CUA Syllabus Template s1

THE CATHOLIC UNIVERSITY OF AMERICA ARTS AND SCIENCES HISTORY DEPARTMENT

History 323: The Renaissance: 1300-1530

Credit Hours: 3 Class Number: 4213 Prerequisites: none Classroom: Shahan 201 Tuesdays and Thursdays 2:10-3:25pm

Instructor contact information: Professor Nelson H. Minnich Mullen Library 320 and Caldwell Hall 417 Phone: x-5079 (Mullen) or x-5702 (Caldwell) E-mail: [email protected] Office Hours: Tuesdays1:00 to 2:00 pm in Caldwell 417

Course Description: A survey of the intellectual and cultural life of Western Europe, especially of Italy, from 1300 to 1530, with particular attention to the revival of classical literary and artistic forms and to the emergence of a new view of human nature and of the world.

Instuctional Methods: a combination of lectures and discussions

Required Texts:

All of the books listed below are on Central Reserve in Mullen Library

*Available in CUA Bookstore

Discussion A:

*The Renaissance Philosophy of Man, ed. Ernst Cassirer et al. (Chicago, 1948), pp. 23-143. [College Lib. B775 C34 1956]

* Giovanni Boccaccio, The Decameron, trans. Frances Winwar (New York, 1930), Introduction; I, 7, 8; III, introd., 1; IV, introd., 1, 2; V, 4; VI, 5, 10; VIII, 1, 10; IX, 8; Conclusion. [PQ 4272 E5 A371978]

Discussion B:

The Earthly Republic: Italian Humanists on Government and Society, ed. Benjamin G. Kohl, Ronald G. Witt, and Elizabeth B. Welles (Philadelphia, 1978), pp.135-75. [DG 532 E 37]

* Thomas Haemerken van Kempen [Thomas a Kempis], The Imitation of Christ, trans. Leo Shirley-Price (Baltimore, 1952), Bk. I, chps. 2-25; II, 1-12; III, 16-44; IV, 1,3,11,18. [BT 25161952b] Enea Silvio Piccolomini, Memoirs of a Renaissance Pope: The Commentaries of Pius II, abr. and ed. Leona C. Gabel, trans. Florence A. Gragg (New York, 1959), pp. 79-110, 145-168, 180-186, 221-259, 356-376. [BX 903 G73 E5 1959]

Lorenzo Valla, The Treatise of Lorenzo Valla on the Donation of Constantine, text and trans. by Christopher B. Coleman (New Haven, 1922), pp. 1-4, 11-29, 83-183. [BX 380 V17 D2 1922]

Discussion C:

Leon Battista Alberti, On Painting, trans. and introduction by John R. Spencer, rev. ed. (New Haven, 1966), pp. 11-32, 39-59. [ND 1130 A33 D3 E5 1966]

* Peter and Linda Murray, The Art of the Renaissance (New York, 1963). [N 6370 .M98 A7]

* The Renaissance Philosophy of Man, ed. Cassirer, pp. 185-254. [College Library B775 .C34 1956] 185 * Niccolò Machiavelli, The Prince and the Discourses, trans. Luigi Ricci, E.R.P. Vincent & Christian E. Detmold (New York, 1950): The Prince - all; The Discourses: I, 2-6, 9, 10, 12, 16-17, 26-27, 55-58; II, 13- 14,26; III, 1, 29, 35. [JC 143 M14 E5 1950]

* Baldesar Castiglione, The Book of the Courtier, trans. Charles S. Singleton, (Garden City, NY: Anchor Books, 1959), Bk. I, nrs. 1-56; II, 1-8; III, 1-28, 76-77; IV, 1-73. [PQ 4617 C65 S6 E5 1959]; or trans. George Bull, rev. ed. (New York: Penguin, 1976), pp. 31-104, 107-16, 207-33, 276-78, 281-345.

Discussion D:

* Desiderius Erasmus, The Essential Erasmus, ed. & trans. John P. Dolan (New York, 1964), pp. 94-173. [PA 8502 E5 D65 1964]

* Thomas More, Utopia, ed. Edward Surtz (New Haven, 1964), pp. 59-152. [PR 2321 A1 1961 U9]

ADDITIONAL REQUIRED READINGS:

By the Mid-Term Examination:

* Margaret L. King, Women of the Renaissance (Chicago,1991). [HQ 1148 K56 1991]

By the Final Examination:

* Jacob Burckhardt, The Civilization of the Renaissance in Italy, trans. S.G.C. Middlemore (New York,1929/58) [DG 533 B94 C8 E5 1958]

RECOMMENDED BACKGROUND READING:

Peter Burke, The Italian Renaissance: Culture and Society in Italy, rev. ed. (Princeton, 1987). DG 445 .B85 1987]

Semler John Hale, The Civilization of Europe in the Renaissance (New York, 1994).

Lewis W. Spitz, The Renaissance and the Reformation Movements, Vol. I: The Renaissance, rev. ed. (St. Louis, 1987). [CB 359 S653 1987]

Course Goals

The purposes or goals of the course are to help the student understand what characterized the Renaissance period so as to set if off from other periods, the nature of Humanism, the stages it went through (literary, civic, Greek, philosophical, religious, courtly), how its ideas affected society and art, how it spread from Italy to the rest of Europe, and its legacy.

Goals for Student Learning

At the conclusion of the course, the student should be able to describe characteristic Renaissance attitudes and values, explain how major figures advanced these ideas or put them into practice, and how such ideas affected society, politics, religion, and art; and they will be examined on this.

Course Requirements:

Students are expected to attend the lectures and discussions. They should come to the discussions with assigned readings completed and be ready to share with others their understanding of the readings.

Paper Option:

To avail oneself of the paper option each and every one of the following conditions must be fulfilled:

1) Topic: The topic of the paper is an analysis of how one of the following literary works exemplies such typically Renaissance themes as a sense of the individual (personal feelings, desires, free will, achievements), the value of life in this world and of the particular, an imitation of the language, forms, and values of antiquity (both pagan and Christian), rhetoric-dialogue-persuasion, harmony and balance, an appreciation of nature, the discovery of the world, a quest for knowledge, etc.

Ariosto, Ludovico. Orlando Furioso (The Frenzy of Orlando): A Romantic Epic, trans. Barbara Reynolds (Baltimore: Penguin, 1975).

Brant, Sebastian. The Ship of Fools, trans. Edwin H. Zeydel (New York, 1944/62).

Camões, Luís Vaz de. The Lusiads, trans. Leonard Bacon (New York, 1950) or trans. William C. Atkins (Baltimore: Penguin, 1952) or trans. Landeg White (London, 1997).

Cepeda y Ahumada, Teresa [St. Teresa of Avila (1515-82)]. The Life of Teresa of Jesus, trans. and ed. E. Allison Peers (Garden City, NY: Image/Doubleday, 1960).

Cervantes Saavedra, Miguel de. Don Quixote, ed. Diana de Armas Wilson (New York, 1998).

Semler Desiderius Erasmus. The Praise of Folly and Letter to Martin Dorp 1515, trans. Betty Radice, ed. A.H.T. Levi (Baltimore: Penguin, 1971) or in the Collected Works of Erasmus, Vol.27 (Toronto: University of Toronto, 1986).

The History of Doctor Johann Faustus, ed. H. G. Haile Urbana: University of Illinois, 1965). [Georg Faust (c. 1480-1540)]

Marguerite de Navarre. The Heptameron, trans. P.A. Chilton (Baltimore: Penguin, 1984).

Marlowe, Christopher. Doctor Faustus, in The Revel Plays (New York, 1962- )

Montaigne, Michel Eyquem de. The Complete Essays of Montaigne, trans. Donald M. Frame (Stanford: Stanford University Press, 1943/57).

More, Thomas. Utopia, ed. Edward Surtz (New Haven: Yale University Press, 1964).

Pizan, Christine de. The Book of the City of Ladies, trans. Earl Jeffrey Richards (New York: Persea Books, 1982).

Rabelais, François. The Histories of Gargantua and Pantagruel, trans. J.M. Cohen (Baltimore: Penguin, 1955).

Shakespeare, William. The Tragedy of Julius Cesar or The Tragedy of Anthony and Cleopatra in The Complete Works of Shakespeare, 4th ed., ed. David Bevington (New York, 1997) or in The Norton Shakespeare, ed. Stephen Greenblatt et al. (New York, 1997).

Spencer, Edmund. The Faerie Queene, ed. A.C. Hamilton (New York, 1977) or ed. Thomas P. Roche and C. Patrick O'Donnell Jr. (Harmondsworth, UK, 1978).

Tasso, Torquato. Jerusalem Delivered, trans. Edward Fairfax (New York: Capricon Books, nd) or ed. Ralph Nash (Detroit, MI, 1987) or trans. and ed. Anthony M. Esolen (Baltimore: Johns Hopkins, 2000).

2) Format: The paper is to be typed, 12 to 15 pages in length, footnoted, with a bibliography of at least ten items of which one must be a primary source used in the paper. The paper should conform to the format described in Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations, 6th ed., rev. by John Grossman and Alice Bennett (Chicago: The Universtiy of Chicago Press, 1996).

3) Style: The paper is to be written in proper English prose: correct spelling, punctuation, grammar, and sentence and paragraph construction, with no slang or jargon, but with good organization of materials and a clear presentation of one's argument.

4) Certification: No paper will be accepted unless accompanied by a signed statement from an instructor in the Writing Center (111 O'Boyle, x-4286) testifying that the paper was reviewed and critiqued by the instructor.

5) Deadlines: If any of the following deadlines are not met, the student may not use the paper option -- by the beginning of class on:

Semler 2/8 Submission in writing that one intends to write a paper and identification of the topic of the paper

3/3 Submission in writing of a ten-item bibliography and of a one-page outline of the paper

4/7 Submission of the final version of the paper accompanied by the signed statement from an instructor in the Writing Center

6) Grading: The paper will be graded on the basis of the soundness of the research and the quality of the presentation of the ideas and arguments. Failure to follow the proper format, grammatical errors, typing errors, and a poor expression of one's thought will result in a significant lowering of the grade.

Examinations:

There will be both a mid-term and a final written examination.

Expectations and policies

Academic honesty: Academic honesty is expected of all CUA students. Faculty are required to initiate the imposition of sanctions when they find violations of academic honesty, such as plagiarism, improper use of a student’s own work, cheating, and fabrication. The following sanctions are presented in the University procedures related to Student Academic Dishonesty (from http://policies.cua.edu/academicundergrad/integrityprocedures.cfm): “The presumed sanction for undergraduate students for academic dishonesty will be failure for the course. There may be circumstances, however, where, perhaps because of an undergraduate student’s past record, a more serious sanction, such as suspension or expulsion, would be appropriate. In the context of graduate studies, the expectations for academic honesty are greater, and therefore the presumed sanction for dishonesty is likely to be more severe, e.g., expulsion. ...In the more unusual case, mitigating circumstances may exist that would warrant a lesser sanction than the presumed sanction.” Please review the complete texts of the University policy and procedures regarding Student Academic Dishonesty, including requirements for appeals, at http://policies.cua.edu/academicundergrad/integrity.cfm and http://policies.cua.edu/academicundergrad/integrity.cfm.

Other Policies or Expectations. Attendance at lectures and discussions are required, punctuality in submitting papers on time will be enforced with penalties for tardiness, participation in discussion is expected, no cell phones activated in the class room, papers are to be submitted in both electronic and hard copy. Campus Resources for student support: Any student using the paper option must schedule an appointment with an advisor at the Writing Center, bring a draft of the paper to the Writing Center, go over the paper with the advisor, and submit with the paper a completed signed form testifying to their having consulted with the advisor. Accommodations for students with disabilities: Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. Please contact Disability Support Services (at 202 319-5211, room 207 Pryzbyla Center) to coordinate reasonable accommodations for students with documented

Semler disabilities. To read about the services and policies, please visit the website: http://disabilitysupport.cua.edu. Assessment:

Without paper option:

Mid-term examination: 45%

Final examination: 45%

Discussion: 10%

With paper option:

Mid-term examination: 35%

Final examination: 35%

Discussion: 10%

Paper: 20%

University grades: The University grading system is available at http://policies.cua.edu/academicundergrad//gradesfull.cfm#II for undergraduates. Reports of grades in courses are available at the end of each term on http://cardinalstation.cua.edu .

Course Schedule

HISTORY 323: The Renaissance Tentative Schedule of Classes 2011

Tuesdays and Thursdays 2:10 – 3:25

Spring 2011

1/11 Humanism and Overview

1/13 Medieval Assumptions and Structures

1/18 Medieval Church

1/20 Social and Economic Foundations

1/25 Petrarch and Boccaccio

1/27 Discussion A

Semler 2/1 City States

2/3 Civic Humanism

2/8 Conciliarism

2/10 Renaissance Papacy

2/15 Reform and Its Preachers

2/17 Discussion B [Rome Conference]

2/22 Administrative Monday

2/24 MID-TERM EXAMINATION

3/1 Education and Printing

3/3 Universal Men

3/10 Science and Greek Studies

3/15 Florentine Politics and Culture

3/17 Roman Renaissance

3/22 Art of the High Renaissance

3/24 Tour of the Renaissance Collection at the National Gallery of Art - Meet 3:10 p.m. sharp at Information Desk in the Rotunda

3/29 Italian Wars and Political Thought

3/31 Courtly Ideal

4/5 Discussion C

4/7 Humanism: Germany

4/12 Humanism: Erasmus

4/14 Humanism: England

4/19 Humanism: France & Spain

4/27 Age of Discovery

4/28 Discussion D

Semler 5/5 FINAL EXAMINATION 1:30-3:30

Final exam (as found on the Registrar’s website) “The final exam must be given on the day and time assigned by the Registrar. Final examinations, if required, must be administered in the final examination period. Please plan accordingly for travel, work or appointments.”

Semler