China in the Western, syllabus fall 2001

Europe to 1715

St. Gregory’s University

Fall 2001

History 1223

Tuesday & Thursday 9:30-10:45 AM

DE 101

Mr. Joe Eaton

wjeaton@sgc.edu

http://intranet.sgc.edu/People/Faculty/wjeaton/

Phone: 878-5183

Office: 313 Administration Building

Office hours: Monday 12:45-3:30, Wednesday 12-1, Thursday 10:45-12 (unless faculty meeting), and by appointment. My teaching schedule is listed on my office door. You may also meet me before or after class. Please feel free to call or send an email if none of these times is good for you.

An office conference will be required around mid-term. More details will be announced.

Please, no food or drink in the classroom. H₂O allowed.

Late assignments will be penalized.

Make-Up Examinations: Make-up examinations are both burdensome on me and unfair to the remainder of the class, and for both reasons are not readily given. Exceptions for good cause are allowed, but you should be prepared to provide written verification of any incident preventing you from not taking an exam on the designated day. Make-up exams tend to be more difficult because the person has had an opportunity to study longer than his or her classmates.

Attendance: Attendance is mandatory. Repeated unexcused absences will result in the loss of course points and may result in expulsion from the course. I reserve the right to send an absence warning after a third unexcused absence and drop a student from the class for any absences after that.

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Required Books (all available in bookstore). Failure to procure required books will result in loss of class participation points. Continued failure to procure required books may result in being dropped from class.

Mortimer Chambers et al, Western Experience, volume B, New York: McGraw-Hill, 1999 0-07-013068-x (This textbook will be especially important to understanding lectures and particular chapters will provide the basis of our discussions and test questions. Authors are renowned in historical profession.)

Daniel Defoe, Robinson Crusoe, New York: Bantan, 1991 ISBN 0-553-21373-3 (Defoe’s books has been explained to be the first important English novel and has inspired readers for almost 300 years with its tale of a shipwrecked man’s self-reliance and redemption.)

Niccolo Machiavelli, The Prince, Indianapolis: Hackett, 1995 ISBN 0-87220-316-6 (Machiavelli has been credited with taking the morality out of politics and with putting politics on a more realistic foundation. Not many people have an adjective (“Machiavellian”) named after them.)

Thomas More, Utopia Indianapolis: Hackett, 1999 ISBN 0-87220-376-x (More’s book is very important to the history of our imagining better societies. We will discuss how this important book, written by a Catholic saint, should be understood.)

Additional readings either be handed out or made available in the library.

Movies:

“Cast Away” (Tom Hanks, 2000)

“Man for All Seasons” (Paul Scofield, Best Picture, 1966)

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Catalog description: "Major components include: characteristics of Western Civilization, European expansion, European political structure in 1500, the Protestant Reformation, the Catholic Reformation, the Colonial Wars, and European nation-systems."

The foundation of the course will be primary (contemporary) source readings that serve to illuminate a diverse variety of views from the period. Many of the writings are openly polemical and should provoke civil discussion. Class participation is critical.

The course involves a variety of learning/teaching approaches. Our time in class will be primarily spent on the following:

1. Class discussion. The course is intentionally designed to function as a seminar most days. Please be prepared to discuss the readings. Failure to complete your reading assignments will mean an incomplete class experience and is a breach of your responsibility as a student.

2. Lecture. My lecture will serve primarily to introduce the readings discussed in class. You should take some notes. Again, the backbone of the course is your reading and subsequent participation.

COURSE OUTLINE (subject to change):

READING ASSIGNMENTS DUE ON DATE INDICATED

August

21 – introduction: What is Europe?

23 – The Idea of a Renaissance: background reading - Chambers, chapter 12

28 - Renaissance Humanism

readings - Pico della Mirandola, "Of the Dignity of Man" (1487)

Question: "What is man capable of? What is the implication?"

30 – Renaissance Education

readings - Leonardo Bruni, "Concerning the Study of Literature" (1405)

P. Vergerius, "Letter to Ubertinus of Padua [Education]" (1392)

Questions: "What is the goal with this sort of education? What are the means? Have we adopted this?"

September

4 – Renaissance continued

readings – Machiavelli, Prince (1513), xiii-xiv (introduction), 44-60 (chapters xv-xix)

Machiavelli resources on Web (http://www.sas.upenn.edu/~pgrose/mach/)

Questions: "How should a ruler act? What is the purpose of politics?"

Short Quiz

6 – Northern Renaissance

readings – Machiavelli, Prince 61-78 (chapters xx-xxvi)

11 – Erasmus & religious background to the Reformation

readings - Erasmus, "Praise of Folly" (selections, 1509)

Questions: "What are Erasmus' criticisms?"

13 – Luther & the Reformation: background reading – Chambers, chapter 13

Martin Luther, "Preface to the first volume of Latin Writings" (1545)

__________ . "Preface to the German Translation of the New Testament" (1522)

Questions: "What are Luther's criticisms? How does Luther differ from Erasmus?" (Hint: Erasmus remained in the Church; Luther was at the head of the Reformation)

18 – Luther continued and John Calvin and Geneva

readings: __________ . "An Appeal to the Ruling Class" (1520); John Calvin, "Sin and Freedom of the Will: from Institutes" (1559)

20 - TBA

25 - Anabaptists: the "left" of the Reformation

readings: Zurich Anabaptists, "Letter to Thomas Muntzer" (1524)

Anabaptist Web-site: relates present Church to 16th century past (http://www.anabaptists.org/guide.html)

Questions: "How might one be saved? How do the Anabaptists differ from Luther? the other Protestants?"

27 - Catholic Reformation

readings: Saint Ignatius Loyola, "Spiritual Exercises" (~ 1540)

"Decrees of the Council of Trent" (1545-1564)

Questions: "What are the Catholic responses to the Protestant Reformers? How do they resemble (or differ) from the Protestants?"

October

2 - French Absolutism & Dutch, English attempts at Constitutional Government: reading – Chambers, chapter 17, 580-589, 602-615

Paper due October 4 (see first paper topics listed at end of syllabus)

4 – New Worlds: background reading – Chambers, pp. 470-478

readings: Christopher Columbus, "Letter to Gabriel Sanchez"

Early Drawings of New World, from Hugh Honour, New Golden Land (16^th Century)

1492: Library of Congress Exhibit (http://metalab.unc.edu/expo/1492.exhibit/Intro.html)

Questions: "As judged from his letter, is Columbus a hero or villain?"

October 9, Mid-Term Exam

11 - New Worlds continued – The Columbian Exchange – Vegetables and Viruses

Discoverers Web-site: many links to explorers (http://www.win.tue.nl/cs/fm/engels/discovery/)

16 - Was America a Mistake? Cultures, Human Rights, and Relativism

readings: Hernando Cortes, "Human Sacrifice: A Most Horrid and Abominable Custom" (1519)

Michel de Montaigne, "Of Cannibals" (~1580)

Question: "Consider both Cortes and Montaigne: How should we evaluate other cultures? Is there a standard?"

Fall Break

23 - Movie: "Man for All Seasons" (Best Picture 1966)

25 – “Man for All Seasons,” continued and discussion

30 – A Well-run and Prosperous Land: Ricci and the Jesuits, China and Japan

November

1 - New Perspectives on the World

readings: Joseph Glanvill, "Plus Ultra" (1668)

M. Thevenot, "Collection of Voyages" (1681)

Question: "Consider the new knowledge of geography; what are the implications?"

6 - New Science: background reading – Chambers, pp. 544-556

readings: Francis Bacon, "Novum Organum" (1605, 1620)

Question: "How do we find the truth?, according to Bacon? Describe his scientific method?"

8 – Thomas More’s Utopia (1518), pp. 39-160

“How should we understand More’s Utopia? What lessons are to be learned?”

13 - Ancients v. Moderns: who is the authority?

Fontenelle, "Digression of the Ancients and Moderns" (1688)

The Muhammad Ali Question: "Who is the Greatest?"

15 - New views regarding Business

readings: John Calvin, "Letter on Usury" (1545)

Richard Baxter, "A Christian Directory" (1673)

Questions: "What is the relationship between Christianity and capitalism? Is this a Protestant Spirit of Capitalism? Which is more important? Christianity or capitalism?"

20 - Daniel Defoe, "The Complete English Tradesman" (1726)

"What is Defoe's picture of commerce? Are his ideas modern? Can we recognize the author of Robinson Crusoe"

Thanksgiving Break

27 – Daniel Defoe, Robinson Crusoe, (1719) pp. 1-275

Paper due November 29 (see second paper topics listed at end of syllabus)

29 - Movie: “Cast Away” (2000)

December

4 – “Cast Away” continued and discussion

6 - Vice (and Prosperity?) & South Sea Bulls, Bears, and Bubbles

Bernard de Mandeville, "The Fable of the Bees: The Grumbling Hive: Or, Knaves turn'd Honest" (1714)

Questions: "What makes the hive function? What is the role of the state, charity, church? Is this a plausible source of ethical behavior?"

Bubble Project: South Sea Bubble Web-site (http://is.dal.ca/~dmcneil/bubble.html) - discusses the perils involved in one 18^th century stock market crash.

Final: date and time to be announced

Methods of Evaluation: Points Possible:

~4 page Reflective Paper – due October 4 100 (late papers penalized 1 letter grade)

Exam – October 9 100

~4 page Reflective Paper – due Nov. 29 100 (late papers penalized . . .)

Final Exam, date and time to be announced 100

Attendance, class participation and pop quiz grade

Late assignments will be penalized.

Make-Up Examinations: Make-up examinations are both burdensome on me and unfair to the remainder of the class, and for both reasons are not readily given. Exceptions for good cause are allowed, but be prepared to provide written verification of any incident preventing you from not taking an exam on the designated day. Make-up exams tend to be more difficult because the person has had an opportunity to study longer than his or her classmates.

Attendance: Attendance is mandatory. Continued unexcused absences will result in the loss of course points and may result in expulsion from the course.

Grading Scale:

A = 100 to 90%

B = 89 to 80%

C = 79 to 70%

D = 69 to 60%

F = below 60%

Competencies Addressed and How these are Acquired:

(As taken from the Oklahoma General Competencies For Teacher Licensure and Certification)

1.1 Identify a Writer’s purpose, point of view and intended meaning - Reading Assignments, Writing Assignment & Class Participation

1.2 Analyze the relationship among ideas in written material, including identifying cause-effect relationships, analyzing relationships between ideas in opposition, identifying a solution to a problem presented, and drawing inductive and deductive conclusions - Reading Assignments, Writing Assignment & Class Participation

1.3 Use Critical reasoning skills to evaluate written material, including recognizing stated or implied assumptions, judging the relevance of material, evaluating the logic of an argument, and assessing credibility - Writing Assignment & Class Participation

3.2 Develop a written document recognizing the purpose and audience; unity, focus, and development and effective organization – Writing Assignment

4.2 Draw reasonable conclusions using information from written and spoken communications – Essay Tests, Reading and Writing Assignments, Class Participation

4.3 Defend Conclusions – Essay Tests, and Writing Assignments, Class Participation

5.2 Utilize elements of effective written communications – Writing Assignment

5.3 Demonstrate competence in writing mechanics – Writing Assignment

9.1 Demonstrate a factual knowledge base related to political issues, economic processes, and social movements that have shaped history – Class Participation, Objective Tests

Oklahoma Subject Area Competencies -

Identifies the major events, contributions, and/or figures of the Renaissance and Reformation in Europe.

Identifies major figures and events of the Age of Exploration.

Analyzes political, philosophical, or cultural traditions and institutions that modern Western civilization has inherited from ancient Greece and Rome.

Evaluates the effects of scientific or technological advances made during the Renaissance.

Analyze the social, political, and religious implications of the Protestant Reformation and Counter-Reformation movements.

Relates major events of exploration and colonization to the growth of mercantilism.

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First paper topic: Please choose one of the following topics - 3-4 pages - typed, double-spaced

This is not a research paper. Focus on the course readings.

Give some explanation of the author's views and make your own evaluation of their worth.

1. Differing views of Reform: Compare and contrast the opinions of Erasmus in his Praise of Folly and Martin Luther on what changes were needed to reform Christianity. What are the similarities in their positions? Differences? What did this mean to the differing roles each took in the reform movement?

2. Concept of Man, Human Dignity: Contrast Pico's "On the Dignity of Man" with the selection from John Calvin's Institutes of the Christian Religion. What are the implications of each of these views? For religion? In politics?

3. Compare and contrast Luther and the Council of Trent on what is central to Christianity. How did Luther and the Council differ in their ideas of reform?

4. Machiavelli. Machiavelli present a "little gift" to Lorenzo Medici. What is the nature of this gift? Is this the kind of book that a ruler should use to guide his/her reign? Why or why not?

GENERAL IDEAS TO CONSIDER: How have these thinkers impacted the development of the modern world? Are they relevant today? Give some evaluation about which thinker you believe to be more relevant and why?

You may choose another topic tailored to your interests. Please make use of a reading(s) from the course. Please discuss any personalized topic with me beforehand.

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Second Paper Topic: Please choose one of the following topics - 3-4 pages - typed, double-spaced

Choose one of the following:

1. Columbus: Consider the journal of Columbus. Consider his attitude towards the natives and their lands. What was Columbus expecting to find? In what ways is his writing modern? In what ways is it influenced by medieval values? Columbus has recently been much criticized, and Columbus Day is an almost forgotten holiday; is this criticism fair? Looking exclusively at his writing, should we celebrate Columbus Day?

2. Glanvill/Thevenot/Fontenelle. Consider the battle between the ancients and moderns. What was the the modern position? How does this become the modern idea of "progress"? How is this relevant? Is there an ancient and modern debate today?

3. Montaigne. What is Montaigne's argument concerning cannibals? What is he, in fact, saying about Europe? Give some evaluation of Montaigne's position. How is Montaigne relevant? Is there some danger in his position? Or, you may give analysis of one of Montaigne's other essays.

4. Bacon. Consider Bacon's scientific method and his vision of a scientific future in New Atlantis. How is this an improvement over previous science? How is this useful to science? In what way is this modern? How is this outlook relevant? Are there dangers?

5. More. Utopia has been seen as both a source of Communism. Others have claimed that More's work is satirical. What do you make of this perfectly organized and happy island?

6. Consider “Cast Away” and “Robinson Crusoe” – how do the sagas of their respective characters differ? What can we learn from their experiences?

You may also work on another topic. Please talk to me for permission.

You may choose another topic tailored to your interests. Please make use of a reading(s) from the course. Please discuss any personalized topic with me beforehand.