The Reformation: Age of Turmoil

BRIGHAM YOUNG UNIVERSITY Department of History The Reformation: Age of Turmoil History 303 Fall 2011 Professor: Dr. K.E. Carter Email: karen_carter@byu.edu Office: 2101A JFSB Class Meetings: MWF 3:00-3:50 pm Office Hours: MWF 2:00-2:45 pm Classroom: 348 MARB TA: Lindsey Luker Email: lindseysluker@gmail.com Office: 173B SWKT Office Hours: MWF 10:00-11:00 am COURSE DESCRIPTION This course is designed to be a survey and analysis of the European Reformations, both Protestant and Catholic, that took place between approximately 1500 and 1700. In this course we will try to make sense of a number of themes in Reformation history, including but not limited to: the nature of religious belief in a historical context; the relationship between church and state; the meaning and experience of reform at different social and economic levels; persecution and toleration; discipline and order; and the influence of reform on gender roles, the family, and the household. Although students are not expected to understand the complex historiography of the Reformation entirely, we will engage many of the larger historical debates in lectures and in secondary source readings, and I hope that students will come away from this course with a larger appreciation for the profession and practice of history itself. Finally, the use of primary sources is crucial to understanding the history of any people, society, or political unit. In this course, we will read a number of primary sources in order to help us get at the heart of Reformation history. Please be aware that a 3-credit course includes 3 hours of class time and 6 hours of study time outside of class each week; expect to spend 9 hours a week attending and preparing for class. Additional hours may be required in order to achieve excellence. The History Department guidelines specify that an upper division course should include a minimum of 1500 pages of reading per semester or term. I have assigned approximately 1565 pages this semester COURSE LEARNING OUTCOMES Students will be able to explain and analyze the major religious developments in Europe during the Reformation (1500-1700). Students will be able to analyze and interpret primary source documents dealing with the Reformation. 1

Students will be able to analyze and interpret secondary source documents dealing with the Reformation. Students will be able to interpret and debate the meanings and historical value of primary and secondary source texts with their peers. Students will be able to analyze historical questions and place them in a historiographical context. PREREQUISITES There are several layers of historical study. The first layer involves a foundation of facts and events, and the next layer involves being able to interpret those facts and events and place them in a historiographical context. A third layer includes independent research in source materials to create new and/or supporting evidence for a particular historiography. In this class, we will concentrate primarily on these last two layers of historical study. It is expected that students will already have a basic foundation of the major events of European history; students who do not have this foundation may be required to complete extra reading on their own. It is the student s responsibility to find a general textbook dealing with early modern Europe. For a good textbook dealing with the Reformation, I recommend Reformation Europe, by De Lamar Jensen. POLICIES AND PROCEDURES This course meets on MWF 3:00-3:50 pm and I expect you to come to class on a regular basis. If you have something that is more important to you than attending this class that is your business. I understand that sometimes things come up and that History 303 might not always be your first priority. But, you must accept the consequences of your choices. If you miss class, neither the teaching assistant nor I will provide notes for you. I do not post lecture materials on Blackboard. Students who miss class often will lose participation points. During class, please be respectful of both the professor and your classmates by refraining from extraneous discussions or other distracting behavior. Sleeping in class, reading the newspaper, chatting with your friends, texting, or surfing the web are all examples of distracting behavior. Please be on time to class, avoid leaving class early, and silence your cell phones before the lecture or discussion begins. In some cases laptop use may be considered a distraction, and the professor reserves the right to prohibit laptops in the classroom. I will use Blackboard to make announcements and post class assignments. It is the student s responsibility to check Blackboard regularly for assignments and updates. I will also post grades on Gradebook, but only after the assignment has been returned to you. If I make a major change to the syllabus or to an assignment I will either announce it in class or send an email. We have a teaching assistant assigned to assist the professor with grading and the administration of the course. Please use the TA as your first point of contact for questions about routine administrative issues and grading. For issues of a serious nature illness or accidents, for example please come and see me during my office hours, or email me to set up an appointment. I will be happy to meet with any student 2

to discuss any aspect of the course. You are welcome to use email to communicate with the professor and the teaching assistant. Please be considerate of our schedules and allow at least 24 hours for a response. If you send an email to either of us and do not receive a response within a day or so (not including weekends) you should assume that your email was not received, and should be re-sent. I do not read or respond to emails on Sundays. ASSIGNMENTS The course is designed to give students experience in the three primary tasks of historians: reading, writing, and discussion. Course assignments have been chosen to give the student the opportunity to participate in each of those three activities. Students will receive grades in the following categories: participation, three response papers, two secondary source analysis papers, and two exams a midterm and a final. Participation 100 points Participation in class discussions is an integral part of the course. Students should come to class having read the assigned text(s), and be prepared to discuss it in a meaningful and analytical way with their classmates. There will be nine discussion days this term. The class will be divided into four groups and each group will be responsible for leading two of the discussions. For the first four discussions I will provide discussion questions; each group will be responsible for providing questions for one of the four remaining discussions. The participation grade will be based on the following criteria: attendance, punctuality, attentiveness, participation in class discussions (as well as the quality of that participation), and group assignments. Students who monopolize discussions may receive negative participation points please be respectful to both the professor and your classmates during discussions. Papers 250 points Response papers Each student will submit three response papers (2-4 pages each) on selected primary source readings. Each paper is worth 50 points; you may submit ONE extra paper to replace a low score. More information about the response papers can be found on Blackboard. Secondary source analysis papers Each student will submit two secondary source analysis papers (2-4 pages). We will read three secondary source books in their entirety this semester (Duffy, Harline, and Kaplan) and you must submit a paper on two of them. Each paper is worth 50 points. More information about the secondary source analysis papers can be found on Blackboard. 3

General Guidelines for Papers All papers are due at the beginning of class on the day that we discuss the reading. If you know you are going to miss class (for illness or any other reason) you may email me your paper in advance. Late papers will be docked by 10% for the first two days, and an additional 5% for each two-day period thereafter. Please consult the Writing Guide (Blackboard) for guidelines for style and format. It is the student s responsibility to consult and follow these guidelines. All papers must be uploaded to Blackboard and analyzed by turnitin s digital assessment program. Students who upload their papers late will not lose any points, but papers will not be graded until they have been submitted. The turnitin database checks papers for plagiarism. Any student who turns in a plagiarized paper (either intentionally or unintentionally) will receive a zero for the assignment and be referred to the Honor Code office. Exams 150 points Students will take a midterm and a final (75 points each). Exams will consist primarily of identifications and essay questions. Exams may cover material from lectures and any assigned readings. The midterm will be given in the testing center on Thursday and Friday, October 20-21. The final exam will be given in class on Friday, December 16, from 11 am to 2 pm. Exams must be taken at the assigned times. Except in extreme circumstances, there will be no make-up midterms, and no early final exams, so plan accordingly. GRADING Grading will be done by the teaching assistant and the professor. We try to be as fair and as equitable as possible, and we will each look at your work throughout the semester. We will do our best to return all graded work to you within one week. Please be patient with us, since it takes a significant amount of time to grade your work carefully and fairly. If you have a question about a grade, please do not try to ask us about it while we are in the middle of handing back essays or exams to other students. We are usually a bit distracted at that time. Read the comments we have made and then make an appointment to talk to one of us. Please be civil and polite to the teaching assistant and the instructor at all times, including in email communication. If you feel you have been graded unfairly, you are invited to discuss your grade with the professor provided that you write a paragraph in which you explain how your work has been unfairly evaluated and hand that paragraph, with the original paper, to the professor for his or her consideration. This paragraph should NOT address the process of writing your paper (your hard work, your conversations with the professor or teaching assistant) since it is not possible to grade effort. Rather, your paragraph must focus on your paper or exam alone: its thesis, structure, and evidence. Remember, when you ask me to review your grade, I will start from scratch meaning you run the risk of a lower or a higher score. 4

You will be given a letter grade for participation, papers, and exams. Letter grades correspond to the following percentages: A 95% B- 80% D+ 67% A- 90% C+ 77% D 63% B+ 87% C 73% D- 60% B 83% C- 70% F 59% Final course grades will be calculated according to the following scale: 465-500 pts A 400-414 pts B- 335-349 pts D+ 450-464 pts A- 385-399 pts C+ 315-334 pts D 435-449 pts B+ 365-384 pts C 300-314 pts D- 415-434 pts B 350-364 pts C- < 300 points F There will be no curve in this course. Please be aware, however, that the university expects course GPAs to fall between 2.9 and 3.1. Not everyone can get an A. In this course, a B grade is considered satisfactory, while an A grade is outstanding. Grades below the B range indicate less-than-satisfactory performance. LEGAL ISSUES AND PLAGIARISM Honor Code Standards In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards. Academic Honesty Policy The first injunction of the BYU Honor Code is the call to be honest. Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build character. President David O. McKay taught that 'character is the highest aim of education' (The Aims of a BYU Education, p. 6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct. Plagiarism Policy Writing submitted for credit at BYU must consist of the student's own ideas presented in sentences and paragraphs of his or her own construction. The work of other writers or speakers may be included when appropriate (as in a research paper or book review), but such material must support the student's own 5

work (not substitute for it) and must be clearly identified by appropriate introduction and punctuation and by footnoting or other standard referencing. Students may not submit the same piece of writing for two classes. Preventing Sexual Discrimination or Harassment Sexual discrimination or harassment (including student-to-student harassment) is prohibited both by the law and by Brigham Young University policy. If you feel you are being subjected to sexual discrimination or harassment, please bring your concerns to the professor. Alternatively, you may lodge a complaint with the Equal Employment Office (D-240C ASB) or with the Honor Code Office (4440). Students with Disabilities If you have a disability that may affect your performance in this course, you should get in touch with the office of Services for Students with Disabilities (1520 WSC). This office can evaluate your disability and assist the professor in arranging for reasonable accommodations. Respectful Environment Policy "Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst insulting in their comments to and about others... We hear derogatory and sometimes even defamatory comments about those with different political, athletic, or ethnic views or experiences. Such behavior is completely out of place at BYU, and I enlist the aid of all to monitor carefully and, if necessary, correct any such that might occur here, however inadvertent or unintentional." "I worry particularly about demeaning comments made about the career or major choices of women or men either directly or about members of the BYU community generally. We must remember that personal agency is a fundamental principle and that none of us has the right or option to criticize the lawful choices of another." President Cecil O. Samuelson, Annual University Conference, August 24, 2010 "Occasionally, we... hear reports that our female faculty feel disrespected, especially by students, for choosing to work at BYU, even though each one has been approved by the BYU Board of Trustees. Brothers and sisters, these things ought not to be. Not here. Not at a university that shares a constitution with the School of the Prophets." Vice President John S. Tanner, Annual University Conference, August 24, 2010 REQUIRED TEXTS The following texts will be available at the bookstore. You are welcome to purchase them elsewhere, but please use these editions whenever possible. o Duffy, Eamon. The Voices of Morebath: Reformation and Rebellion in an English Village. Yale, 2003. o Erasmus, Desiderius. The Essential Erasmus. Meridian, 1983. o Harline, Craig. The Burdens of Sister Margaret. Abridged edition. Yale Nota Bene, 2000. o Hillerbrand, Hans, ed. The Protestant Reformation. Revised edition. Harper Perennial. 2009. o Kaplan, Benjamin. Divided by Faith: Religious Conflict and the Practice of Toleration in Early Modern Europe. Belknap, 2009. o Karant-Nunn, Susan C., and Merry E. Wiesner-Hanks, eds. Luther on Women: A Sourcebook. Cambridge, 2003. 6

OTHER READINGS (available on Blackboard) o The Edict of Nantes o Calvin, Reply to Sadoleto o Castellio, Advice to a Desolate France o Loyola, Ignatius. The Autobiography. o Oberman, Heiko A. Chapters 3 and 5 of Luther: Man between God and the Devil. o Van Engen, John. The Church in the Fifteenth Century. In Brady et al., eds., Handbook of European History. COURSE OUTLINE (the professor reserves the right to alter this outline if necessary) Week Date Topic Assignment 1 Aug. 29 (M) Introduction Aug. 31 (W) The Reformation and History Hillerbrand, ix-xiii Sept. 2 (F) Europe in 1500 2 Sept. 5 (M) Labor Day Holiday No Class Sept. 7 (W) The Church in 1500 Hillerbrand, ch. 4; Van Engen, The Church in the Fifteenth Century Sept. 9 (F) Writing Workshop Read and study the writing guide and the Bad Paper (blackboard) 3 Sept. 12 (M) The Eve of the Reformation Hillerbrand, ch. 1 Sept. 14 (W) Martin Luther Oberman, ch. 3, 5 Sept. 16 (F) Discussion Erasmus (Group 1) Erasmus, pages 28-93, 271-326 4 Sept. 19 (M) Reformation Spreads Sept. 21 (W) The Radical Reformation Hillerbrand, ch. 17 Sept. 23 (F) Discussion Luther (Group 2) 5 Sept. 26 (M) Film: Luther Sept. 28 (W) Film: Luther Sept. 30 (F) Discussion Luther on film 6 Oct. 3 (M) Calvin and Geneva I 7 Hillerbrand, ch. 6-14 (we will discuss the Luther readings AND the Oberman chapters) Oct. 5 (W) Calvin and Geneva II Oct. 7 (F) Discussion Calvin (Group 3) Hillerbrand, ch. 21-22; Calvin s Reply to Sadoleto 7 Oct. 10 (M) The English Reformation I Oct. 12 (W) The Inquisition Oct. 14 (F) Discussion Duffy (Group 4) Duffy, The Voices of Morebath 8 Oct. 17 (M) Catholicism in the Face of Reform Oct. 19 (W) Catch up / Review for midterm

Oct. 20-21 (Th-F) Midterm Exam Testing Center (No Class) 9 Oct. 24 (M) The French Wars of Religion I Oct. 26 (W) The French Wars of Religion II Oct. 28 (F) Professor out of town for conference: No class 10 Oct. 31 (M) Spain: Reformation and Catholic Reformation Loyola, The Autobiography (pages 19-143) Nov. 2 (W) The English Reformation II: England after 1558 Nov. 4 (F) Discussion Castellio and Mornay (Group 1) Hillerbrand, ch. 23; Castellio, Advice to a Desolate France; the Edict of Nantes 11 Nov. 7 (M) Confessionalization Read the introduction to Kaplan s Divided by Faith Nov. 9 (W) Gender and Reform Nov. 11 (F) Discussion: Luther on Women Luther on Women, chapters 2, 3, 5-8 (Group 2) 12 Nov. 14 (M) The Witch Trials Luther on Women, chapter 10 Nov. 16 (W) Reformation in the Low Countries and the Dutch Revolt Nov. 18 (F) Discussion Harline (Group 3) Harline, The Burdens of Sister Margaret 13 Nov. 21 (M) Reformation in Eastern Europe Nov. 22 (Tu)s TBA Nov. 23-25 Thanksgiving Holiday No Class 14 Nov. 28 (M) The Thirty Years War I Nov. 30 (W) The Thirty Years War II Dec. 2 (F) Discussion Kaplan (Group 4) Kaplan, Divided by Faith 15 Dec.5 (M) Reformation and Religion in the New World Dec. 7 (W) Reformation Legacies / Review Dec. 16 (F) Final Exam In Class, 11-2 8