Course Overview

Ah, the Renaissance. That wonderful postscript to the medieval period, that exclamation point that declared the Dark Ages were finally over. Human society in all its forms was declared reborn. Hmmm. This picture has long been the one to captivate the modern eye, in part because this interpretation was presented so well in the pages of Jacob Burckhardt’s The Civilization of the Renaissance in Italy, but also because this was also the view promoted by the very inhabitants and shapers of the Renaissance. They were quite aware of classical learning’s revival, a recognizable individualism, and fresh approaches to human dignity.

And is if that weren't enough historical turmoil, then we have the Reformation(s)! The legacies of these religious movements are still all around us in rivalries that hardly ever stay confined to religious arenas. As with the Renaissance, the historical debates (i.e., historiography) have remained... “spirited” and fruitful, showing us much about how we think historically and about the role of faith in day-to-day activity.

Together, these two major European moments set their mark on the Early Modern period, and truly, on all the centuries since. 

The 400-level seminars at Longwood are intended to run as seminars. That means we will have some material imparted by lecture, but the vast majority of the course will be driven by the assigned readings and the follow-up discussions we'll have in class.  In other words: do the readings, and be ready to talk about them.   

Course Goals

The goals (or should I say fruits?) of a history course are as numerous as the books which historians produce. Some have already been hinted at above. At the broadest level, though, historical study encourages and hones critical analysis of the questions which most concern us. And these issues are themselves countless, but in the most generic terms, they mostly center on the relations of people with one another, with themselves, and possibly with the supernatural. We will be asking “why?” rather a lot: Why did they think that? Why did they assume such a thing? Why does the past appear simultaneously alien and similar? Even as we ask these questions, others lie implicitly underneath: why do I think what I think? What are my prejudices and assumptions? How does my heritage sway my conclusions?

More specifically, in a Renaissance/Reformation context, we have the following goals to aim for as well:

• Students will demonstrate basic geographic (cartographic) knowledge of key places in Greek history
• Students will be able to outline major historiographic debates such as: etc.
• Students will display mastery of historical research and analytical skills, including those particular to early modern European history, through participation in seminar discussions, exams, and research papers.

The papers and exam essays will be your opportunity to demonstrate your ability to express your conclusions about historical events and historical scholarship. Don’t blow this off and do slipshod work.

Grading & Assignments

Participation: (14%) Our course will be a mixture of mini-lectures and seminar-style participation. Come to class prepared with that day’s readings already digested (i.e., don’t just cast your eyes over the words on the page or screen; think about the implications and issues involved). Be ready to ask questions; be ready to be asked questions.

Paper: The primary end product of the seminar is a major research research paper:  3000-3600 words, or 12-15 pages.  This is do-able; don't panic! We have preparatory assignments in the earlier part of the semester to get you ideas and research rolling.  There will also be a First Draft, plus our participation in the Longwood Research Day poster sessions has been of great assistance to students in prior seminars.  (40%)
Breakdown of graded elements:
  ♦   Research Question; Prelim Biblio; First Para (5%)
  ♦   First Draft (22%)
  ♦   Final Draft (6%)
  ♦   Research Day Poster (7%)

Exams: (36%) We will have two exams, each of which will comprise 18% of the course grade. There will be an objective component to each exam, but the majority of each exam will be based on essays (essays which should demonstrate both a command of the historical content/record as well as related concepts/themes).

Quizzes: (10%) There will be five small quizzes. Two of them—the scheduled ones—will focus on the topics (or maps) named in the schedule below. The other three will monitor your command of the reading material; these may occur at any point in the semester, especially if the professor begins to doubt student application to the reading schedule.

And the rest... Read my “General Policies” page as well for further information on how your performance in the course will be assessed.

Lecture & Reading Schedule

It is expected that you will come to class with the readings below already completed on their due date. This preparation on your part helps lectures move along that much faster and thereby give us more opportunity for fruitful discussions. Recall, as well, that it is a standard, minimum expectation for university education that students will spend “2 hours outside of class working and studying for every 1 hour spent in class,” as the Longwood Student Handbook stipulates. Our readings here have been designed accordingly.

Academic Honesty

It is unfortunate, but every year some students attempt to submit work which is not their own. This act is, in most cases, the crime of plagiarism. Do not test your luck in this arena. The eventual odds are against you, and the penalties are unpleasant. Any student who submits plagiarized work will automatically fail the entire course. Previous students have found that I do not negotiate this point. If you're not sure what constitutes academic dishonesty, consult the student handbook, ask your instructors, or see my links to the problem. For the technologically adventuresome, the use of AI programs to generate (not-yours) text falls 100% under these same categories and penalties.

In addition, all provisions of the Longwood Honor Code do apply to all aspects of this course.

Required Reading

Textbook / Primary Sources:
♦  Bartlett & Bartlett, The Renaissance in Italy
♦  King, The Bookseller of Florence
♦  King, Women of the Renaissance
♦  Pettegree, Brand Luther
  

Contacting Dr. Isaac

Office: Ruffner 226A
Telephone: 395-2225
e-mail: isaacsw@longwood.edu
Office Hours: MWF 11am-Noon; TR 3:30-4:30pm
Feel free to drop in at anytime; if I can’t see you during the usual office hours, I will gladly set up an appointment at your convenience.

Official Verbiage

Catalog Description
HIST 414. 3 credits.

Note for History Majors
Satisfactory completion (earning a C- or better) of this course and completing each of its requirements is required of all history majors in order to graduate.

Further University Resources
Students are reminded that Longwood offers numerous resources to assist you in having a successful college experience. Besides the Academic Success Center, the university has created offices and policies to maximize and safeguard your education. Links and further information about Accommodations and Disability Resources, Mental Health Resources, as well as the Reporting of Crimes and Sexual Misconduct are available via the Office of Academic Affairs.