History 3250 Extended Syllabus

Renaissance Europe, 1300-1520

UTAH STATE UNIVERSITY

Dr. Robert J. Mueller Fall Semester 2018

TABLE OF CONTENTS

SECTION A: General Course Information 1. Required Reading ...... 3 2. Course Content & Outcomes ...... 3 3. Course Organization ...... 3-4 4. Quizzes ...... 4-5 5. Writing Assignments...... 5-6 6. Grade Breakdown ...... 6-7 7. Office Hours ...... 7 8. Academic Dishonesty ...... 7 9. Sexual Harassment ...... 7 10. Students with Disabilities ...... 8 11. Lectures & Reading Assignments ...... 8-9

SECTION B: Advice for Writing 1. The Essay ...... 11-15 2. Mueller’s Pet Peeves ...... 16 3. Proper Footnoting ...... 17-19 4. Plagiarism ...... 20

SECTION C: Lecture Outlines and Word Lists ...... 22-34

SECTION D: Maps Section 1. Map Terms for History 3250 ...... 36

History 3250 Extended Syllabus

Section A

General Course Information

UTAH STATE UNIVERSITY HISTORY 3250 -- Renaissance Europe, 1300-1520 Fall Semester 2018 Tuesdays-Thursdays 3:00-4:15PM

INSTRUCTOR: Dr. Bob Mueller OFFICE: USU-Tooele Regional Campus, Office #180 OFFICE PHONE & VOICE MAIL: (435) 797-9929 OFFICE HOURS: Wednesdays, 3:00-5:00 & by appointment. E-MAIL ADDRESS: [email protected] (This is the best way to get a quick answer from me.)

------1. REQUIRED READING: Margaret L. King, A Short History of the Renaissance in Europe (University of Toronto Press, 2017) [ISBN 978-1-4875-9308-7] Robert J. Mueller, ed., The History 3250 Reader (Available on Canvas)

2. COURSE CONTENT & OBJECTIVES: History 3250 is an upper division depth humanities (DHA) course which surveys the history of Europe from the fourteenth through the sixteenth centuries, a period dominated by both terrible calamities (like famine, plague and war) and a great educational and cultural flowering, first in Italy and later in Northern Europe. During this period Europe underwent significant changes in government, society, economics, as well as artistic and intellectual life. These were caused by a number of factors, including the rise of Italian city-states, the ravages of the Black Death, the original works of humanist writers, the amazing creations of talented artists and architects, and the centralization efforts of influential popes and powerful monarchs. There will be five 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 three 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 better understand how historians do their work. You will learn how to judge the weight of certain evidence, such as a primary source versus a secondary source. Furthermore, all of the papers require formal footnotes in order for you to show where you are getting your evidence. 4) You will understand important facts about the renaissance in culture, art and education which took place in the Late Middle Ages and the impact this cultural blossoming had on European society. 5) You will understand why the excesses and abuses of the Renaissance popes led to a serious questioning of the institutions of the Roman Catholic Church which would eventually lead to the Reformation.

3. COURSE ORGANIZATION: 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 3250 Reader (found on Canvas under “Course Materials”),

3 because I will lead a discussion of certain primary source documents during each lecture. These discussions will be 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 the English. 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 weekly readings from the History 3250 Reader found on Canvas (in the “Course Materials” section). 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.

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 the first quiz I will give you a blank map of the Italian peninsula and ask you to find ten locations on the list located at the end of this syllabus. For the second map quiz I will give you a map of Europe and the Mediterranean and have you find ten locations. Why do I do this? It is because maps are crucial to understanding the history of England. 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 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 4 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 three (3) term papers required for this course. Each of the papers will be worth 200 points (20% of your overall grade) and must be on the respective topics below. For each paper you will be expected to write an essay of no less than 1500 words (about 5-6 full pages). You may write more (to a maximum of 2250 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 17-18 of this syllabus for more information on how to do footnotes correctly. Make sure your papers are: 1) typed using the MSWord word processing program 2) double-spaced 3) page numbered 4) in a 12 point font 5) footnoted 6) and have 1" margins all around.

Please be aware that papers must use the MSWord word processing program, or else they will not upload properly on 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 which have a file suffix of “.doc” or “.docx” (the ones used by MSWord). I cannot read files which end in “.rft” or “.odt” or any other suffix. 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. Please consult “Mueller’s Pet Peeves” before

5 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 paper 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. All of your papers should be submitted on Canvas. If you have problems posting your paper, please contact the helpdesk. After I have read and graded your papers, please review the comments that I will write on them in Canvas. I try to offer suggestions on how to improve your writing and analytical skills. You can get your paper comments by reviewing your paper while in Canvas. Please do not use any outside books, articles or websites for the papers. I expect you to only make use of course materials. You may use the textbook and lectures for some background material for your argument, but you should concentrate on making extensive use of examples and short quotations from the primary sources in the History 3250 Reader. 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. The best papers will make the most use of primary source evidence and they will receive the highest scores.

TOPIC for PAPER #1: Why is the Black Death considered to be one of the greatest calamities in all of human history? What do you think were the greatest effects of the Black Death on European society after it was over? Your main source of evidence should be the documents in the History 3250 Reader. DUE DATE: Saturday, September 29 by midnight (submitted in Canvas).

TOPIC for PAPER #2: The humanists transformed both education and the arts during the Renaissance. Why are humanists such as Francesco Petrarca (Petrarch), Coluccio Salutati and Leonardo Bruni considered to be such important writers? What evidence of humanism do we see in their writings? In what ways was Petrarch different from both Salutati and Bruni? Your main source of evidence should be the documents in the History 3250 Reader. DUE DATE: Saturday, November 03 by midnight (submitted in Canvas).

TOPIC for PAPER #3: Why was the Christian clergy, and especially the papacy, held in such low regard by the end of the fifteenth century and beginning of the sixteenth? How did the actions of the Renaissance popes make this problem worse? Your main source of evidence should be the documents in the History 3250 Reader. DUE DATE: Saturday, December 08 by midnight (submitted in Canvas).

7. GRADE BREAKDOWN: Discussion 150 pts Map Quiz #1 25 pts Thursday, September 20 (in class) Map Quiz #2 25 pts Tuesday, November 15 (in class) Terminology Quiz #1 50 pts Take on Canvas on September 13 or 14 (Weeks 1-3) Terminology Quiz #2 50 pts Take on Canvas on October 11 or 12 (Weeks 4-7) Terminology Quiz #3 50 pts Take on Canvas on November 08 or 09 (Weeks 8-11) Terminology Quiz #4 50 pts Take on Canvas on December 06, 07 or 08 (Weeks 12-15) 6

Paper #1 200 pts Saturday, September 29 by midnight (submitted on Canvas) Paper #2 200 pts Saturday, November 03 by midnight (submitted on Canvas) Paper #3 200 pts Saturday, December 08 by midnight (submitted on Canvas) ------1000 pts

Your scores for the papers and the final course grade will be calculated based on the following scale:

Paper Scores Course Grade A 186-200 930-1000 pts A- 180-185 900-929 B+ 174-179 870-899 B 166-173 830-869 B- 160-165 800-829 C+ 154-159 770-799 C 146-153 730-769 C- 140-145 700-729 D+ 134-139 670-699 D 126-133 630-669 F 000-125 000-629

8. OFFICE HOURS: I hold regular weekly office hours, on Tuesday and Thursday afternoons from 3:00 to 5:00PM, which I encourage you to attend, e-mail or call into. Their purpose is to provide you with the time to meet with me to discuss any aspect of the course, whether it be advice on the papers, study suggestions for the quizzes, or questions about the readings or my lectures. Remember, I'm a resource at your disposal. Use me. If my regular hours aren't convenient, make an appointment for a time which is better for you. All students should feel free to either call me in my office or contact me by e-mail at any time if they have questions. E-mail is by far the quickest way to get a response from me.

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 extended syllabus. You are responsible for correctly citing your sources in your four papers. If you are caught cheating on a quiz (using outside sources or websites) or turning in work which is not your own, you may fail the course. You may also be reported to the Judicial Officer on the Logan campus of USU and may be expelled 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. 7

11. STUDENTS WITH DISABILITIES Reasonable accommodation will be provided for all persons with disabilities in order to ensure equal participation within this course. If you have a disability that will likely require some accommodation by me, you must contact me and document the disability through the Disability Resource Center (DRC), preferably during the first week of the course. The DRC can be reached at (435) 797-2444. Any request for special consideration relating to attendance, pedagogy, taking of examinations, etc., must be discussed with and approved by me and the DRC. In cooperation with the Disability Resource Center, course materials can be provided in alternative format, large print, audio, diskette, or Braille.

12. LECTURE TOPICS & READING ASSIGNMENTS: Listed below are the reading assignments for the course. Please have all the reading done before each of our Tuesday class meetings. I will plan discussions based on this material.

WEEK ONE Aug 28 & 30 Introduction/The Medieval Heritage Reading: King, Chapter 1 (pp.1-14); Reader, Week One Readings.

WEEK TWO Sep 04 & 06 Emperors vs. Popes Reading: King, Chapter 1 (pp.15-20); Reader, Week Two Readings.

WEEK THREE Sep 11 & 13 Rise of the Popular Communes Reading: King, Chapter 1 (pp. 20-34). Reader, Week Three Readings. TERMINOLOGY QUIZ #1 on September 13 or 14 (On Weeks 1-3 Terms)

WEEK FOUR Sep 18 & 20 The Black Death – Part I Reading: King, Chapter 2 (pp.67-71); Reader, Week Four Readings. MAP QUIZ #1 in class (Map of Italy)

WEEK FIVE Sep 25 & 27 The Black Death – Part II Reading: Reader, Week Five Readings. PAPER #1 DUE Saturday, September 29 by midnight (submit in Canvas).

WEEK SIX Oct 02 & 04 Renaissance City-States – Part I Reading: King, Chapter 2 (pp.37-57); Reader, Week Six Readings

WEEK SEVEN Oct 09 &11 Renaissance City States -- Part 2 Reading: King, Chapter 5; Week Seven Readings TERMINOLOGY QUIZ #2 on October 11 or 12 (On Weeks 4-7 Terms)

WEEK EIGHT Oct 16 & 18 Petrarch and Humanism Reading: King, Chapter 3 (pp.73-89); Week Eight Readings

WEEK NINE Oct 23 & 25 Civic Humanism Reading: King, Chapter 3 (pp.90-110); Week Nine Readings

WEEK TEN Oct 30/Nov 01 Renaissance City States – Part III Reading: King, Chapter 7; Week Ten Readings PAPER #2 DUE Saturday, November 03 by midnight (submit in Canvas).

WEEK ELEVEN Nov 06 & 08 Renaissance Art & Architecture Reading: King, Chapter 4; Week Eleven Readings TERMINOLOGY QUIZ #3 on November 08 & 09 (On Weeks 8-11 Terms)

WEEK TWELVE Nov 13 & 15 Religion and the Renaissance Church Reading: King, Chapter 6 (pp. 187-210); Week Twelve Readings MAP QUIZ #2 in class (Map of Europe)

WEEK THIRTEEN Nov 20 The Renaissance Popes – Part 1 Reading: King, Chapter 6 (pp. 210-215); Week Thirteen Readings Nov 22 THANKSGIVING HOLIDAY – No class.

WEEK FOURTEEN Nov 27 & 29 The Renaissance Popes – Part II Reading: King, none; Week Fourteen Readings.

WEEK FIFTEEN Dec 04 & 06 Niccolo Machiavelli Reading: King, Chapter (pp.253-262); Week Fifteen Readings. TERMINOLOGY QUIZ #4 on Dec 06, 07 & 08 (On Weeks 12-15 Terms) PAPER #3 DUE Saturday, December 08 by midnight (submit in Canvas).

History 3250 Extended Syllabus

Section B

Advice for Writing

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

11 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 should

12 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. 13

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.

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.

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.

Proper Footnoting

One goal of this course is to introduce you to the ways that historians do their work. We do not just tell stories about the past. Instead we tell stories and then give an interpretation of what we believe is important about those stories. Ultimately we want to reach a greater understanding about the people of different times and how they lived, thought, created and contributed to the development of human society. Our interpretations of the documentary evidence which past societies have left us cannot just be a wild guess or a personal opinion. Historians have to have evidence to support their views. Most of the time this comes from an examination of primary source evidence (documents from the time which is being studied), but sometimes it comes from works written by other authors, which is called secondary source evidence. Whenever a historian uses a specific example from either primary or secondary sources he or she must show the reader where they got that example. They do this by using footnotes.

First, let’s go over a little terminology. 1) A footnote refers to a note in an essay or paper which appears at the bottom of a page. 2) An endnote is a note which appears at the end of a paper. 3) A citation is the information that you place in a footnote or endnote. You are said to be “citing” the source of your evidence.

Many students are uncertain as to when they should use a footnote or endnote. Not every piece of information that comes from a primary or a secondary source needs to be cited. For example, information which is considered to be “common knowledge” does not need to be footnoted. This is usually basic information which is objectively known. Some examples: 1) Henry VIII’s first wife was Catherine of Aragon. 2) William the Conqueror came to the English throne in 1066. 3) Leonardo da Vinci painted the Mona Lisa. 4) The Treaty of Versailles was signed in the Hall of Mirrors in 1918.

These are basic statements of fact which are commonly known and do not need to be footnoted. Such information should not be set off in quotation marks. Only use quotation marks when you are citing the exact words from a source. Never use quotation marks to add emphasis to a word or phrase.

What information should be footnoted? There are two main kinds of information which require footnotes: 1) Direct quotations from a source require a footnote. They also need to be set off with quotation marks. 2) Paraphrases of a longer example from a source require a footnote. A paraphrase is a summary of a specific example which is written in your own words.

Because most word processing programs (such as Microsoft Word) 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.

Informational note: 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.

For this course I only want you to use reference footnotes which 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. You do not need to provide any other information in a footnote, such as definitions of terms, more details of a person, idea, place or action.

There is a particular style for correctly giving a citation. 1) Full citation: The first time you make use of a source in a footnote you should give a full citation, which 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. 2) Short citation: 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(s), if this is the only work of that author which you are using in your paper.

EXAMPLE #1: (for the textbook)

Full citation (used only the first time you make use of the source): Margaret L. King, A Short History of the Renaissance in Europe (University of Toronto Press, 2017), 203.

Short citation (used after you have first used a source): King, 203.

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

Full citation: Petrarch, “On the Avignon Court” in Robert J. Mueller, ed., The History 3250 Reader (Logan, UT: Utah State University, 2018), 34.

Short citation: Mueller, 40.

[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 when you use that document.]

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

Full citation: “Marriage Negotiations,” in Robert J. Mueller, ed., The History 3250 Reader (Logan, UT: Utah State University, 2018), 44.

Short citation: Mueller, 44.

[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 when you use that document.]

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.

History 3250 Extended Syllabus

Section C

Unit Outlines and Word Lists

Week #1 The Medieval Heritage

I. The Renaissance in Italy II. The Social Order III. Rise of Towns IV. Universities

Aristotle free tenant The Great Philosopher labor services regular clergy triangular trade route secular clergy merchant guilds sacraments craft guilds grace money economy feudalism corporate identity oaths lectio chivalry scholasticism peasant faith vs. reason serf

23 Week #2 Emperors and Popes

I. The Holy Roman Emperor II. The Investiture Crisis (1075-1122) III. Frederick II (Stupor Mundi) IV. The Empire in the Fourteenth Century ------Po River Emperor Henry IV Kingdom of Two Sicilies Concordat of Worms principalities Guelph duchy/duke Ghibelline papal monarchy Hohenstaufen celibacy Pope Innocent III concubinage Albigensian Crusade simony Cathars Simon Magus heresy bishop Golden Bull of 1356 diocese Chancery lay investiture Diet Pope Gregory VII

Week #3 Rise of the Popular Communes

I. The Rise of the Communes II. Populo and the Nobility III. Rise of the Popular Commune IV. Failure of the Popular Commune V. Achievements ------city-state armed company consulate Standard-bearer consuls Capitano del Populo contado Bologna populo Gioseffo Toschi Great Council political exile towers conduct primers podestà notary hierarchy social ladder clientage/patronage client <--> patron 24

Weeks #4 & #5 The Black Death

I. Expansion at Maximum II. Famine III. Plague IV. Consequences of the Calamities A. Psychological Effects B. Religious Effects C. Social Effects ------monoculture Giovanni Boccaccio cultural conditioning Decameron The Hand of God endemic leprosy Dance of Death Trebizond memento mori The Silk Road cadaver tomb yersina pestis flagellants rattus rattus lay piety movements bubonic plague mysticism pneumonic plague gentry gavvociolo gentleman/gentlewoman bubo

Week #6 Renaissance City-States – Part I

I. Creation of Oligarchies II. Florence (Firenze) A. Florentine Guilds B. Florentine Politics III. The Ciompi Revolt (1378) IV. The catasto ------oligos = “the few” Arti Maggiori oligarchy Arti Medie republic Arti Minori despotism Arte della Lana Siena Signoria Lucca priors florin galfonieri new nobility Palazzo Vecchio populo grasso Council of Ten populo minuto

Week #7 Renaissance City States – Part II

I. Florentine Society A. Societal Violence B. Patronage and faction C. Marriage II. The Fall into Despotism A. Political Takeover B. Military Takeover III. The Despotism of Milan

------Black Guelphs Capitano del Populo White Guelphs signore patrician/patriciate Ottone Visconti bond Leonardo Bruni Medici family chancellor Simone Guiccardini Giangaleazzo Visconti patron – client dukedom Albizzi family Duke of Milan virtue 1402 Gregorio Dati condotierri dowry Francesco Sforza

Week #8 Petrarch & Humanism

I. Dante Alighieri II. Four Themes of the Renaissance III. Life of Petrarch (1304-1374) A. Letter to Posterity B. vita contemplativa vs. vita activa C. Ascent of Mont Ventoux IV. The studia humanitatis

------vernacular Avignon The Divine Comedy Gherardo love sonnet St. Augustine Marcus Tullius Cicero Confessions St. Augustine Confessions liberal arts poet laureate humanist Arqua scholasticism Giacomo Colonna Colonnesi

Week #9 Civic Humanism

I. Coluccio Salutati & Civic Humanism A. Letter to Peregrino Zambeccari

II. Crisis of 1402 in Florence

III. Leonardo Bruni A. Oration for Funeral of Nanni Strozzi B. History of Florence ------notary Roman Republic chancellor Sulla vita activa Pico della Mirandola Letters to Atticus Oration of the Dignity oratorio = oratory of Man hermitage Giovanna Giangaleazzo Visconti Manuel Chrysoloras Council of Constance condotierre panegyric republicanism

Week #10 Renaissance City States – Part III

I. Giovanni di Bicci de Medici II. Developments in Trade & Commerce A. New Business Techniques B. Usury C. Florentine Banking III. Cosimo de Medici (1389-1464) IV. Lorenzo the Magnificent

------Pope John XXIII Laurenziana bank notes Marsilio Ficino letters of credit Platonic Academy double-entry Pope Eugenius IV bookkeeping Peace of Lodi (1454) simple partnership resident ambassador accommodation coup debasement Pazzi Conspiracy (1479) Bardi bank Pegolotti

Week #11 Renaissance Art & Architecture

I. Medieval Continuity II. Renaissance Sculpture and Painting A. Realism B. Perspective C. Classical Themes III. Renaissance Architecture IV. The Renaissance Man

------Romanesque Madonna of the Rocks Donatello Mona Lisa Gattamelata Jan Van Eyck equestrian Arnolfini Marriage Michaelangelo Rheims Cathedral Pieta Notre Dame of Paris Giotto Filippo Brunelleschi Sandro Botticelli dome Adoration of the Magi Cathedral of Santa Birth of Venus Maria del Fiore Primavera Leonardo da Vinci

Week #12 Religion and the Renaissance Church

I. Problems in the Church II. The Avignon Papacy (1309-1377) III. Catherine of Siena IV. The Great Schism (1378-1416) V. Conciliarism VI. Council of Constance (1414-1418)

------celibacy conciliar theory Philip the Fair (France) Marsiglio of Padua Pope Clement V Council of Pisa (1409) Babylonian Captivity Emperor Sigismund Financier Popes Pope Martin V Catherine Benincasa papal bull stigmata Sacrosancta Pope Gregory XI Pope Pius II college of cardinals Execrabilis general council canon law

Weeks #13 & #14 The Renaissance Popes

I. Papacy after the Council of Constance II. Nicholas V (1446-1455) A. Lorenzo Valla III. Pius II (1458-1464) A. The Election of Pius II IV. Alexander VI (1492-1503) A. Cesare Borgia

------Raphael Commentaries annates Cardinal of Rouen dispensation bias indulgence privy Purgatory contrition Fra Angelico Vatican Library Donation of Constantine numismatics anachronism Aeneas Sylvius Piccolomini Tale of Two Lovers

Week #15 Niccolo Machiavelli

I. The Sforzas of Milan A. Francesco Sforza B. Ludovico il Moro

II. Florentine Republic Returns (1494-1512) A. Girolamo Savonarola B. Piero Soderini C. Niccolo Machiavelli

Ambrosian Republic Giovanni de Medici Moor Pope Leo X King Charles VIII The Prince 1494 Cesare Borgia On the Contempt of the Fortuna World apocalypse - apocalyptic “bonfire of the vanities” constitution Council of Ten gonfaloniere Pope Julius II 34

History 3250 Extended Syllabus

Section D

Map Section

SUGGESTIONS FOR MAP IDENTIFICATIONS FOR HISTORY 3250

SEAS Portugal Adriatic Sea Scotland RIVERS Aegean Sea Spain Arno River Baltic Sea Sweden Danube River Bay of Biscay Switzerland Nile River Black Sea Po River English Channel CITIES Rhine River Irish Sea Amsterdam Rhone River Mediterranean Sea Antwerp Seine River North Sea Athens Tiber River Red Sea Avignon Bologna MOUNTAINS ISLANDS Constantinople (Istanbul) Alps Mtns. Corsica Florence Balkan Mtns. Crete Genoa Caucasus Mtns. Cyprus Jerusalem Pyrenees Mtns. Sardinia London Taurus Mtns Sicily Lucca Madrid SPECIAL REGIONS POLITICAL UNITS Milan Bohemia Denmark Naples Flanders England Paris Lombardy France Pisa Papal States Greece Ravenna Romagna Holy Roman Empire Rome Tuscany Ireland Siena Kingdom of the Two Sicilies Trebizond Netherlands Venice Ottoman Empire Vienna 36