttp://www.fordham.edu/halsall/mod/petergreat.html

The Decline of Roman Empire and the Rise of Prussiahttp://www.fordham.edu/halsall/mod/hre-prussia.html

Mozart in Prague (Handout), from N.Davies, Europe. A History (London, 1996), 664-673.

-Week 11A Continent in turmoil (1770-1815): Industrial Revolution; prelude to French Revolution.

Readings:

E. Hobsbawn, “Origins of the Industrial Revolution (Cpt 2)http://history.tamu.edu/faculty/resch/Hobsbawm,%20The%20First%20Industrial%20Revolution.pdf

or



http://history.tamu.edu/faculty/resch/Hobsbawm,%20The%20First%20Industrial%20Revolution.pdf

http://history.tamu.edu/faculty/resch/Hobsbawm,%20The%20First%20Industrial%20Revolution.pdf

http://www.fordham.edu/halsall/mod/hre-prussia.html

http://www.fordham.edu/halsall/mod/petergreat.html

http://www.fordham.edu/halsall/mod/1718montague-sultana.html

http://www.fordham.edu/halsall/mod/1719defoe-women.html

http://www.fordham.edu/halsall/mod/1719defoe-women.html




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P. Higonnet, “Terror Trauma and the ‘Young Marx’: Explanations of Jacobin Politics,” in Past and Present 189/1 (2006), pp. 121-64.


Women Miners in the English Coal Pits, from Great Britain, Parliamentary Papers, 1842, Vol. XVI, pp. 24, 196. http://www.fordham.edu/halsall/mod/1842womenminers.html

The Peterloo Massacre http://www.fordham.edu/halsall/mod/1819peterloo.html

Abbé Sieyes: What is the Third Estate? http://www.fordham.edu/halsall/mod/sieyes.html

-Week 12A Continent in turmoil (1770-1815) Part II: the French Revolution: Robespierre Sonata and Napoleonic maestoso.

Readings:

E. Hobsbawn, The Age of Revolution, pp. 53-77.

or

B.Niegaard, “The Meaning of “Bourgeois Revolution: Conceptualizing the French Revolution,” in Science & Society 71/2 (2007), pp. 146-72.


Declaration of Right of Man – 1789 http://avalon.law.yale.edu/18th_century/rightsof.asp



http://avalon.law.yale.edu/18th_century/rightsof.asp

http://www.fordham.edu/halsall/mod/sieyes.html

http://www.fordham.edu/halsall/mod/1819peterloo.html

http://www.fordham.edu/halsall/mod/1842womenminers.html




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Robespierre, On principles of Political Morality http://legacy.fordham.edu/halsall/mod/1794robespierre.asp

Robespierre, Justification on the use of Terrorhttp://legacy.fordham.edu/halsall/mod/robespierre-terror.asp

- Week 13The powerhouse of the world (1815-1914): Modernization, Socialism, Religion, Nationalism (State vs. Popular), Imperialism and Colonialism; A shot in Sarajevo.

E.Hobsbawn, The Age of the Empire, pp. 13-33.

Or

P. O’Brien, “the Costs and Benefits of British Imperialism 1846-1914,” in Past and Present 120 (1988), pp. 163-200.

-Week 14 Concluding Remarks

***

Course Organization:

Due to the peculiar schedule of this course, I will dedicate Wednesday lectures to a detailed survey of the topic of the week. Ideally this should allow you to gain more



http://legacy.fordham.edu/halsall/mod/robespierre-terror.asp

http://legacy.fordham.edu/halsall/mod/1794robespierre.asp




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information and implement the knowledge acquired through the readings and the assessments. Friday day’s lesson will be entirely dedicated both to class discussion (based on the analysis of primary sources when available), and assignments or presentations. If you come to class unprepared, I reserve the right to ask you to go and complete your assignments and come back for the next class. You will be responsible for the material covered in that particular class.

Daily HandoutsFor some lectures, I will distribute brief review sheets. These contain a list of items (events, ideas, developments, persons, places, etc.) that will be covered that day

Grading Criteria

Essays handed in without references and bibliographies will not be marked – they do not even get on the starting grid for assessment. Deadline must be respected! You will have 1/6 grade deducted for each day late (including weekend days).

Work that is handed in without a bibliography and/or references will receive a mark of zero.

Procedure for submitting essays: Please hand the paper to me when requested to do so at the end of the class. If for any reason you cannot hand the paper directly to me, go to the History department office and have the department secretary sign and date your paper ("the secretary must have lost it" is not a valid excuse for a late paper). Do not email your paper except by special prior arrangement. Do not leave papers under my door or in my mailbox without a date and signature from the department secretary. I don't come to campus every day, and will deduct points from an unsigned paper up until the day that I receive it, which may be several days after you left it.

Course Policies :






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Learning/Teaching Method

Seminar type

Missed & Late Assignments:

A test or an essay may be rescheduled only in the event of a serious and unavoidable cause, i.e. a documented medical or family emergency.

Academic Honesty

Cheating and/or plagiarism could completely ruin your college career. Do not do it. If you are found guilty of cheating or plagiarism during the course, your grade for whatever assignment involved will be the lowest. You will be reported to the appropriate authorities and possibly expelled from the University.

Disruptive Behaviour

I expect mature and respectful behaviour from my students. No cell phones, no pagers, no personal stereo systems, no wireless web-surfing or emailing allowed during class time. Talking while I am lecturing, or while your fellow students are speaking, is unacceptable. Reading materials (i.e. newspapers) other than those related to the class is unacceptable. No tobacco—chewing or smoking. If you do not comply with these rules you will be asked to leave the classroom and you will be responsible for the subject matter you’ve missed.

Office Hours: I will be available for questions immediately after class, by appointment, by telephone, by e-mail and – especially- during my office hours.






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Office Hours: Wednesday 11.40-12.30/ 13.40-15.30

You are free to knock on my door whenever you need!!!!

ANY CHANGES IN THE SYLLABUS WILL BE ANNOUNCED IN LECTURE AND POSTED ON OUR WEBSITE.



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