Saint Louis University— Campus Department of Social Sciences and Humanities Course Syllabus. Spring 2021

Course Name and No.: HIST-3320 Early Modern History of Spain: 1469-1808 Credits: 3 Semester and Class Time: Spring 2021. Mon. and Wed 3:30 – 4:45. Zoom meetings Professor: Kevin Ingram (e-mail: [email protected]) Office hours: Tuesday Wednesday and Thursday 10:00-12:00. Students can arrange Zoom meetings within this time frame. Email inquiries from Monday to Friday will be answered promptly between the hours 9:00 am and 6: pm, Madrid time.

Reading: Henry Kamen, Spain 1469-1714, third edition, and Course Reader on Blackboard

Description: The course focuses on the socio-cultural environment of early-modern Spain, recently united politically through the marriage of Isabel of Castile and Ferdinand of Aragon and through the conquest of the Islamic kingdom of Granada. How did the Spanish monarchy and church attempt to forge a national identity on a land of diverse cultures and languages, in which three ethno-cultural groups (Christians, Jews and Muslims) coincided? How did the character and socio-religious landscape of early modern Spain change through its imperial conquests and continuous wars of religion? Topics include the Reconquest of Spain; Spanish conquest and colonization of the Indies; the Inquisition as a political police force; Reformation and Counterreformation in Spain; and Diego Velázquez and the subtle art of social protest.

Learning Objectives and Outcomes The students will be required to meditate on the development of a modern state and its effect on society and culture. By the end of the course they will have gained an insight into the complexities of early modern society and will have acquired some of the literary and rhetorical tools necessary for the expression of these complexities in their writing. They will also be able to read historical texts carefully and analyze them critically; demonstrate an understanding of the historical factors that created and continue to shape the modern world; examine historical evidence from different perspectives; and appreciate history’s interconnectedness with other disciplines.

Museum Visits: I recommend that during the course students visit the following museums to gain a glimpse of nineteenth century Spanish bourgeois attitudes and culture:

Museo de Historia de Madrid https://www.madrid.es/portales/munimadrid/es/Inicio/Cultura-ocio-y-deporte/Cultura-y- ocio/Museo-de-Historia-de- Madrid/?vgnextfmt=default&vgnextoid=ab18a1ead63ab010VgnVCM100000d90ca8c0 RCRD&vgnextchannel=c937f073808fe410VgnVCM2000000c205a0aRCRD

Museo del Prado (Renaissance and Baroque galleries) https://www.museodelprado.es/ WEEKLY COMMUNICATIONS AND ASSIGNMENTS

In each weekly module you will find the following:

* Task List A list of activities and assignments for the week

* Zoom meetings These will introduce the students to the reading for the week ahead as well as reviewing the previous week’s readings and assignments.

* Readings The Blackboard readings for the week

* Documentaries

* Assignments For each weekly module students will be required to either write a two-page summary on one of the week’s readings or to answer a short quiz. The students will upload their assignment submissions no later than Sunday of the week in question.

PRESENTATIONS AND FEEDBACK

The students are required to make two 15-minute PowerPoint presentations during the course.

The first presentation will be on a figure or event associated with one of the week’s readings (see the syllabus below). The second presentation will be on the student’s research paper.

For each presentation, the presenter’s class colleagues will provide feedback on the presentation’s content and delivery.

RESEARCH PAPER:

I consider this the most important exercise in the course as it helps the students to craft a well-organized and lucid paper on a subject of their choice.

The paper (8 to 10 pages) will advance through three stages: i. A two-page proposal with short annotated bibliography (submitted in week 7). I will provide written feedback on the proposal and meet with students (week 8) to discuss the next step: the draft paper ii. A draft paper with footnotes and annotated bibliography (submitted in week 11). I will provide written feedback on the paper and a provisional grade. I will also meet with students (week 12) to discuss my suggestions for revision. iii. A final version of the paper will be submitted in week 15, no later than Sunday 9 May

Assignment Grading:

Major assignments:

Research paper: 30% of course grade

Two presentations (10% each): 20% of course grade

Minor assignments (weekly synopses, quizzes, and discussions)

Weekly quiz or two-page synopsis of readings (submitted to Blackboard Assignments): 40% of course grade

Participation in weekly discussions: 10% of course grade

Zoom Meeting Attendance:

Attendance in the weekly Zoom meetings is required. Three unjustified absences will result in a one grade reduction in the student’s final course grade. Each subsequent absence will result in a further one-grade reduction.

Grading Scale: 93-100 A 90-93 A- 87-89 B+ 83-86 B 80-82 B- 77-79 C+ 73-76 C 70-72 C- 60-69 D 0-59 F

Assessment: In order to maintain quality academic offerings and to conform to accreditation requirements, SLU-Madrid regularly assesses its teaching, services and programs for evidence of student learning. For this purpose, SLU-Madrid keeps representative examples of student work from all courses and programs on file, including assignments, papers, exams, portfolios and results from student surveys, focus groups and reflective exercises. Copies of your work for this course may be kept on file for institutional research, assessment and accreditation purposes. If you prefer SLU-Madrid not to retain your work for this purpose, you must communicate this decision in writing to your professor. University Statement on Academic Integrity: Academic integrity is honest, truthful and responsible conduct in all academic endeavors. The mission of Saint Louis University is "the pursuit of truth for the greater glory of God and for the service of humanity." Accordingly, all acts of falsehood demean and compromise the corporate endeavors of teaching, research, health care and community service via which SLU embodies its mission. The University strives to prepare students for lives of personal and professional integrity, and therefore regards all breaches of academic integrity as matters of serious concern. The governing University-level Academic Integrity Policy can be accessed on the Provost's Office website at: https://www.slu.edu/the-office-of-the-provost/academic- affairs-policies. Students can find the Academic Integrity Policy as the first link on this page. Additionally, SLU-Madrid has posted its academic integrity policy online: https://www.slu.edu/madrid/academics/student-resources/academic- advising/policies-and-procedures#43

As a member of the University community, you are expected to know and abide by these policies, which detail definitions of violations, processes for reporting violations, sanctions and appeals. The professor will review these matters during the first weeks of the term. Please direct questions about any facet of academic integrity to your faculty, the chair of the department of your academic program or the Academic Dean of the Madrid Campus. Students shall exhibit honesty in all academic endeavours. Cheating in any form is not tolerated, nor is helping someone to cheat. Work submitted is taken as a guarantee that it is the student’s own, except where properly credited to another. Violations include giving or receiving aid on an exam, report or project where otherwise prohibited, plagiarism or forgery of any record, or any deceptive act in connection with academic work. Any violation of this policy will result in an F for the pertinent academic exercise.

University Title IX Statement: Saint Louis University and its faculty are committed to supporting our students and seeking an environment that is free of bias, discrimination, and harassment. If you have encountered any form of sexual misconduct (e.g. sexual assault, sexual harassment, stalking, domestic or dating violence), we encourage you to report this to the University. If you speak with a faculty member about an incident of misconduct, that faculty member must notify SLU's Title IX deputy coordinator, Marta Maruri, whose office is located on the ground floor of Padre Rubio Hall, Avenida del Valle, 28 ([email protected]; 915-54-5858, ext. 213), and share the basic fact of your experience with her. The Title IX deputy coordinator will then be available to assist you in understanding all of your options and in connecting you with all possible resources on and off campus. If you wish to speak with a confidential source, you may contact the counselors at the SLU-Madrid's Counseling Services on the third floor of San Ignacio Hall ([email protected]; 915-54-5858, ext. 230) or Sinews Multipletherapy Institute, the off-campus provider of counseling services for SLU-Madrid (www.sinews.es; 917-00- 1979). To view SLU-Madrid's sexual misconduct policy and for resources, please visit the following web address: http://www.slu.edu/Documents/Madrid/campus- life/SLUMadridSexualMisconductPolicy.pdf Students with Special Needs: In recognition that people learn in a variety of ways and that learning is influenced by multiple factors (e.g., prior experience, study skills, learning disability), resources to support student success are available on campus. Students who think they might benefit from these resources can find out more about: • Course-level support (e.g., faculty member, departmental resources, etc.) by asking your course instructor. • University- level support (e.g., tutoring/writing services, Disability Services) by visiting the Academic Dean's Office (San Ignacio Hall) or by going to: https://www.slu.edu/madrid/campus-life/student-services/disability-services

Students with a documented disability who wish to request academic accommodations must contact Disability Services to discuss accommodation requests and eligibility requirements. Once successfully registered, the student also must notify the course instructor that they wish to access accommodations in the course. Please contact Disability Services at [email protected] or +915 54 58 58, ext. 230 for an appointment. Confidentiality will be observed in all inquiries. Once approved, information about the student's eligibility for academic accommodations will be shared with course instructors via email from Disability Services. For more information about academic accommodations, see "Student Resources" on the SLU-Madrid webpage The University's Academic Integrity Statement: Academic integrity is honest, truthful and responsible conduct in all academic endeavors. The mission of Saint Louis University is "the pursuit of truth for the greater glory of God and for the service of humanity." Accordingly, all acts of falsehood demean and compromise the corporate endeavors of teaching, research, health care and community service via which SLU embodies its mission. The University strives to prepare students for lives of personal and professional integrity, and therefore regards all breaches of academic integrity as matters of serious concern. The governing University-level Academic Integrity Policy can be accessed on the Provost's Office website at: http://www.slu.edu/Documents/provost/academic_affairs/University- wide%20Academic%20Integrity%20Policy%20FINAL%20%206-26-15.pdf. Additionally, SLU-Madrid has posted its academic integrity policy online: http://www.slu.edu/madrid/academics. As a member of the University community, you are expected to know and abide by these policies, which detail definitions of violations, processes for reporting violations, sanctions and appeals. The professor will review these matters during the first weeks of the term. Please direct questions about any facet of academic integrity to your faculty, the chair of the department of your academic program or the Academic Dean of the Madrid Campus. Students shall exhibit honesty in all academic endeavours. Cheating in any form is not tolerated, nor is helping someone to cheat. Work submitted is taken as a guarantee that it is the student’s own, except where properly credited to another. Violations include giving or receiving aid on an exam, report or project where otherwise prohibited, plagiarism or forgery of any record, or any deceptive act in connection with academic work. Any violation of this policy will result in an F for the pertinent academic exercise.

All violations of academic integrity will be reported to the chair. In consultation with the professor, the chair will write a report that will then be sent to the Madrid Campus Committee for Academic Honesty.

SLU email Both Banner and SLU-Global accounts are linked to your slu.edu address. Please check your slu.edu account on a regular basis or have the mail from this address forwarded to a preferred account.

Dates: Classes begin: Wednesday 18 January 2021 Last day to drop a class and not receive a grade of “W”; and last day to choose audit or pass/no pass option: Sunday, 31 January Midterm grade submitted: Sunday 14 March Student submission of final research paper: Friday 7 May Final grade submitted: Sunday, 16 May

Topics and Assignments

Week 1. Jan 18-24

Wednesday Jan. 20 Introduction to the Course

i. Zoom meeting Presentation of course objectives and assignments

ii. Assignment (to be completed before the class meets) Students will read over the syllabus and familiarize themselves with the course readings and objectives. Week 2. Jan 25-31

Monday Jan 25 Spain in the Middle Ages.

i. Zoom meeting

ii. Reading: Blackboard Text 1: “The Christian Kingdom. Cross and Sword.” Consider: What was the myth and reality of the Reconquista? How did this concept shape early modern Spanish history and Spanish identity? iii. Assignment (All assignments (normally quizzes or reading synopses) will be placed on Blackboard on the Thursday of the week prior to their submission date.)

Wednesday Jan 27 Isabel Rules O.K!

i. Zoom meeting

ii. Reading: Blackboard Reading: Kamen, Spain 1469-1714: Chapter 1, pp. 1-6 and 10-40. Consider: What was the political situation in Spain when the Catholic Monarchs came to power? What were their political goals and how did they achieve them?

iii. Assignment (to be uploaded to Blackboard at least one day before the class meets)

Week 3. Feb 1-7

Monday Feb 1 The Spanish Jews: Persecution and Expulsion

i. Zoom meeting

ii. Reading: Blackboard Course Reader Part I: Text 2: “Path to Expulsion: The Decline and Destruction of Spanish Jewry.” Blackboard Course Handout: “The Expulsion Order.” Consider: What is anti-Semitism? How and why does it emerge in the Middle Ages? Why were the Spanish Jews expelled in 1492?

iii. Documentary: The Crucible of Europe

https://www.youtube.com/watch?v=GcZfncnqdlU

iv. Assignment (to be uploaded to Blackboard at least one day before the class meets)

Wednesday Feb 3 The Spanish Inquisition.

i. Zoom meeting

ii. Reading Course Reader Part 1: Text 3: “The New Inquisition”; and Blackboard Text: “Inquisition Trial of Maria Gonzalez” Consider: Who were the conversos? What was limpieza de sangre? Why did the Inquisition target conversos? What effect did the Inquisition have on Spanish society?

iii. Assignment (to be uploaded to Blackboard at least one day before class meets)

Week 4. Feb 8-14

Wednesday Feb 10 Spanish Court Culture and the Renaissance.

i. Zoom meeting

ii. Reading Kamen, Spain 1469-1714: Ch. 1, pp. 60-64. Blackboard Handouts 3: “Court and Culture”; and Blackboard text: “The Conversos and Spanish Humanism: Consider: What was the character of court culture? What was humanism? Why was it attractive to converso scholars and bureaucrats?

iii. Assignment

Week 5. Feb. 15-21

Wednesday Feb 17 1492: Discovery and the Indies Adventure

i. Zoom meeting

ii. Reading: Course Reader Part 1: Text 4: Islands and the mainland; Text 5: and the Caribbean. Course Handout: “: Letter on the New World.”

iii. Assignment

iv. Student presentation: Peter Martyr and the Decades of the New World

Week 6. Feb 22-28

Monday Feb 22 The Conquest of Mexico

i. Zoom meeting

ii. Reading: Course Reader Part 1: Text 6: “The Kingdoms of the Sun,” and Text 7: The Age of Conquest pp. 42-60 only. And Course Handouts: Bernal Diaz, The Conquest of Mexico, excerpts. Consider: Who were the conquistadors? What was their attitude to the native population? How does Bernal’s description of the native population compare to that of Columbus in his letter on the New World?

iii. Documentaries

The Conquest of the Aztecs http://www.documentarymania.com/player.php?title=Conquistadors:%20The%2 0Fall%20of%20the%20Aztecs

The Conquesto of the Incas https://www.youtube.com/watch?v=KQ40mnhoTCc&list=PLPsC83- FsvBvaaGHpch4N2FptwYteuQWK&index=7

iv. Assignment:

Wednesday Feb 24 Early Exploitation of the New World.

i. Zoom meeting

ii. Reading Course Reader Part 1: Text 7: The Age of Conquest pp. 67-78 only, Text 8: Ruling New World Empires 79-88; 92-106; and Sepulveda and Las Casas: Sepulveda “Just War in the Indies” and Bartolome de las Casas, “Thirty Propositions”. Consider: What problems (practical and ethical) did the Spanish face in subduing and ruling the native populations of the ?

iii. Assignment iv. Student presentation Bartolomé de Las Casas and The Destruction of the Indies

Week 7. Mar 1-7

Wednesday March 3 Charles V`s Empire

i. Zoom Meeting

ii. Reading Henry Kamen Chapter 2, pp. 59-85 and 95-99; and Blackboard text: The Demands of the Comuneros

iii. Assignment

iv Submit proposals for research papers Research paper proposal (2 sides, double spaced). The proposal should contain a subject, a possible approach or argument, and an annotated bibliography of at least four works of serious scholarship (articles in scholarly journals, scholarly books and/or chapters in scholarly edited volumes).

v. Student presentation The Comunero Revolt Week 8 Mar 8-14

Wednesday March 10 Erasmus and his effect on Spain

i. Zoom meeting

ii. Reading: Henry Kamen pp. 99-102 and Blackboard Readings: “Erasmus: Introduction,” “The Education of a Christian Prince” and “Handbook of a Christian Soldier” Consider: What is Christian Humanism?

iii. Assignment:

iv. Student presentation: Alfonso Valdés and The Sack of Rome

v. Zoom Research Paper Meetings Scheduled meetings to discuss the research paper proposal, from Monday to Friday.

Week 9. Mar 15-21

Monday March 15 The Reformation and Spain

i. Zoom meeting

ii. Reading: Course Reader Part 3: Text 11: The Reformation; Text 12: Excluding the Reformation. Consider: What was the Reformation? How did Reformation ideas manifest themselves in Spain? Why was this reform movement less impactful?

iii. Assignment

Wednesday March 17 Lazarillo de Tormes and the Picaresque novel.

i. Zoom meeting

ii. Reading Course Reader Part 2: Lazarillo de Tormes. Consider: How is Spanish society depicted in the novel? What indication is there that the author was a supporter of Erasmus?

iii. Assignment

Week 10. Mar 22-28

Wednesday March 24 Philip II and Empire

i. Zoom meeting

ii. Reading: Kamen Chapter 3, pp. 108-144. Consider: What motivated Philip II’s foreign policy? What effect did this have on Spain?

iii. Assignment

iv. Student presentation The Spanish Armada in the context of the Dutch War

Week 11. Mar 29-Apr 4

Easter Week. No classes

Week 12. Apr 5-11

Wednesday 7 April The Counter-Reformation in Spain

i. Zoom meeting

ii. Reading: Kamen, Chapter 3 pp. 162-182, and “Philip II as the New Solomon.” Consider: What was the character of Counter-Reformation Spain? Is its orthodox image an accurate one?

iii. Documentary: Art in Counter-Reformation Spain

iv. Assignment

v. Student presentation The Immaculate Conception: depiction and meaning in Spanish Baroque art

v. Draft paper submission Hand in 8 – 10-page draft paper, with footnotes and annotated bibliography of at least six works (Friday April 16 deadline)

Week 13. Apr. 12-18

Wednesday 14 April The Moriscos

i. Zoom meeting

ii. Reading: Kamen: pp. 158-162 and 202-206; Course Reader: Text 14: “The Last Books written in Arabic in al-Andalus: The Lead Books of Granada.” and the “Morisco Documents” (“A Morisco Plea (1567),” “The Moriscos of Granada (1638),” “Decree of Expulsion (1609)” Consider: What was Morisco’s religious identity? What were the arguments for and against their expulsion from Spain?

iii. Assignment

vi. Zoom Research Paper Meetings Scheduled meetings to discuss the draft paper

Week 14 Apr 19-25

Wednesday 21 April Miguel Cervantes’ “Dialogue of the Dogs” and socio-political protest

i. Zoom meeting

ii. Reading Course Reader: “Dialogue of the Dogs.”; Kamen Ch. 3 pp. 147-158, and Martín González de Cellorigo, “The Restoration of the Republic” (1600)” Consider: What view does Cervantes present of his society? How does the work compare with Lazarillo de Tormes?

iii. Assignment

Week 15 Apr 26-May 2

Monday April 26 The painter Diego Velázquez and Reform at the Court of Philip IV

i. Zoom meeting

ii. Reading Kamen Ch 4. pp 183-190, 196-202, and 206-211; and Blackboard handout: Diego Velázquez at the Court of the Count Duke of Olivares. Consider: What was the king’s chief minister trying to achieve? How did Velázquez’s art provide propaganda for Olivares’ reform program?

iii. Assignment Wednesday April 28

i. Zoom meeting Student research paper presentations

Week 16 May 3-9

Monday May 3

i. Zoom meeing Student research paper presentations

Research paper submission deadline: Friday 7 May