history 3230 extended...

History 3230

Extended Syllabus

(Early Modern European Civilization)

UTAH STATE UNIVERSITY

Dr. Robert J. Mueller

Spring Semester 2014

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TABLE OF CONTENTS

SECTION A: General Course Information 1. Required Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2. Course Content & Outcomes . . . . . . . . . . . . . . . . . . 3

3. Method of Instruction . . . . . . . . . . . . . . . . . . . . . . . . 4

4. Discussion Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

5. Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5

6. Writing Assignments . . . . . . . . . . . . . . . . . . . . . . . . 5-6

7. Grade Breakdown . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

8. Office Hours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

9. Academic Dishonesty . . . . . . . . . . . . . . . . . . . . . . . 7

10. Sexual Harassment . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

11. Students with Disabilities . . . . . . . . . . . . . . . . . . . . . 8

12. Lectures and Reading Assignments . . . . . . . . . . . . . . 8-10

SECTION B: Advice for Writing 1. The Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12-16

2. Mueller’s Pet Peeves . . . . . . . . . . . . . . . . . . . . . . . . 17

3. Proper Footnoting . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19

4. Plagiarism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

SECTION C: Unit Outlines and Word Lists

Weeks 1 to 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22-35

SECTION D: Map Section 1. Suggestions for Map Identifications . . . . . . . . . . . . . 37

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History 3230 Extended Syllabus

Section A

General Course Information

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UTAH STATE UNIVERSITY

HISTORY 3230: Early Modern Europe Spring Semester 2014 Tuesdays & Thursdays, 1:30-2:45PM

LECTURER: Dr. Bob Mueller

OFFICE: USU, Tooele Regional Campus, Office 180

OFFICE PHONE & VOICE MAIL: (435) 882-6611 ext. 3180

OFFICE HOURS: Tuesdays & Thursdays, 3:00-5:00 and by appointment.

E-MAIL ADDRESS: [email protected]

1. REQUIRED READING: Jonathan Zophy, A Short History of Reformation Europe: Dances over Fire and Water

(Prentice Hall, 1997). [ISBN 0-13-181561X]

Robert J. Mueller, ed., The History 3220 Reader

(Found in Canvas under “Course Materials”)

2. COURSE CONTENT & OUTCOMES: History 3230 is a survey of the history of Western Civilization from the first appearance of the

so-called "New Monarchies" of Western European around 1500 to the death of Louis XIV in 1715. It

covers the development of a unique civilization -- one that built upon the developments introduced into

medieval European society, such things as the origins of the strong centralized state, the power and

authority of the institutional Christian Church, and the rise of a more secular society. From this medieval

starting point we will examine the religious controversies which sparked the Protestant Reformation and

the Wars of Religion. Intertwined with this religious history will also be political developments,

especially the development of constitutionalism in England and absolutist theory in France. Finally we

will look at social and intellectual changes brought on by the Scientific Revolution. The course

emphasizes the examination of primary sources as a method of developing the important skill of

analysis. In discussion, in papers and on your exams, you will be asked to reach general conclusions

through careful use of specific evidence.

There will be four main outcomes by the time you finish this course:

1) You will become a stronger writer. I do not use midterms and finals to test how well you

understand the lectures and readings. Instead I ask you to write a series of four term papers and take short

quizzes. In Section B of this syllabus there is a detailed discussion about writing strong papers.

2) You will become a more critical thinker. The papers and terminology quizzes require you to use

and develop the skill of analysis. Analysis is the ability to reach into a mass of material and pull out only

what is relevant for a certain project or assignment. You will learn to have informed opinions backed up

by evidence.

3) You will understand important facts about early modern European religion, government and

society. In the area of religion you will learn why many Protestant sects split off from the Roman

Catholic religion in the sixteenth century, why Protestants and Catholics fought religious wars against

each other, and why religious toleration eventually began. In terms of government you will understand

how both constitutional and absolute monarchies arose, and how Parliament in England rose to power.

4) You will understand how societies change over time. In 1500 Europe had one religious faith and

all countries were ruled by a centralized monarchy. By 1700, however, there were many Christian

faiths and several countries which had representative institutions helping the king govern. You will

learn to see the “stepping stones” of change.

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3. METHOD OF INSTRUCTION: This course is a mixture of lecture and discussion. It is vitally important that you have the

reading material assigned for the week done by our Tuesday class meeting. Always bring your course

books to class, especially the History 3230 Reader (found on Canvas under “Course Materials”),

because I will lead a discussion of certain primary source documents during each lecture. These

discussions are important to your understanding of the class and its objectives. Please bring questions

to these discussions. I want to hear your opinion on the topics we discuss. These discussions help us

get into the minds of early modern Europeans.

Remember that this is a distance education course. We handle discussion a bit differently in such

a class. I will ask questions of different sites during the lecture. Yes, this means I will occasionally ask

you to talk, but I’m such a fun (and humble) guy that this should always be a distinct pleasure. If you are

not at the site that is being questioned, please hold off answering until I throw open the question to the

whole class. Don’t worry, I’ll give all sites the chance to participate. Likewise, if you have a question

during the lecture, I want you to ask it. But please wait for a pause in my lecture (I stop a lot to sip my

coffee) and then ask away. Always remember to announce the following things when you address me or

the class:

1) Your name, and

2) Your site.

This way I can keep track of who is talking and it gives our video technology time to turn on and

focus on you. Yes, a camera will be on you when you speak in class. In this way I can see who is talking.

This is also a writing-intensive class; you will have to demonstrate the analytical skills you

practice in the discussions on your writing assignments.

4. DISCUSSION GRADE:

Fifteen percent (15%) of your grade (150 points) will be based on your participation in the

discussions in this class. That does not mean simply asking a question or two. I expect you to answer

questions which I ask and make substantive comments in our weekly discussions, most of which will be

based on the primary sources we read. I keep track of all the substantive comments you make on a

control sheet, so make sure you clearly state your name and site before you make your comment. That

will give me time to find your name and mark it. If you contribute regularly, you will earn a good

discussion grade. If you do not contribute, you could lower your overall grade by as much as an entire

grade level and a half (meaning that a B+ grade on the rest of the course assignments could become a C).

The take-away message here is to take part in the discussions during class time. To be able to do this

effectively you need to keep up on the readings, especially those in the History 3230 Reader.

5. QUIZZES: There are six quizzes worth a total of 250 points (or 25% of your total grade): two map quizzes

and four terminology quizzes. The purpose of the quizzes is to see how well you are studying the

course materials. . I expect you to rely on your memory alone when taking these quizzes. You may

not use any books, class notes or external websites when taking the quizzes. If you are found using any

of these to assist you in taking a quiz you will be guilty of cheating and may fail the course.

The two map quizzes will be given in class. For each quiz I will give you a blank map of

Europe and the Mediterranean Sea) and ask you to find ten locations on the list located at the end of

this syllabus. Why do I do this? It is because maps are crucial to understanding the history of Europe. I

want you to learn the location of two kinds of places. First, you need to know basic geographical

features (such as, major rivers, mountains, islands, bodies of water and regions). Second, I want you to

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know how to locate important cities, regions and other political units. Maps of these geographical

features and places can be found in the textbook. A list of the possible locations I might ask on these

quizzes is at the end of this syllabus. Check the “Grade Breakdown” section of this syllabus for the

dates of the map quizzes.

The four (4) terminology quizzes will focus on important terms taken from the lecture

outlines/word lists in Section C of this syllabus. Each term quiz has the same format. There will be five

terms given, one or two from each of the weekly lecture outlines/word lists. A good answer has two

parts:

1) Identification. Identify the term in a sentence or two. Answer the questions who?, what?

where? and when? as relates to the term. The more specific details you can give, the more points you

will score. This part of the answer tests your memorization skills.

2) Historical significance. Tell me why the term is important for this course in a single

sentence or two at most. Sometimes there is an obvious reason why a person, place, or concept is

significant. Or sometimes you can tie the term to a larger theme or set of ideas in the class. This tests

your analytical ability.

The quizzes are taken on Canvas and are each timed for 15 minutes, so make sure you do your

studying before the quiz. You may take the quizzes any time over a particular one or two day period,

but you only can take the quiz one time. I will not grant any extensions or do-overs for any reason.

Please consult the “Grade Breakdown” section below for the days on which each quiz may be taken.

Quizzes are computerized and cannot be made up, so please make sure you take them on the days they

are available. Remember that quizzes are supposed to be done from memory. Do not make use of any

course materials or internet web sites when taking the quizzes.

6. WRITING ASSIGNMENTS: There are four (4) term papers required for this course. Each of the papers will be worth 150

points (15% of your overall grade). For each paper you will be expected to write an essay of no less

than 1500 words (about 5-6 full pages) on the topics below. You may write more (to a maximum of

2000 words), but papers of less than 1500 words will adversely affect your grade. I will expect formal

footnotes for this paper. Please see “Proper Footnoting” on pages 18-19 of this syllabus for more

information.

Make sure your papers are typed, double-spaced, have page numbers, and have 1" margins all

around. Use a 12 pitch font which will make it easy for me to read. Please write your papers using the

MSWord word processing program. This will make it easy to upload the paper into Canvas. The Logan

campus, USU regional campuses and USU education centers all have computer labs loaded with this

program. Do not use MSWorks, since my computer will not open papers written with this program.

Only submit papers with a file suffix of “.doc” or “.docx” which are those used by MSWord. I cannot

read files which end in “.rft” or “.odt” or any other suffix. Also, please give make the first page of your

paper a cover sheet which includes the following:

1) title of the paper,

2) your name,

3) the course name and number,

4) your site,

5) and the date.

Please consult Section B of this extended syllabus, which is called “Advice for Writing,”

before writing your papers. It contains suggestions on how to write a strong essay and reveals the

grammatical and other errors I will penalize you for on your paper. Also, you may want to consult

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“Mueller’s Pet Peeves” before you write each of your papers. It will give you an idea of the things I

look for (or hate to see) in a well-written paper.

Here is a hint. One of my biggest pet peeves is a poorly proofread paper. I grade off for errors

in spelling, punctuation and grammar -- and typos too. In this age of computers with spelling and

grammar checkers there is no excuse for a sloppy paper. Have a friend or family member proofread

your paper for you. They can often find errors that you might not see.

Finally, since these are such short papers please DO NOT include any long quotations

(meaning anything over one line across the page in length). Never quote or cite from an introduction to

a document or from the textbook. I want to see how you make use of primary sources as evidence. This

forces you to develop the skill of analysis.

All of your papers should be submitted on Canvas. The “Start Here” section of Canvas contains

information on how to do this. If you have problems posting your paper, please contact me. I will read

your papers and offer substantive criticism using Canvas.

Do not use any outside books for this paper. I expect you to only make use of course materials,

mainly the textbook and the documents from the History 3230 Reader for these papers. The point of

these papers is to see how well you are able to use a limited set of sources as evidence for your views.

Never, under any circumstances, should you make use of internet websites for information for

your papers.

TOPIC for PAPER #1: Please write an essay which answers the following questions. What

problems in the Catholic Church were reformers like Erasmus and Martin Luther responding to with

their writings? What were the main points of Martin Luther’s religious message? Why was it

considered to be so radical? How did his religious message change everyday life for Germans? Please

make use of appropriate documents from the first four weeks of the History 3230 Reader as evidence

for this essay.

DUE DATE: Saturday, February 08 by midnight (submitted in Canvas).

TOPIC for PAPER #2: Martin Luther’s teachings were very successful inside the

German-speaking lands of the Holy Roman Empire. Outside of this region, however, not everyone

agreed with his ideas. How did the ideas of Ulrich Zwingli in Zurich, John Calvin in Geneva and the

monarchs in England differ from Luther? Please make use mainly of documents from the weeks five

through seven readings in the History 3230 Reader as evidence for this essay.

DUE DATE: Saturday, March 01 by midnight (submitted in Canvas).

TOPIC for PAPER #3: The sixteenth and seventeenth centuries were a time of changes. What

were the most important religious changes which the Catholic Church made in response to the

Protestant Reformation? How did the Scientific Revolution and the witchcraft trials change the way

people thought during this period? How might the Scientific Revolution have had an impact on ending

the witch-hunts in Europe? Please make use mainly of documents from the weeks eight through ten

readings in the History 3230 Reader as evidence for this essay.

DUE DATE: Saturday, April 05 by midnight (submitted in Canvas).

TOPIC for PAPER #4: Why did Parliament come to rule in England by the end of the

seventeenth century? Why did England stay a Protestant nation with a Protestant national Church?

Why didn’t France become a constitutional monarchy? Please make use mainly of documents from the

weeks eleven through fifteen readings in the History 3230 Reader as evidence for this essay.

DUE DATE: Saturday, April 26 by midnight (submitted in Canvas).

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7. GRADE BREAKDOWN: Discussion 150 pts Map Quiz #1 25 pts January 30 (in class)

Map Quiz #2 25 pts April 17 (in class)

Terminology Quiz #1 50 pts Take on Canvas on January 23 or 24 (Weeks 1-3)

Terminology Quiz #2 50 pts Take on Canvas on February 20 or 21 (Weeks 4-7)

Terminology Quiz #3 50 pts Take on Canvas on March 27 or 28 (Weeks 8-11)

Terminology Quiz #4 50 pts Take on Canvas on April 24 or 25 (Weeks 12-15)

Paper #1 150 pts Saturday, February 08 by midnight (submitted on Canvas)

Paper #2 150 pts Saturday, March 01 by midnight (submitted on Canvas)

Paper #3 150 pts Saturday, April 05 by midnight (submitted on Canvas)

Paper #4 150 pts Saturday, April 26 by midnight (submitted on Canvas)

Your scores for the four papers and the final course grade will be calculated based as follows:

Paper Scores Course Grade A+ 146-150 none

A 140-145 930-1000 pts

A- 135-139 900-929

----------------------------------------------------------------------------------------

B+ 130-134 870-899

B 125-129 830-869

B- 120-124 800-829

----------------------------------------------------------------------------------------

C+ 116-119 770-799

C 110-115 730-769

C- 105-109 700-729

----------------------------------------------------------------------------------------

D+ 101-104 670-699

D 095-100 630-669

D- 090-094 none

----------------------------------------------------------------------------------------

F 000-089 000-629

8. OFFICE HOURS: The purpose of office hours is to provide you with the time to meet with or call me to discuss

any aspect of the course, whether it be advice on the papers or quizzes or questions about the readings

or my lectures. Please take advantage of my office hours by calling me, writing me by e-mail or

showing up in person. I work for you. And remember, you can always send me e-mails at any time

with your questions or comments. I can give you a quick response this way.

9. ACADEMIC DISHONESTY: It is a sad commentary on our times but it must be said in advance, I expect you to do your own

work. Please read the section on plagiarism in Section B of this syllabus. You are responsible for

correctly citing your sources in your four papers. If you are caught cheating on a quiz or turning in

work which is not your own, you may fail the course. You may also be reported to the Judicial Officer

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on the Logan campus of USU and may face expulsion from the university. Face it, it's just not worth

the risk to your future.

10. SEXUAL HARASSMENT

Sexual Harassment is defined by the Affirmative Action/Equal Employment Opportunity

Commission as any “unwelcome sexual advances, requests for sexual favors, and other verbal or

physical conduct of a sexual nature.” If you feel you are a victim of sexual harassment, you may talk

to or file a complaint with the Affirmative Action/Equal Opportunity Office, located in Old Main,

room 161, or call the office at (435) 797-1266.

11. STUDENTS WITH DISABILITIES The Americans with Disabilities Act states: “Reasonable accommodation will be provided for

all persons with disabilities in order to ensure equal participation within the program. If a student has

a disability that will likely require some accommodation by the instructor, the student must contact the

instructor and document the disability through the Disability Resource Center, preferably during the

first week of the course. Any request for special consideration relating to attendance, pedagogy,

taking of examinations, etc., must be discussed with and approved by the instructor. In cooperation

with the Disability Resource Center, course materials can be provided in alternative format, large print,

audio, diskette, or Braille.”

12. LECTURES AND READING ASSIGNMENTS: Listed below are the reading assignments for the course. Please have all the reading done before

the Tuesday class meets. I will plan discussions based on this material.

WEEK ONE:

Jan 07 & 09 Introduction & Criticisms of the Roman Catholic Church – Part I

Reading: Zophy, Chapters 1; History 3230 Reader, Week 1.

WEEK TWO:

Jan 14 & 16 Criticisms of the Roman Catholic Church – Part II

Reading: Zophy, Chapters 2-3; History 3230 Reader, Week 2.

WEEK THREE:

Jan 21 Martin Luther King Holiday – no class (Monday Schedule)

Jan 23 Martin Luther’s Revolution

Reading: Zophy, Chapters 4-5; History 3230 Reader, Week 3.

TERMINOLOGY QUIZ #1 on January 23 or 24 (On Weeks 1 - 3 terms)

WEEK FOUR:

Jan 28 & 30 The Impact of Luther’s Revolution

Reading: Zophy, Chapter 6; History 3230 Reader, Week 4.

MAP QUIZ #1 in class on Thursday, January 30.

WEEK FIVE:

Feb 04 & 06 Ulrich Zwingli and John Calvin

Reading: Zophy, Chapters 7 & 8; History 3230 Reader, Week 5.

PAPER #1 DUE Saturday, February 8 by midnight (submitted in Canvas).

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WEEK SIX:

Feb 11 & 13 The English Reformation -- Part I: Henry VIII


WEEK SEVEN:

Feb 18 PRESIDENT’S DAY HOLIDAY: No Class (Monday Schedule)

Feb 20 The English Reformation – Part II: Edward VI & Mary


TERMINOLOGY QUIZ #2 on February 20 or 21 (On Weeks 4 - 7 terms)

WEEK EIGHT:

Feb 25 & 27 The Catholic or Counter-Reformation

Reading: History 3230 Reader, Week 8

PAPER #2 DUE Saturday, March 01 by midnight (submitted in Canvas).

WEEK NINE:

Mar 04 & 06 The Scientific Revolution

Reading: History 3230 Reader, Week 9.

SPRING BREAK: Week of March 10-14 - No classes.

WEEK TEN:

Mar 18 & 20 European Witchcraft Trials

Reading: History 3230 Reader, Wk 10.

WEEK ELEVEN:

Mar 25 & 27 The Hapsburgs & the Dutch Revolt


TERMINOLOGY QUIZ #3 on March 27 or 28 (On Weeks 08 - 11 terms)

WEEK TWELVE: Apr 01 & 03 Elizabeth I and the Puritans


PAPER #3 DUE Saturday, April 05 by midnight (submitted in Canvas).

WEEK THIRTEEN: Apr 08 & 10 Absolutism in France


WEEK FOURTEEN: Apr 15 & 17 Constitutionalism in England: Part I (James I to the English Civil War)


MAP QUIZ #2 in class on Thursday, April 17.

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WEEK FIFTEEN: Apr 22 & 24 Constitutionalism in England: Part II (Civil War to Glorious Revolution)


PAPER #4 DUE Saturday, April 26 by midnight (submitted in Canvas).

TERMINOLOGY QUIZ #4 on April 24 or 25 (On Weeks 12 - 15 terms)

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Section B

Advice for Writing

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Advice for Writing Good Papers

The Essay

An essay is a formal piece of writing that has some specific rules, just as haiku poetry has rules

as to the number of lines and syllables per line. If you do not follow the rules then you are not writing

an essay. The first thing to remember is that at its core an essay is an argument. It is supposed to

prove something. An essay is not just an excuse to repeat a lot of the stuff you’ve been reading in the

course materials or hearing in the lectures. A good essay is analytical, meaning it argues a point. You

should avoid writing a narrative, which merely retells a story. In the writing assignments, I’m not

testing your memory, but rather I’m seeing how well you are learning the skill of analysis.

Formal essays have a simple but definite three-part structure. First, they begin with an

introductory paragraph which introduces the reader to a problem or topic. It also tells the reader

exactly what the writer intends to prove. The second part is the body of the essay, where the writer

presents his or her evidence in an organized fashion. The final part of an essay is the conclusion. In a

conclusion the writer does not present any new evidence or interpretations of evidence. Instead he or

she sums up the argument they have just presented in the body.

To write a good essay you must be selective about what you discuss. Focus on the topic

question(s) which you were given. They are your roadmap to constructing a good argument. Make

sure you answer each of the questions and answer them fully. Do not go off on tangents and talk about

things not covered in the topic question(s). Bringing in irrelevant information detracts from the core of

your argument and distracts the reader. It does not earn you any extra points, so it just wastes your (and

your instructor’s) time. Make sure you know exactly what topic you are supposed to write on. A good

general rule of thumb is to read the topic question(s) three times in succession before you start writing.

Even if you think you know what the instructor wants after the first reading, make yourself read them

three times.

PART ONE: The Introductory Paragraph

As the term suggests the introductory paragraph is the first paragraph of your essay. Many

students have difficulties in composing an introductory paragraph, usually because they do not know

the purpose of the introduction to an essay. On this we should be clear. The purpose of the introduction

is tell the reader what you intend to prove in the essay. It explains briefly how you intend to answer the

topic question(s). It contains specific information. How do you write an introductory paragraph that is

both strong and effective? Let us examine this systematically.

Structure

There is no one way to construct an introductory paragraph. But let me suggest a simple

two-part structure that will work for most history essays.

1) Background: First, give a small amount of background information so the reader will

understand the context of the problem or issue you are exploring. How much you write will vary with

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the complexity of the issue or questions with which you are dealing. If you are answering a question on

one topic, you may not need much background information. However, a longer series of questions may

call for more information. The key is to provide the minimum amount of background that your reader

will need to understand your argument. For example, if you are asked to explain why Lucretia, the

legendary ideal of Roman womanhood, was so important as a role model to early Romans, your

introduction might begin with a very short description of how the Romans of the 6th

century B.C. were

ruled not by their own leaders but by Etruscan kings. You might also mention that Lucretia’s story

helps explain why the Romans overthrew the monarchy and instituted a new form of government

called the republic. This background material will make your core argument more understandable to

the reader.

2) Thesis: Second, tell the reader exactly what you intend to prove in the essay. This is delivered

in a thesis statement, a clear and concise declarative sentence (or set of sentences) which outlines the

general argument that will be made.

The Thesis Statement

The thesis statement is considered by many to be the single most important part of an essay.

Many students come to the university thinking they know how to write a thesis statement because they

follow a simple rule they learned in high school. That rule is to take any question asked and turn it into

a statement. For example, you are asked, “why was Lucretia considered such an important role model

to early Roman women?” The typical high school strategy would be to turn this question into a

statement like, “Lucretia was considered to be an important role model to early Roman women.” But

look at how weak a statement this is. It tells the reader nothing. The question asked you to explain why

Lucretia was a role model. Your reader is expecting you to give some specific reasons. For a thesis

statement to be effective you need to give some specific examples which help answer the question(s)

asked. These examples do not need to be long or drawn out or include anything from the actual

documents you intend to use as evidence – that is the purpose of the body of the essay. But you do

need to provide some short specific examples.

Another common mistake made by some students is to tell the reader what they will do in the

essay, instead of what they will prove. For example, they might include a statement which says, “In

this essay I will show why Lucretia was considered to be such an important role model for early

Roman women,” or “By examining documents from the sourcebook it will be shown why Lucretia was

a role model for Romans.” The problem with both of these statements is the same as the one mentioned

in the paragraph above; they do not say anything specific. You need to provide some actual specific

examples. Let’s look at some possible thesis statements and judge their strengths and weaknesses.

Examples of Thesis Statements

1) Below Average Thesis. “Lucretia was seen as a role model because she was a good

housewife and because she killed herself after being violated by a man.” This is a below average thesis

because it is so vague. While it does give two reasons why Lucretia was a role model, it does not

explain them or give any specific details. It begs more questions than it answers. Why was being a

good housewife important? What made her a good housewife? Why was her death significant?

2) Average Thesis. “Lucretia was seen as a role model because she let herself be raped to

protect her family honor. This led her husband and his friend to use her as a reason why the Romans

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should overthrow the king.” This is an average thesis because it is limited and a bit vague. It gives one

reason why Lucretia was seen as a role model, but only one. It also does not include much detail for

the reader about why honor might be significant. Nothing at all is said about Lucretia’s importance as

an example of duty towards the family.

3) Above Average Thesis. “Lucretia became a role model for Roman women because of her

concern for duty and honor. She was hardworking in the home, weaving clothes and maintaining the

customs of hospitality. She was willing to die rather than let the king’s son sleep with her, and let him

violate her in order to prevent him from dishonoring her family.” This is a good thesis because it

provides two clear reasons, but it is still vague about the linkages between duty and hard work in the

home and between honor and the rape.

4) Excellent thesis. “The story of Lucretia, although a myth, gave the Romans a role model for

ideal female behavior. She showed the importance of duty to the family through her careful attention to

household management. She worked hard at weaving late into the night alongside her servants, when

the wives of other men were out partying. Lucretia also exemplified the importance of the Roman

virtue of honor by submitting herself to rape at the hands of the king’s son rather than see her family

dishonored. She also maintained her own honor by killing herself after the rape so her example could

not be used as an excuse by women of loose morals to justify their own infidelities.” This is an

excellent thesis because it offers two specific reasons why Lucretia was seen as a role model and

provides many specific details.

A strong, clear thesis is essential in any essay. It tells the reader exactly what you intend to

prove. Your reader will judge your entire essay by how well or how poorly you defend this thesis. The

defense of your thesis is done in the next section of your paper.

PART TWO: The Body

The second part of an essay is the body, where you support the argument laid out in your thesis

by presenting evidence in an organized fashion. This is by far the longest part of the paper. Here you

methodically prove your thesis, not just by making general statements, but by presenting specific

evidence from various sources. What exactly do I mean by evidence? Well, if you make a statement

about a person, idea or event and do not back it up with some form of proof, then you are simply

expressing a personal opinion. It may be right or it may be wrong. Without evidence your reader

cannot tell the difference. And frankly, opinions are a dime a dozen in our world today -- just look at

the huge number of talk shows or news programs with pundits expressing their often contradictory

views. Any uninformed person can have an opinion. One purpose of a college essay is to help you

develop informed opinions. What makes an opinion informed? It is when it is based on an analysis of

evidence. You perform this analysis in the body of the paper. How do you organize this section?

Again, there are many ways to do so, but let me offer some suggestions.

First, focus on the topic question(s) and let them guide the organization of your essay. Think

about what the instructor is asking you to prove. In most college courses there is not just one correct

answer to the topic question(s). There are often different approaches to the same question(s). For a

history essay most instructors want to see how well you use evidence to back up or support an

argument. There are two kinds of evidence.

15

a. Primary source evidence involves documents (letters, government papers, books, paintings

and illustrations, etc.) from the time you are studying. It is the strongest form of evidence because it

involves the thoughts, ideas and interpretations of people from the time you are studying.

b. Secondary source evidence includes the writings of people who came well after the time

you are studying. They are usually written by scholars who use primary source documents to form an

interpretation of people and events from the past. Textbooks are a good example of a secondary source.

So are the introductions to the documents found in most sourcebooks and document readers. They are

considered inferior to primary sources because they involve a certain degree of guesswork by the

scholar. Two different scholars can look at the exact same documents and sometimes reach widely

different interpretations of what they mean or how significant they are. That is why you should always

rely on primary sources first when you are arguing your thesis. Do not just rely on what some other

person has said. When grading your use of evidence I give most credit for your use of primary source

documents and very little for use of secondary sources, like the textbook or the introductions to

documents. For the essays required in this course secondary source information is considered so weak

that you should avoid making much use of it. And never, ever, for any reason, should secondary

sources be quoted in your papers.

Before you write the body of your paper it is a good idea to make an outline of the main points

of your argument. Consider the evidence you want to use to support these points. Remember to focus

on primary source evidence. Try to make the best use possible of your documents. Some students seem

to think that a document is only good for one specific example. This is not true. In fact, some

documents, especially lengthier ones, are filled with multiple examples which will support your

argument. Use them. This may be through presentation of direct quotations. If you do quote, keep your

quotations short. Do not include quotations over one line in length. They do not have to include a

whole sentence. You may quote just certain phrases or short sections of a sentence. When you quote

please remember that the quotation must be set off with quotation marks. You will sometimes

encounter specific examples that are too long to quote, in which case you need to briefly paraphrase

the example, meaning put it in your own words. Be careful in how you paraphrase. Just changing a few

words in a quotation is not paraphrasing. Most paraphrases sum up and condense a long example into a

sentence or two.

Every point you make in your argument should be supported by specific evidence. Look at the

documents in your sourcebook or weekly readings for examples which illustrate the point you are

trying to make. Be selective. Include strong examples which support your thesis. Don’t just include

paraphrases. If there is a short quotation (nothing over one line in length) from a document that really

expresses your point, put it in the essay. Very importantly, after you present your evidence, you must

cite your source for it. This is called giving a citation. It does not matter whether you are giving a

quotation or just paraphrasing an author’s ideas. If you use an idea which is not your own, then you

must cite where you got it from. There are three common forms of citation: a footnote (which appears

at the bottom of a page), an endnote (which appears at the end of the essay) or a parenthetical note

(which appears in parentheses directly after the evidence is presented). For this course I will ask you to

include footnotes in all of your papers. Students often ask me how many citations they should have in a

paper and if every paragraph has to have some citations. My answer is that I cannot say how many you

will need. It is completely dependent upon how much evidence you present. The more specific

examples you can show to support your argument, the more citations you will need. And since every

paragraph (except for your introductory paragraph and concluding paragraph) is supposed to be

presenting evidence, then each one must contain citations showing where your evidence comes from.

16

In this way a reader can check out your sources if they so choose. If you do not cite your sources, then

you are guilty of the academic crime of plagiarism, passing off someone else=s ideas as your own.

See the final page of this section on writing for a more detailed explanation of plagiarism.

As I suggested earlier, take the time to outline your argument. The best way to organize the

body of your essay is to use a wonderful device called the paragraph. Use a separate paragraph for

each main point you wish to make. This does not mean that every single idea should have its own

paragraph. Rather, all the ideas related to each main point should be organized in distinct paragraphs.

Remember to include primary source evidence to support your point. Don’t be afraid of paragraphs

which may be long, even a page in length. But avoid one and two sentence paragraphs. They usually

show sloppy thinking or demonstrate that you have not fully developed that particular point.

PART THREE: The Conclusion

The conclusion is usually the last paragraph of your essay. Its purpose is to remind the reader of

your thesis and how you proved it. You should not introduce any new evidence or information in the

conclusion. Use it to sum up your argument. Explain the main points of your thesis and remind the

reader briefly what your evidence for each point was. Because you are not introducing any new

evidence, it is very uncommon to find a footnote in a conclusion.

As I mentioned above, this is not the only way to write an essay. Rather it is just one model, but

one which has proven to be effective for many students. If you are unfamiliar with writing essays for a

history course, I very much suggest you make use of this model. It will help you write an essay which

is organized and focused on primary source evidence.

17

Mueller’s Pet Peeve’s

Before submitting your papers please proofread them. Use this checklist.

1) Make sure you have a strong thesis statement which says what you will prove in

the essay.

2) Make sure you have a conclusion which sums up your argument.

3) Make sure your sources are cited properly after using a quotation or a

paraphrase.

4) Do not use contractions.

5) Do not ask rhetorical questions.

6) Do not use colloquial phrases.

7) Beware of run-on sentences.

8) Beware of sentence fragments.

9) Spell out all numbers under 100.

10) No one or two sentence paragraphs.

11) Do not use quotations over one line in length.

12) Never, ever quote from a textbook or the introduction to a document.

18

PROPER FOOTNOTING

First, let=s go over a little terminology. A footnote refers to a note in an essay or paper which

appears at the bottom of a page. An endnote is a note which appears at the end of a paper. Because most

word processing programs (such as Microsoft Word or Corel’s Wordperfect) make it easy to construct

either kind of notes, and since footnotes are far easier to follow when reading a paper, I will ask you to

include footnotes (and not endnotes) in your paper(s) for this class. Historians use a particular kind of

footnoting, popularized by the University of Chicago in its Chicago Manual of Style. It is sometimes

known as Turabian style, after Kate Turabian who wrote a famous book, A Manual for Writers of Term

Papers, Theses, and Dissertations, which condensed the original 900+ page book into a mere 300 pages.

My goal is to further condense these rules down to just a few pages, including only the most common

rules for citation of sources.

There are two main kinds of footnotes:

1) Reference footnotes: These are used to identify one’s source for a quotation or idea used in a paper

or to make cross-references. These are the most common kind of footnotes expected of college students.

2) Content footnotes: These are used to make less significant comments on the argument or on a

particular source which are seen as important but might detract from the main argument if left in the text.

They are also used to acknowledge individuals who have assisted the author in his or her research. You

do not need to include these kinds of footnotes in your papers for this course.

REFERENCE FOOTNOTES

The basic rules of reference footnoting are relatively simple. A reference footnote should be used

any time a writer uses a quotation from another author or a paraphrase (putting into one’s own words)

of an idea, concept or story from another writer. In essence, whenever you use the intellectual property of

someone else, either a quotation or a paraphrase, you should use a reference footnote immediately after

the quotation or idea. This is known as giving a citation or “citing one’s sources.” There is a particular

style for correctly giving a citation.

The first time you make use of a source in a footnote you should give a full citation. This

includes the author’s name, the title of the work, publication information and the page or pages on which

the quotation or information is to be found. Every time afterwards when you cite this source you should

give a short citation. This includes only the last name of the author and the page number, if this is the

only work of that author which you are using in your paper. If you are using two or more works by the

same author then you must distinguish between them by also including a short version of the title. Let’s

look at a few examples of proper citation for sources from books and articles.

EXAMPLE #1: (for a book with a single author)

Full citation: Jonathan W. Zophy, A Short History of Reformation Europe: Dances over Fire and Water (Upper

Saddle River, New Jersey: Prentice Hall, 1997), 19.

Short citation: Zophy, 19.

19

EXAMPLE #2: (for a document by a known author in a document reader)

Full citation:

Erasmus of Rotterdam, “The Praise of Folly”, in Robert J. Mueller, ed., The History 3230 Reader

(Logan, Utah: Utah State University, 2014), 15.

Short citation: Mueller, 15.

[Nota bene: Each time you make use of a new document from the reader, you need to give a full citation.

After that you can give the short citation whenever you reference that document.]

EXAMPLE #3: (for an anonymous document in a document reader)

Full citation:

“A Lutheran Church in Practice,” in Robert J. Mueller, ed., The History 3230 Reader (Logan, Utah: Utah

State University, 2014), 31.

Short citation: Mueller, 31.

[Nota bene: Each time you make use of a new document from the reader, you need to give a full citation.

After that you can give the short citation whenever you reference that document.]

20

Plagiarism

One of the most common violations of academic honesty is plagiarism. Misunderstanding of

this subject is especially apparent among undergraduates. The following statement should help clarify

the matter.

A writer’s facts, ideas and phraseology should be regarded as his/her property. Any person who

uses a writer’s facts, ideas or phraseology without giving due credit is guilty of plagiarism. Information

may be put in a paper without a footnote or other form of citation only if it meets all the following

conditions:

1. It may be found in several books on the subject.

2. It is written in the words of the student.

3. It is not paraphrased from any particular source.

4. It therefore belongs to common knowledge.

Generally, if you write while looking at a source or even while looking at notes taken from a

source, a citation should be given. Whenever any idea is taken from a specific work, even when you

write the idea entirely in your own words, there must be a footnote giving credit to the author. Of

course, methods of documentation vary, and it is possible to cite a source in the text itself or in an

endnote instead of a footnote. For the short essays you encounter in my course, citation by means of a

page reference in parenthesis is recommended. The point is that you should give credit when due and

that the credit be given in a manner specified by the instructor.

You are entirely responsible for knowing and following the principles of paraphrasing. You

should never retain a sentence pattern and substitute synonyms for the original words nor retain the

original words and alter the sentence pattern. In other words, paraphrasing means changing both the

words and the sentence pattern. Frequently, a source should be cited even if no words are put in

quotation marks.

All direct quotations should be footnoted. Even when you use only one unusual or key word

from a passage, that word should be placed in quotation marks and cited. When using sources,

remember that the very act of using a book or an article should be considered as a pledge that the

material will be used according to the principles stated above.

21


Section C

Unit Outlines and Word Lists

22

Weeks #1 &2

Criticisms of the Church

I. The Structure of the Church

II. Criticisms of the Institutional Church

A. The Black Death

B. The Avignon Papacy

C. Lay Piety and Mysticism

1. Catherine of Siena

D. The Great Schism

E. The Renaissance Popes

III. Erasmus & Christian Humanism

soteriology

sacraments

secular clergy

regular clergy

simony

canon law

dispensations

indulgences

Purgatory

lay piety movements

Beguines

mysticism

Council of Constance

excommunication

HRE Sigismund

Pope Martin V

papal bull

Pope Pius II

The Tale of Two Lovers

Pope Alexander VI

Vanozza Catanei

Cesare Borgia

nepotism

The Adages

23

Week #3

Martin Luther’s Reformation

I. The Lutheran Reformation

A. The Problem of Indulgences

II. Martin Luther

III. Luther's Theology

A. sola fides and sola scriptura

B. Address to the Christian Nobility of

the German Nation

C. Frederick the Wise

Wittenberg

Ninety-Five Theses

plenary indulgence

Johann Tetzel

Archbishop of Mainz

Fugger bank

justification

Cardinal Cajetan “priesthood of all believers”

diet

Diet of Worms

HRE Charles V

Wartburg Castle

Junker Jorg

iconoclasm

Andreas Carlstadt

popery

24

Week #4

Impact of Luther

I. Definition of Terms

II. Supervision of the Lutheran Church

III. Church Organization and Government

IV. The Reformation in the Cities

V. The Place of Women

Protestant

Diet of Speyer

evangelical

German Peasants’ War

liturgy

Deutsche Messe

Edict of Worms

Schmalkaldic League

Preacher

religious houses

monks/nuns

Philip Melanchthon

Katharine von Bora

Katharine Zell

25

Week #5

Zwingli and Calvin

I. Ulrich Zwingli and Zwinglianism

II. Protestant Disagreements and Disunity

A. The Eucharist

III. John Calvin

IV. The Institutes of the Christian Religion

V. Calvin's Geneva

VI. Impact of Calvinism

magisterial reformers

Swiss

Confederation/canton

Zurich

transubstantiation

consubstantiation

double predestination

“the elect”/election

reprobate

evidences

William Farel

pastors

doctors

elders

deacons

Consistory

Michael Servetus

Huguenots

26

Week #6

The English Reformation – Part I

I. Henry VIII (1509-1547)

A. The King’s Great Matter

B. Reformation Parliament

1. Act of Appeals (1533)

2. Act of Supremacy (1534)

C. Dissolution of the Monasteries

Catherine of Aragon

Anne Boleyn

Annulment

House of Commons

House of Lords

statute

King-in-Parliament

Thomas Cromwell

Supreme Head

visitation

Smithfield martyrs

27

Week #7

The English Reformation – Part II

I. Edward VI (1547-1553)

A. Thomas Cranmer

1. Book of Common Prayer

III. Mary (1553-1558)

A. Repeal of statutes

B. Burning of martyrs

doctrine & liturgy

communion tables

John Dudley, Duke of

Northumberland

Philip II of Spain

recantation

auto de fé

Bloody Mary

Bishops Latimer & Ridley

Calais

28

Week #8

The Catholic or Counter Reformation

I. The Catholic Reformation

II. Reform in the Religious Orders

A. The Observance Movement

B. Capuchins

C. Society of Jesus (Jesuits)

III. The Council of Trent

Anti-Christ

non-residents

Observant

Bernardino Ochino

Ignatius of Loyola

Spiritual Exercises

Cardinal Contarini

Pope Paul III

The New Piety

St. Teresa of Avila

mysticism

29

Week #9 The Scientific Revolution

I. Medieval View of Nature and the Universe

A. Ptolemy -- Cosmology

B. Aristotle -- Physics & Mechanics

II. The Copernican Revolution

A. Nicholas Copernicus

B. Galileo Galilei

C. Johannes Kepler

D. Sir Isaac Newton

E. Sir Francis Bacon

Almagest

geocentric model

crystalline spheres

The Great Philosopher

four elements (essences)

mutable/immutable

quintessence

retrograde motion

epicycle

perspective

Leonardo da Vinci

heliocentric model

empirical evidence

Tycho Brahe

laws of planetary motion

Principia

laws of universal

gravitation

scientific method

hypothesis

induction

Watchmaker God

deism

30

Week 10

European Witchcraft Trials

To Be Announced

31

Week #11

The Habsburgs & the Dutch Revolt

I. The Election of Charles V

II. The Problems of Empire

III. The Dutch Revolt

A. Geography & Political Organization

of the Netherlands

B. Philip II of Spain

C. William the Silent

Charles & Ferdinand

archduke

Flanders

Spanish Netherlands

Antwerp

Amsterdam

florin

Jakob Fugger

Ottoman Turks

Suleiman the Magnificent

Bohemia

Schmalkaldic League

Peace of Augsburg (1555)

liberties

Escorial

States General

House of Orange

Holland The Peace of Religion (1578)

Dutch Republic

Twelve Years Truce

32

Week #12

Queen Elizabeth and the Puritans

I. The Image of the Queen

II. Elizabethan Settlement of Religion (1559)

III. Puritans and Parliaments

IV. The Spanish Armada

VI. Assessment

William, Lord Burghley

Marian Exiles

moderate Puritans

Edmund Grindal

prophesyings

Peter Wentworth

Cope’s Bill and Book

Sir Philip Sidney

Penshurst

Count of Medina Sidonia

Sir Francis Drake

Cadiz

deep water port

Duke of Parma

fireships

Protestant Wind

Elizabethan Renaissance

William Shakespeare

Christopher Marlowe

Edmund Spencer

33

Week #13

Absolutism in France

I. Social Order in France in 17th Century

II. The Theory of Absolutism

A. Impediments to absolutist rule

III. The Road to Absolutism

A. Henry IV

B. Louis XIII & Cardinal Richilieu

C. Louis XIV

IV. Louis XIV's Absolutism

estates

Estates-General

nobles of the sword

nobles of the robe

taille (land tax)

gabelle (salt tax)

duelling

sovereign

La Rochelle

parlements

edict

Marie de Medici

Armand du Plessis

intendant

Cardinal Mazarin

The Fronde

The Sun King

Edict of Fountainbleu

lit de justice

lettres de cachet

William of Orange

Triple Alliance

balance of power

John Churchill, Duke of

Marlborough

Battle of Blenheim

34

Week #14

Constitutionalism in England: Part I

I. James I (1603-1625)

II. Gunpowder Plot

III. George Villiers, Duke of Buckingham

IV. Charles I (1625-1649)

V. The Personal Rule (1630-1641)

VI. The English Civil War (1642-1649)

Guy Fawkes

Henrietta Maria

tunnage & poundage

Arminianism

Archbishop William Laud

crypto-Catholicism

ship money

The Grand Remonstrance

Arrest of Five Members

cavaliers

roundheads

Oliver Cromwell

New Model Army

Battle of Naseby

commonwealth

regicide

interregnum

35

Week #15

Constitutionalism in England -- Part II

I. Charles II (1660-1685)

II. The Popish Plot & Exclusion Crisis

III. James II (1685-1688)

IV. The Glorious Revolution

V. William and Mary

Restoration

Great Plague (1665)

Great Fire of London Sir Edmund Bury Godfrey

James, Duke of York

John Locke

Two Treatises on

Government

suspending power

Test Act

dispensing power

Declaration of Indulgence

“warming pan baby”

Bill of Rights

Triennial Act

prime minister

36


Section D

Map Section

37

SUGGESTIONS FOR MAP IDENTIFICATIONS FOR HISTORY 3230

SEAS

Adriatic Sea

Aegean Sea

Baltic Sea

Bay of Biscay

Black Sea

Caspian Sea

English Channel

Irish Sea

Mediterranean Sea

North Sea

Tyrrhenian Sea

ISLANDS

Corsica

Crete

Cyprus

Sardinia

Sicily

POLITICAL UNITS

Denmark

Egypt

England

Finland

France

Greece

Holy Roman Empire

Ireland

Italy

Netherlands

Ottoman Empire

Portugal

Russia

Scotland

Spain

Sweden

Switzerland

CITIES

Amsterdam

Antwerp

Athens

Cadiz

Constantinople (Istanbul)

Dover

Florence

Jerusalem

La Rochelle

London

Madrid

Moscow

Paris

Rome

Venice

Vienna

Wittenberg

RIVERS

Danube River

Elbe River

Nile River

Oder River

Po River

Rhine River

Seine River

Thames River

MOUNTAINS

Alps Mtns.

Balkan Mtns.

Caucasus Mtns.

Pyrenees Mtns.

Taurus Mtns

SPECIAL REGIONS

Bohemia

The Balkans

Flanders

The Palatinate

Saxony

history 3230 extended...

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