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History 321: State and Society in Early Modern Europe: The Thirty Years War

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Page 1: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

History 321: State and Society in Early Modern Europe:

The Thirty Years War

Page 2: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

Course Requirements Reading Value of attendance and participation

Review the questions on p. 4 of the syllabus in preparation for each class.

Bring assigned readings to every class. Tests Written assignments Consult the syllabus regularly and follow all

instructions carefully.

Page 3: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

Resources for Course Home page

slides for lectures and tutorials Maps

online Europe’s Tragedy Sourcebook

Genealogy in Europe’s Tragedy Chronology in Sourcebook SFU Library

Page 4: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

Interpreting the Thirty Years War

Earliest interpretations: popularity of the Peace of Westphalia (1648): “preserving the liberties of Protestant Germans and strengthening the imperial constitution” (p. 3)

after the French Revolution (1789) and in the context of European Romanticism1. narrative of death and destruction2. “tragic inevitability” (p. 6)3. a choice of Germanies

Page 5: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

Interpreting the Thirty Years War

other national narratives a religious war a war that contributed to the

secularization and modernization of Europe absolutism

a wider war (international war school)

Page 6: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

Wilson’s Argument

Three distinctive elements:1. The war affected all of Europe.

2. The war was not fundamentally a religious war.

3. The war was not inevitable.

Page 7: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

Wilson’s Argument

1. The war affected all of Europe. Russia Poland, Ottoman Empire Dutch Republic; France, Spain Britain Denmark, Sweden

Page 8: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

Wilson’s Argument2. The war was not fundamentally a

religious war. religion: “a powerful focus for identity” (p. 9) “The war was religious only to the extent that faith

guided all early modern public policy and private behaviour” (p. 9)

moderate believers: “pragmatic;” unity of Christendom a “distant” goal

militant believers: a minority, observers and victims, fundamentalists; stubborn resolve “poorly suited to achieving military success” (p. 10)

“Militants’ influence was at times disproportionate to their numbers, but this does not mean we should interpret the conflict through their eyes” (p. 10)

Page 9: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

Wilson’s Argument

3. The war was not inevitable. 1555-1618: a period of peace

Page 10: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

Trouble in the Heart of Christendom

The Empire

Confessionalization

Religion and Imperial Law

Page 11: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

What was the Empire?

a “monstrosity” (Samuel Pufendorf, d. 1694)

Communities Matthäus Merian, Topographia Germaniae

(1642-1654) delineation between urban and rural space sacred space political space

Page 12: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

Who ruled (in) the Empire? Emperor Reichskirche: Imperial Church Lords: immediate / mediate: fiefs

1. 7 Electors (by Golden Bull of 1356) Archbishops of Mainz, Cologne, Trier Kingdom of Bohemia, Palatinate, Saxony,

Brandenburg2. Princes: bishops, archbishops, dukes, landgraves,

margraves Habsburg dynasty: 2/5 of Empire, +7M subjects

3. lesser lords: counts, etc. Free Imperial Cities (ca. 80)

Augsburg (48,000); most had -4,000

Page 13: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

How did the Empire function?

Emperor as overlord and adjudicator: Habsburg dynasty

financing the Empire: from Emperor’s lands and from imperial contributions/taxes: Roman months (multiples of pay for 24,000 soldiers / month)

Page 14: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

How did the Empire funciton?

Reichstag (Imperial Diet) a representative and consultative body:

for binding decisions and sounding out opinions

vote by imperial estates recommendation Recess

Page 15: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

How did the Empire function?

two supreme courts: Reichskammergericht (Imperial

Cameral Court) Reichshofrat (Imperial Aulic Council)

Imperial Circles (10 by 1570) to enforce verdicts of the courts to raise taxes to raise troops for internal peace and

defence of Empire Each circle had its own assembly.

Page 16: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

What characterized the Empire’s political culture?

German freedom: privileges and responsibilities “within the imperial hierarchy” (23)

impersonal and personal dimensions

the cumbersome search for compromise

Page 17: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

What were the contours of the religious situation in the Empire?

Confessionalization and social disciplining cultural differences limits: intermarriage, relative absence of violence

in the second half of the sixteenth century

Catholicism and “the primacy of organization” (p. 25)

Lutheranism and “the primacy of doctrine” (p. 26)

Calvinism and the “primacy of practice” (p. 26)

Page 18: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

What were the contours of the religious situation in the Empire?

“Religious tension impaired the working of the imperial constitution and contributed to the outbreak of the war in 1618” (p. 25).

“Militancy was certainly growing, particularly as those who had only known a confessionally divided world reached maturity and positions of influence around 1580. But it is impossible to ascribe the outbreak of war in 1618 directly to such sentiment” (p. 40).

Page 19: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

What were the contours of the religious situation in the Empire?

Catholicism Catholicism’s basic strengths in the

Empire: Reichskirche, Habsburgs, Bavaria Council of Trent (1545-1563) Catholic piety: processions, pilgrimages,

cult of the saints Society of Jesus (Jesuits): controversialists,

confessors, educators

Page 20: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

What were the contours of the religious situation in the Empire?

Lutheranism Augsburg Confession (1530) territorial Church Schmalkaldic Wars (1546-1552) intraconfessional conflict:

Philippists vs. Gnesio-Lutherans Book of Concord (1580)

preponderance in territory and population but not in imperial institutions

Page 21: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

What were the contours of the religious situation in the Empire?

Calvinism John Calvin, reformer of Geneva (d. 1564) doctrinal differences a minority with Lutheran converts foothold in Empire: Palatinate (1560),

Hessen (1603), Brandenburg (1613) Heidelberg Catechism (1563) leadership of the Elector Palatine

Page 22: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

What was the Peace of Augsburg (1555)?

a religious peace within a context of constitutional reforms

an ambiguous peace: faith and terms (e.g. “reformation) not defined adherents of the Confession of Augsburg right of reformation (ius reformandi): 1552 right to emigrate (ius emigrandi) Article 18: ecclesiastical reservation Declaration of Ferdinand

“the most contested parts of the 1555 Peace” (p. 45)

Page 23: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

What was the Peace of Augsburg (1555)?

cuius regio eius religio: The religion of the prince determines the religion of his territory.

Calvinists arbitration for disputes:

Reichskammergericht

Page 24: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

How should the Peace of Augsburg be interpreted?

Puzzles1. Could Lutheran princes incorporate

ecclesiastical territories? Lutherans in cathedral chapters; diocesan

administrators

2. What was the status of unincorporated mediate ecclesiastical property in Lutheran territories?

3. What was the status of subjects’ religious freedoms?

princely expulsion vs. voluntary freedoms

Page 25: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

How should the Peace of Augsburg be interpreted?

“the fundamental underlying problem: the Peace had given Lutherans legal equality, but left Catholics with a political majority” (p. 45)

imperial efforts to defuse tension: Ferdinand I, Maximilian II

Page 26: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

How should the Peace of Augsburg be interpreted?

Catholic views the lesser of two evils (toleration vs. war) moderates:

a stable peace with unequal Lutheran dissenters in a Catholic Empire

a limit to Lutheran expansion with the opportunity of conversion to Catholicism

militants: a temporary suspension of the Edict of Worms (1521) until a theological resolution Council of Trent!

Page 27: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

How should the Peace of Augsburg be interpreted?

Protestant views a beginning, not an end resistance or obedience?

just war: recognized authority, just cause, extent of resistance: fight injustice or overthrow a regime?

right of resistance for lesser magistrates

the effect of 1555

Page 28: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

How should the Peace of Augsburg be interpreted?

Wilson’s views vs. Geoffrey Parker: “a temporary end to

open confessional warfare in Germany” 63 years of peace a “comparatively satisfactory settlement” (p.

43) foundation for the Peace of Westphalia “little basis…for the standard interpretation…

of steadily polarizing opinion” (p. 46) waxing and waning of moderate and militant

opinions

Page 29: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

How should we read primary documents?

Who produced the document? What date can we assign to the document? What is the document’s context? What are the main concepts in the document? What basic message does the document

communicate? How is it historically significant?

Do particular passages reveal significant information?

Is the document logically self-consistent, or do you notice any contradictions?

Page 30: Reading  Value of attendance and participation  Review the questions on p. 4 of the syllabus in preparation for each class.  Bring assigned readings

Sourcebook, docs. 1 and 2

the primacy of peace Who benefits? What are the issues? What is at stake? Article 18 and the Declaration of

Ferdinand