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TRENT UNIVERSITY HISTORY 4500Y WEBDRAFT Fall 2014-Winter 2015 Renaissance Lives, 1350-1600 Prof. Ivana Elbl Office: Phone: E-Mail: Lady Eaton College, S114 705-748-1011, ext. 7833 (Office); Preferred: 705- 876-1358 (Home Office) [email protected]; Fax: 876-8904 Secretary: Trisha Gayle Pearce Office: LEC, S 101.3 Phone: 748-1011, ext. 7706 E-mail: [email protected] Office Hours: Wednesdays, 13-13.50 and 16-16.50, and by appointment. I will be available for special appointments most Tuesdays, 12-13.50 (when not in meetings) and Wednesdays, 12-12.50 (except for two first-year lectures). Work with the Instructor: Students will be expected to work closely with the instructor. Consultations will largely take place by e-mail or by phone but students are most welcome to drop in in my office hours or arrange an in-person office appointments. 2 COURSE GOALS AND OUTCOME The course examines the lives of individuals and families, both famous and ordinary, striving to make their way in the turbulence of the Renaissance period, shaped both by remarkable human achievements and creativity and by never-ending turmoil caused by climate change, epidemics, economic problems, wars, social conflicts, and religious crises. It hopes to contribute to the students' intellectual development and to develop their ability to link individual lives with complex historical issues both in time and space, and put them in the requisite context. Aimed at nurturing both history-specific abilities and transferrable general skills, the course requirements foster and hone students’ capacity to design and conduct a major research project, enhance their critical thinking, ability at historiographical analysis, application of theory, and the facility to communicate concisely and effectively both verbally and in writing. COURSE ORGANIZATION Course Structure: The course is organized into eight Units (each covering three to five weeks). The first unit introduces concepts and problems associated with individual-based approaches to history. The second unit presents key features and issues of the Renaissance, and of Renaissance societies as shapers of individuals. The third unit deals with different forms of power, coercion, and violence. The fourth unit involves Renaissance culture, and the extraordinary men and women whose creativity and ability to innovate made it possible. The fifth unit zooms in on the rise and fall of the Medici Florence as the centre of the Renaissance and the historical figures central to this development. The sixth unit looks at the lives and agency of elite women, focusing on the remarkable figure of Felice della Rovere, daughter of Pope Julius II. The seventh unit addresses the way in which religion affected the lives of individuals, from the crisis of the Church, the attempts at reform, the need personal faith and religiosity, and the eventually re-imposition of ideological doctrine and authority, ultimately stifling the Renaissance. The final unit looks at the relations between Christian Europeans and their counterparts in non-European worlds, and at the relationships and attitudes involved. Each Unit will generate weekly on-line discussions, and students will be able to choose six of them to write mini-essays, each one in response to one of the Unit Questions. In addition to the on-line discussions and unit mini-essays, the students will also do a “Renaissance Artist” Project (see below). Finally, they will have two options in terms of major assignments, choosing either 1) “Shared Humanity” Journal and Short Research Essay or 2) Major Research Paper. The first option is designed for those who prefer shorter, more structured assignment; the second for those interested in a major project, for example in 3 preparation for graduate studies. Evaluation: 1. On-line Discussions 2. Unit Mini-Essays 3. “Renaissance Artist” Project 4.1 Option 1: Shared Humanity Journal + Short Research Essay or 4.2 Option 2: Major Research Paper Outline: 10% Research Paper 30% 20% 30% 10% 20% 20% 40% The mid-year mark (Dec. 30) will constitute 45% of the final grade, regardless of option selected: Fall on-line discussions (10%); 3 Fall-term Unit mini-essays (15%); “Renaissance Artist” Project (10%),Fall Shared Humanity Journal (10%) or Major Research Paper Outline (10%) Deadlines: Fall Term: Option Selection: Major Research Paper Question Selection: Unit Mini-Essay 1 (Unit 1): Unit Mini-Essay 2 (Unit 2 or 3): “Renaissance Artist” Project Unit Mini-Essay 3 (Unit 4): Fall Term Shared Humanity Journal (Option 1): Major Research Paper Outline (Option 2): September 15 September 22 October 6 November 17 November Dec. 1 December 8 December 15 December 15 Winter Term: Short Research Essay Question Selection: Unit Mini-Essay 4 (Unit 5): Option 2: Major Research Paper First Draft (Option.) Option 1: Short Research Essay First Draft (Option.) Unit Mini-Essay 5 (Unit 6): Option 1: Short Research Essay, Final Version Option 2: Major Research Paper, Final Version: Unit Mini-Essays 6 (Unit 7 or 8): Option 1: Winter Shared-Humanity Journal: January 12 February 15 March 2 March 9 March 16 March 30 March 30 before April 6 before April 6 4 Submissions: All assignments should be submitted on the due day, at 11.50PM. Being late for a good reason is not a capital sin. Extensions up to a week are possible. Make sure you ask for one if necessary. However: 1) Extensions longer than a week will be granted only on very serious grounds and will require documentation; 2) Late submissions for which extension was not granted or which abuse the extension privilege will see a deduction of 5% per day. All assignments should be submitted as Blackboard Learn attachments, using MS Word (.doc, .docx or .rtf), Wordperfect (.wpd), Open Office (.odt) or Adobe Acrobat (.pdf). Assignments written in Microsoft Works (.wps) or Mac (pages) are not compatible and will not be accepted. Comments and marks will also be available on Blackboard Learn. Note: Mini-essays will be excerpted by the instructor and published, anonymously, on Blackboard Learn Discussion Board, to stimulate debate. All discussion contributions should be submitted on the Blackboard Lean Discussion Board. Please do not email your work, except in an emergency. COURSE REQUIREMENTS Readings: As fourth-year students, you are expected to read c. 100 pages per week. This does not mean that you need to read all of them in the same detail. Start most units with the mini-biographies from Renaissance People and/or the short introductory chapters from Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance. Read the longer readings for patterns, rather than details. On-line Discussions: All students should participate in the weekly forums on the BL Discussion Board. Participate even if they did not complete all the readings. The contributions (about a paragraph) may involve responses to my prompts, questions, or thought-triggers, comments on or questions about the readings, or comments on published course-work. Students will be able to create their own discussion threads. Unit Mini-Essays: The six mini-essays – three per term – Units 1-4 (Fall Term) and 5-8 (Winter Term)--will address one of the Unit Questions listed in the syllabus under that particular unit. Each should be about 750 words long (plus basic footnotes), offer an argument on the question, and be clearly structured into an introduction, discussion, and conclusion. The mini-essays are to be based on the readings – no additional research is required – but they need to reflect knowledge of those course readings. Each mini-essay is worth 5% of the final grade, to a total of 30%. Due: See “Deadlines” above. “Renaissance Artist” Project: The objective of this project is create a biographical sketch of one of the artist listed under Unit 4 Week 2, capturing the role of the changing circumstances 5 of the artist's life on her or his work, in the manner of “new biography” (see Unit 1 Week 3). The sketch can either take the form of an essay or of a Powerpoint presentation accompanied by text. It should include a critique of the biographical sketch in Davis and Lindsmith's Renaissance People, and be based on basic additional on-line research (source-documented websites are allowed). The assignment should be c. 1,500 words or 15 Powerpoint slides long and clearly documented (with footnotes and captions. Option 1: “Shared Humanity” Journal + Short Research Essay “Shared Humanity” Journal should include weekly entries of c. 250 words, tracking the student's reactions to the lives and episodes covered in the readings, with regard to behaviours, emotions, values, and attitudes that s/he can identify with or has difficulty with, that provoke either admiration or negativity, with a careful explanation of the reasons for the reactions. At the end of each term, the Journal should sum up the most important points as to what of relevance has be learned from the lives studied in the Units covered. – We share humanity with the people of the past – please treat them with respect and strive to understand them. Short Research Essay Research Question Selection: Submit a list of your three top choices from the list posted on Blackboard Learn or propose your own research question, by January 12. will then review your submissions and assign you a research question, by Jan.15. You have to write on the assigned question, unless I agree to change it. Short Research Essay Requirements: a) Length: The paper must be 3,000 words long (in addition to bibliography). The bibliography is not included in the word count. b) Approach and Structure: The paper must be analytical (as opposed to descriptive), organized clearly into an introduction, discussion, and conclusion. It must be written in full sentences and contain proper transitions. c) Introduction: The paper must contain a clear introduction stating the hypothesis/argument about the research question and end with a clearly stated thesis/answer to the research question. e) Research support: at least 15 directly relevant scholarly works (books, chapters in collected volumes, articles in scholarly journals), in addition to readings and primary sources accompanying the assigned research question. Each work listed in the bibliography must appear in the notes at least once, to document its use. e) Writing and Presentation: The paper should be well written (style, grammar, spelling) and well presented. f) Historiography: The paper must contain a critique of the representative secondary literature (historiography), g) Primary Sources: The paper should include work with primary sources, unless otherwise agreed. h) Evidence and Interpretation: The argument must be rigorously supported by evidence and avoid speculation, overstatement, over-generalization, and failure to interpret the evidence presented. 6 I) Documentation: The paper must be properly supported by documentation, including footnotes and a complete bibliography. The documentation must comply with the Chicago Manual of Style, Footnotes and Bibliography Format. See http://www.trentu.ca/academicskills/documentation/chicago.php. Short Research Essay, First Draft (Optional): The draft must constitute a full research essay, both in content and form. It will receive a mark as if it were the final version, to be later substituted by the final version mark (or the higher of the two, in the unlikely case that the final version is marked lower than the first one). You are not required to submit the first draft and may proceed directly to the final version. There is no need to inform me of you choice – if the first draft is not submitted by the deadline, I will assume you not submitting it. Due: March 9. Short Research Essay, Final Version: The final version should address the Requirements listed above. If it was preceded by a first draft, it should address the suggestions and criticism raised in my comments. If you do not to submit the final draft but have submitted the first draft the mark on the first draft will stand for both. Due: Mar. 30. Option 2: Major Research Paper ‘Research Question Selection: Submit up to three choices from the list of research paper questions posted on Blackboard Learn, or propose a research question (or alternative research questions) you would want to address in your research paper. Due: Sep 22. ‘I will then review the submissions and assign you a research question by Sep. 25. You have to write on the assigned question, unless I agree to change it. Research Paper Outline: The outline takes the form of an expanded proposal, based on the assumption that c. 40% of the research requirements have been completed, enough to support the following requirements: a) Hypothesis (Preliminary Argument) on the assigned research question and a justification/explanation of the argument. b) Outline of the structure of the paper, as dictated by the hypothesis. c) Comments and questions regarding the Requirements in the context of your specific project, highlighting any problems or issues. d) Full research bibliography Due: Dec. 15 Research Paper Requirements: a) Length: The paper must be at least 7,000 words long (in addition to bibliography).The bibliography is not included in the word count. b) Approach and Structure: The paper must be analytical (as opposed to descriptive), organized clearly into an introduction, discussion, and conclusion. It must 7 be written in full sentences and contain proper transitions. c) Introduction: The paper must contain a clear introduction stating the hypothesis/argument about the research question and end with a clearly stated thesis/answer to the research question. e) Research support: at least 25 directly relevant scholarly works (books, chapters in collected volumes, articles in scholarly journals), in addition to readings and primary sources accompanying the assigned research question. Each work listed in the bibliography must appear in the notes at least once, to document its use. e) Writing and Presentation: The paper should be well written (style, grammar, spelling) and well presented. f) Historiography: The paper must contain a representative critique of the representative secondary literature (historiography), g) Primary Sources: The paper should include work with primary sources, unless otherwise agreed. h) Evidence and Interpretation: The argument must be rigorously supported by evidence and avoid speculation, overstatement, over-generalization, and failure to interpret the evidence presented. I) Documentation: The paper must be properly supported by documentation, including footnotes and a complete bibliography. The documentation must comply with the Chicago Manual of Style, Footnotes and Bibliography Format. See http://www.trentu.ca/academicskills/documentation/chicago.php. Major Research Paper, First Draft (Optional): The draft must constitute a full research paper, both in content and form. It will receive a mark as if it were the final version, to be later substituted by the final version mark (or the higher of the two, in the unlikely case that the final version is marked lower than the first one). You are not required to submit the first draft and may proceed directly to the final version. There is no need to inform me of you choice – if the first draft is not submitted by the deadline, I will assume you not submitting it. Due: Mar. 2 ‘Major Research Paper - Final Version: The final version should address the Requirements listed above. If it was preceded by a first draft, it should address the suggestions and criticism raised in my comments. If you do not to submit a final draft but have submitted the first draft the mark on the first draft will stand for both. Due: Mar. 30. TEXTS Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007) (e-book, available through TOPCAT). Robert C. Davis and Beth Lindsmith, Renaissance People. Lives that Shaped the Modern Age (Los Angeles; The Paul Getty Museum, 2011) All other readings are available on-line, through TOPCAT, either as e-books or, in case of 8 articles, though the periodicals in which they they were published (search on journal titles, eg. American Historical Review). UNIVERSITY POLICIES Academic Integrity: Academic dishonesty, which includes plagiarism and cheating, is an extremely serious academic offence and carries penalties varying from a 0 grade on an assignment to expulsion from the University. Definitions, penalties, and procedures for dealing with plagiarism and cheating are set out in Trent University’s Academic Integrity Policy. You have a responsibility to educate yourself – unfamiliarity with the policy is not an excuse. You are strongly encouraged to visit Trent’s Academic Integrity website to learn more: www.trentu.ca/academicintegrity. Access to Instruction: It is Trent University's intent to create an inclusive learning environment. If a student has a disability and/or health consideration and feels that he/she may need accommodations to succeed in this course, the student should contact the Student Accessibility Services (BH Suite 132, 7481281, [email protected]) as soon as possible. Complete text can be found under Access to Instruction in the Academic Calendar. Note: Teaching Evaluations will be available on-line, through BL. 9 FALL TERM Unit 1 (September 8-28) One Person at a Time: The Advantages and Challenges of an Individual-based Approach to History Unit Questions: 1. While does bibliography and individual-based approach to history continue to attract interest and command popularity? Have the reasons changed since the Middle Ages? 2. What are the key advantages and challenges of individual-based approaches to history? 3. What is “new biography,” why is it needed, and is it achievable? Week 1: Kings and Queens: The Fascination with Lives on the High Readings: Eric Ives, “Will the Real Henry VIII Please Stand Up? History Today 56 (2006): 29-36. Suzannah Lipscomb, “Who Was Henry and When Did It All Go Wrong?” History Today 59 4 (2009): 14-20. Moshe Sluhovsky, “History as Voyerism: from Marguerite de Valois to La Reine Margot.” Rethinking History 4 2 (2000): 193-210. Elizabeth W. Marvick, “Psychobiography and the Early Modern French Court: Notes on Method with Some Examples,” French Historical Studies 19 4 (1996): 943-66. Week 2: Reconstructing Ordinary Lives: The Troublesome Martin Guerre Readings: Natalie Zemon Davis, The Return of Martin Guerre (read on-line [google “return Martin Guerre full text”]; or watch the movie [for example] on U-Tube). Rober Finlay, “The Refashioning of Martin Guerre,” American Historical Review 93 3 (1988): 552-572. Natalie Zemon Davis, “ 'On the Lame',” American Historical Review 93 3 (1988): 572-604. Lionel Gossman, “Anecdote and History,” History and Theory 42 2 (2003): 143-68. Week 3: “Lives and Times”: The Problems of the Individual-Centered Approach to History. 10 Readings: Robert C. Davis and Beth Londsmith, Renaissance People. Lives that Shaped the Modern Age (Los Angeles: The J. Paul Getty Museum, 2011; London: Thames & Hudson, 2011), 9-15;48-51, 91-93, 136-9, 189-91, 239-41, 279-81. Nassaw, “Introduction,” AHR Roundtable. Historians and Biography.” American Historical Review 114 3 (2009): 573-8. Lois W. Banner, “Biography as History,” American Historical Review 114 3 (2009): 579-86. Michael Pretwich, “Medieval Biography,” Journal of Interdiciplinary History 40 3 (2010): 325-45. Robin Fleming, “Writing Biography at the Edge of History,” American Historical Review 114 3 (2009): 606-614. Unit 2 Sep. 28-30, October 1-17 Renaissance(s) and Renaissance Lives in Context Unit Questions: 1. What key factors and influences stimulated and restricted Renaissance individuals, and why? 2. What was the role of class and gender in shaping Renaissance individuals? 3. What regional, social and cultural factors shaped Baldassare Castiglione over the course of his life? Week 1 The Renaissance and Renaissance Individual: When, Where, Why? Readings: Davis and Lindsmith, “Baldassare Castiglione, 1476-1529. The Perfect Courtier,” in Renaissance People, 179-81. Guido Ruggiero, “Introduction,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 1-10. 10 p. Gene Brucker, “The Italian Renaissance,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2002, 2007 [e-book edition]), 23-38. 15 p. Peter Burke, “The Historical Geography of the Renaissance,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2002, 2007 [e-book edition]), 88-104. 16 p. 11 John Jeffries Martin, “The Myth of Renaissance Individualism,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 208-224. 16 p. Peter Burke, “Representation of the Self from Petrarch to Descartes,” Chapter 1 in Roy Porter, ed., Rewriting the Self: Histories from the Renaissance to the Present *London, New York: Routledge, 1997), 17-27. (e-book) Week 2 Renaissance Individuals in Society Readings: Joanne Ferraro, “Family and Clan in the Renaissance World,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 173-87. 14 p. Elissa B. Weaver, “Gender,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 188-208. 20 p. James R. Farr, “Honour, Law, and Custom in Renaissance Europe, in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 124-138. 14 p. Robert Muchembled, “Manners, Courts, and Civility,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 156-172. 16 p. Start on Edward Muir, Mad Blood Stirring: Vendetta in Renaissance Italy (Baltimore: John's Hopkins University Press, 1998), c. 30 pp. Week 3 Social and Economic Inequalities Readings: Matthew Vester, “Social Hierarchies: The Upper Classes,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 227-242. 15 p James S. Amelang, “Social Hierarchies: The Lower Classes,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 243-258. 15 p. Mary Lindeman, “Plague, Disease, and Hunger,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 427-443. 16 p. Linda Woodridge, “Renaissance Bogeymen: The Necessary Monsters of the Age,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 444-459. 15 p. David L. Gentilcore, “The Subcultures of the the Renaissance World,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 299-315. 16 p. 12 Continue Edward Muir, Mad Blood Stirring: Vendetta in Renaissance Italy (Baltimore: John's Hopkins University Press, 1998). Unit 3 MANAGING THE FRACTIOUS WORLD OF THE RENAISSANCE October 27 – November 9 Unit Questions: 1. The Renaissance period in Italy was marked by conflict and violence but also by search for ideal government and strong authority. Discuss Machiavelli's The Prince and Machiavellian behaviours, as opposed to alternative ideals of the period. 2. Violence in Renaissance Italy was not necessarily political and large-scale but often local and social. Discuss the importance of family loyalties and the culture of vendetta. 3. Were Renaissance states difficult to govern, and why? Use the mini-biographies in this unit to highlight your arguments. Week 1 “Might is Right?”: Men of Power, War and Violence Readings: Davis and Lindsmith, “Francesco Sforza, 1476-1529. The Self-Made Duke,” in Renaissance People, 60-62. . Davis and Lindsmith , “Federico da Montefeltro, 1422-1482. The Artful Duke, “ in R enaissance People, 77-9. Davis and Lindsmith, “Cesare Borgia, 1475-1507.To Be Imitated by All Those Who Have Risen to Rule,” in Renaissance People, 171-4. Davis and Lindsmith, “Catena, died 1581. Rustler, Robber, Bandit Chief”, in Renaissance People, 309-11. Thomas F. Arnold, “Violence and Warfare in the Renaissance World,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 460-474. 14 p. Gregory Hanlon, “Violence and Its Control in the Late Renaissance: An Italian Model,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 299-315. 16 p. Finish Edward Muir, Mad Blood Stirring: Vendetta in Renaissance Italy (Baltimore: John's Hopkins University Press, 1998). Week 2 How Best to Manage Human Affairs: The Art of Politics Davis and Lindsmith, “Nicòlo Machiavelli, 1469-1527. The First Political Scientist,” in 13 Renaissance People, 155-7. Davis and Lindsmith, “King João II 1455-1495. 'The Perfect Prince',” in Renaissance People, 131-3. Davis and Lindsmith, “Emperor Charles V, 1550-1558. The Emperor of the Western World,” in Renaissance People, 245-7. Davis and Lindsmith, “Catherine de' Medici, 1519-1589. The Machiavellian Queen,” in Renaissance People, 269-72. Nicòlo Machiavelli, The Prince, trans. and ed. by Peter Bondanella (Oxford: Oxford U. Press, 2005), 50-87. John M. Najemny, “Political Ideas,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 384-402. Edward Muir, “Governments and Bureaucracies,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 107-123. Unit 4 (November 10 – December 6) At the Heart of the Renaissance: Men and Women of Culture Unit Questions: 1. Why did the Renaissance period generate so much creativity and innovation? Use the mini-biographies to illustrate your points. 2. The esteem that individual artists, scholars, or scientists enjoyed in their lifetime often differed from the judgement of posterity. Why and how? Use the mini-biographies to illustrate your points. 3. What role did external factors play in shaping the achievements of major Renaissance cultural figures at different points in their lives. Use the mini-biographies to illustrate your points. 4. Were Forman and Galileo scientists in the modern sense, and does it matter? Week 1 In the Worlds of High Culture Readings: Davis and Lindsmith, “Lorenzo de' Medici, 1449-1492. 'The Magnificent',” in 14 Renaissance People, 111-3. Davis and Lindsmith, “Isabella d'Este, 1474-1539. 'The First Lady of the Renaissance',” in Renaissance People, 168-70. Davis and Lindsmith, “Nicolas of Cusa, 1401-1464. God and Man in a (Nearly) Infinite Universe,” in Renaissance People, 57-9. Davis and Lindsmith, “Lorenzo Valla, c. 1406-1457. Contentious for Pleasure and for Profit,” in Renaissance People, 69-71. Davis and Lindsmith, ”Leon Battista Alberti, 1404-1472. The Original Renaissance Man,“ in Renaissance People, 63-5. Davis and Lindsmith, “Pope Pius II, 1405-1464. Humanist, Poet and Pope,” in Renaissance People, 66-8. Ingrid D. Rowland, “High Culture,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 316-332. R. Po-chia Hsia, “Religious Cultures,” Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 333-348. John D'Amico, Renaissance Humanism in Papal Rome: Humanists and Churchmen on the Eve of the Reformation (Baltimore: John's Hopkins University Press, 1983), skim pp. 1-89. Week 2 Artists, Patrons, Markets – and Creativity Readings: Loren Partridge, “Art,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 349-365. 16 Visual Artists in Southern Europe: Davis and Lindsmith, “Fillipo Brunelleschi, 1377-1446. Realizing the Impossible Cathedral,” in Renaissance People, 28-31. Davis and Lindsmith, “Donatello, 1386/87-1444. Passion in Stone and Bronze,” in Renaissance People, 35-7. Davis and Lindsmith, “Masaccio, 1401-1428, Putting Painting in Perspective,” in Renaissance People, 45-7. Davis and Lindsmith, “Lucca della Robia, 139/1400-1481. Art Reborn in Another Form,” in Renaissance People, 54-6. Davis and Lindsmith, “Leonardo da Vinci, 1452-1519. 'This Man Will Never Do Anything,” in Renaissance People, 125-9. 15 Davis and Lindsmith, “Michelangelo Buonarroti, 1475-1564. Miracles in Paint and Stone,” in Renaissance People, 175-78. Davis and Lindsmith, “Gentile Bellini, 1429-?-1507. Portraits of Faces and Façades,” in Renaissance People, 83-6. Davis and Lindsmith, “Raphael, 1481-1520. Master of the High Renaissance,” in Renaissance People, 182-5. Davis and Lindsmith, “Titian, c. 1485-1576. Dynamic Colour in Venice,” in Renaissance People, 207-9. Davis and Lindsmith, “Benvenuto Cellini. 1500-1571. Great Scuptor, Better Autobiographer,” in Renaissance People, 248-250. Davis and Lindsmith, “Andrea Palladio, 1508-1580. Perfection in Stone and Brick,” in Renaissance People, 254-6. Davis and Lindsmith, “Giuseppe Arcimboldo, 1527?-1593. Heads of State, Heads of Cabbage ,” in Renaissance People, 294-7. Davis and Lindsmith, “Sofonisba Anguissola, c. 1532-1625. The Feminine Eye,” in Renaissance People, 298-300. Visual Artists in Northern Europe: Davis and Lindsmith, “Jan Van Eyck, c. 1395-1441. Capturing the World in Detail,” in Renaissance People, 41-4. Davis and Lindsmith, “Albrecht Dürer.1471-1528. The Renaissance Comes to Italy,” in Renaissance People, 160-64. Davis and Lindsmith, “Bernard van Orley, c. 1488-1541. Weaver of Painting,” in Renaissance People, 213-5. Davis and Lindsmith, “Lucas Granach the Elder, 1472-1553. The Reformation's Illustrator,” in Renaissance People, 195-7. Davis and Lindsmith, “Hans Holbein the Younger, 1497/8-1543. The Mirror of Princes,” in Renaissance People, 236-5. Davis and Lindsmith, “Pieter Bruegel the Elder, c. 1525-1569. The Peasant Painter,” in Renaissance People, 285-7. Composers, Musicians, Performing Artists Davis and Lindsmith, “Josquin des Prez, c. 1450-1521. Restless Choirmaster, Star Composer,” in Renaissance People, 120-1. Davis and Lindsmith, “Tommaso Inghirami, 1470/1471-1525. Hero of the Vatican, Heroine of the Stage,” in Renaissance People, 158-9. Davis and Lindsmith, “Dick Tarlton, died 1588. The Queen's Comedian,” in Renaissance People, 289-90. 16 Davis and Lindsmith, “Giovanni Pierluigi da Palestrino, 1525/26-1594. Saviour of Sacred Music,” in Renaissance People, 291-3. Davis and Lindsmith, “Arcangelo Tuccaro. c. 1535-1602. Acrobat to the Aristocracy,” in Renaissance People, 304-5. Davis and Lindsmith, “Isabella Andreini, 1562-1604. Born to the Stage,” in Renaissance People, 321-3. Remember: The“Renaissance Artist” Project is based on Week's biographies (see under “Course Requirements”): Due Nov. 24. Week 3 Scholars, Authors and Publishers in the Renaissance Readings: Davis and Lindsmith, “Manuel Chrysoloras, c. 1350-1415. A Greek Bearing Gifts” in Renaissance People, 16-18. Davis and Lindsmith, “Leonardo Bruni, c. 1369-1444. 'The Light of His Age',” in Renaissance People, 22-4. Davis and Lindsmith, “Flavio Biondo, 1392-1463. Re-Imagining the Glory that Was Rome,” in Renaissance People, 52-3. Davis and Lindsmith, “Antonio de Nebrija, c. 1441-1522. The Inventor of Spanish,” in Renaissance People, 106-7. Davis and Lindsmith, “Michel de Montaigne. 1533-1592. The Literary Art of Introspection,” in Renaissance People, 301-3. Davis and Lindsmith, “Christine of Pizan, c. 1364-c.1430. Defender of Women,” in Renaissance People, 19-21. Davis and Lindsmith, “Isotta Nogarola, 1418-1466. Young Humanist Turned Holy Woman,” in Renaissance People, 75-6. Davis and Lindsmith, “Louise Labé, 1520/24-1566. The Jousting Poetess,” in Renaissance People, 273-4. Davis and Lindsmith, “Laura Battiferra Ammannati, 1523-1589,” in Renaissance People, 282-4. Davis and Lindsmith, “William Caxton, died 1492. English Books for English Readers,” in Renaissance People, 94-6. Davis and Lindsmith, “Aldus Manutius, 1450?-1515. Printer and Purveyor of Pocket Books,” in Renaissance People, 122-4. 17 James Grantham Turner, “Literature,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 366-383. Susanne Woods, Lanyer: A Renaissance Woman Poet (New York: Oxford University Press, 1999), Chapter 1 (“Lanyer and Her World”), 1-41). Week 4 Renaissance Scientists, Explorers, and Savants Readings: Davis and Lindsmith, “Felix Fabri, c. 1441-1502. Pious Pilgrim, Wisecracking Wanderer,” in Renaissance People,103-5. Davis and Lindsmith, “Christopher Columbus, 1451-1506. 'Admiral of the Ocean Sea',” in Renaissance People, 140-2. Davis and Lindsmith, “John Cabot, c. 1451-1498. Sailor from Venice, Explorer from England,” in Renaissance People, 143-5. Davis and Lindsmith, “Luca Pacioli, 1445/6-1517. Dazzled by Divine Numbers,” in Renaissance People, 114-6. Davis and Lindsmith, “Nicolas Copernicus, 1473-1543. Revolutionary of the Celestial Spheres,” in Renaissance People,165-7. Davis and Lindsmith, “Nicolaus Kratzer, 1486/87-after 1550. Royal Watchmaker and Astrologer,” in Renaissance People, 210-2. Davis and Lindsmith, “Nicollò Tartaglia, 1499/1500-1557. Stuttering Savant,” in Renaissance People, 236-7. Davis and Lindsmith, “Andreas Vesalius, 1514-1564. Physician to the Emperor, Dissector of the Dead,” in Renaissance People, 263-5. Davis and Lindsmith, Tycho Brahe, 1546-1601. The Lord of the Star Castle,” in Renaissance People, 315-7. Davis and Lindsmith, Giordano Bruno, 1548-1600. A Burnt Offering to Science,” in Renaissance People,318-20. William Eamon, “The Scientific Renaissance,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 403-424. Lauren Kassen, Medicine and Magic in Elizabethan London: Simon Forman – Astrologer, Alchemist, and Physician (Oxford, Oxford University Press, 2005), 73-99, 123-170. Stillman Drake, Gallileo: A Very Short Introduction (Oxford and New York: Oxford University Press, 2001), Chapters 3 and 4. 18 WINTER TERM Unit 5 January 5-February 8 The Brilliant World of the Medici: Rise and Fall Unit Questions: 1. Compare the roles of Cosimo and Lorenzo de' Medici in making Florence a key centre of Renaissance culture. 2. Why did the Medici come under attack from so many directions? 3. Why did Sandro Botticelli change so dramatically with the advent of Savonarola? 4. What explains the rise and fall of the Medici and of Girolamo Savonarola? Week 1 Citizenship and The Art of Politics, Self-promotion, and Advancement Readings: John M. Najemy, A History of Florence, 1200-1575 (Malden, MA: Blackwell Publishing, 2008), Chap. 9-10 (pp. 250-306), Chap. 12 ((341-74) Start reading: Lauro Martines, April blood: Florence and the Plot against the Medici. (Oxford and New York: Oxford Univ. Press, 2003). Davis and Lindsmith, “Cosimo de' Medici, 1389-1464. 'Father of the Fatherland,” in Renaissance People, 38-40. Week 2-3 Medici Under Attack Reading: Finish Lauro Martines, April Blood: Florence and the Plot against the Medici. (Oxford and New York: Oxford Univ. Press, 2003), Start Lauro Martines, Fire in the City: Savonarola and the Struggle for the Soul of Renaissance Florence (Oxford and New York: Oxford University Press, 2006. Weeks 4-5 The Rise of Savonarola and the Fall of Medici Florence Reading: Davis and Lindsmith, “Girolamo Savonarola,1452-1498. Fire in Florence,” in Renaissance People,146-8. Davis and Lindsmith, “Sandro Botticelli, 1445-1510. From Pagan Scenes to Apocalyptic Themes,” in Renaissance People,117-9. 19 Lauro Martines, Fire in the City: Savonarola and the Struggle for the Soul of Renaissance Florence (Oxford and New York: Oxford University Press, 2006. Unit 6 February 9-15, 23-28, March 1-8 Shaping the Men's World: Felice della Rovere and Her Contemporaries Unit Questions: 1. What power did Renaissance elite women have to shape their lives? Compare the role of the external circumstances and the women's personalities/personal inclinations at different life stages. 2. What accounts for the power and independence of Felice della Rovere, and the respect she enjoyed? 3. Why did elite women on the margins often able to exercise as much influences as their mainstream peers, and were subject to similar vulnerabilities? 4. Queen Marguerite of Navarre, Victoria Collona, and Veronica Franco were all literary figures, but of different social and political status. Compare their lives, troubles, and achievements. Week 1 Felice della Rovere I: Pope's Daughter, Diplomat, and an Orsini by Marriage Reading: Caroline Murphy, The Pope's Daughter: The Extraordinary Life of Felice della Rovere (Oxford and New York: Oxford University Press, 2005), 89-201. Week 2 Felice della Rovere II: Orsini Matriach in Battle with a Troubled World Reading: Caroline Murphy, The Pope's Daughter: The Extraordinary Life of Felice della Rovere (Oxford and New York: Oxford University Press, 2005), pp. 203-310). Week 3 Elite Women: For Themselves and for Their Families Readings: Davis and Lindsmith, “Alessandra Strozzi,1407-1471. A Mother's Dreams and Marital Schemes,” in Renaissance People, 72-74. Davis and Lindsmith, “Lucrezia Tornabuoni, 1418—1466. Side-Stepping Social Strictures,” in Renaissance People, 80-82. 20 Davis and Lindsmith, “Vittoria Colonna, 1490-1547.The Divine Rhymer,” in Renaissance People, 219-221. Davis and Lindsmith, “Queen Marguerite of Navarre, 1492-1549. Royal Writer, Auxiliary Queen,” in Renaissance People, 222-4. Davis and Lindsmith, “Eleanor of Toledo, 1522-1562. Duchess and Party Planner,” in Renaissance People, 275-7. Davis and Lindsmith, “Gracia Mendes Nasi, 1510-1569. La Señora of the Sephardim,” in Renaissance People, 260-2. Davis and Lindsmith, “Veronica Franco, 1546-1591. Courtesan and Wordsmith,” in Renaissance People, 312-4. John M. Najemy, A History of Florence, 1200-1575 (Malden, MA: Blackwell Publishing, 2008), 219-37. Stanley Chojnacki, Women and Men in Renaissance Venice: Twelve Essays on Patrician Society (Baltimore: The Johns Hopkins University Press, 2000), Part II (115185). Unit 7 March 9-22 Fear of the Unknown, the Promise of Salvation, and the End of the Renaissance Unit Questions: 1. Religion was an integral part of the Renaissance lives and achievements. What role did it play in respectively stimulating and stifling the proponents of Reform, Reformation, and Catholic Reformation? 2. Why was non-conformity and religious laxity so dangerous to religious reformers on both the Reformation and Catholic Reformation? 3. Why was magic and other forms of illicit knowledge deemed so dangerous that it had to be suppressed at the cost of terrible persecution of those accused of it? 4. What role did religion play in ending the Renaissance, and why? Week 1 Saints, Reformers, and Counter-Reformers Readings: Davis and Lindsmith, “St. Bernardino of Siena, 1380-1444. The People's Preacher,” in Renaissance People, 32-4. 21 Davis and Lindsmith, “Jan Hus, c. 1370-1415. Bohemia's Proto-Protestant Priest,” in Renaissance People, 25-7. Davis and Lindsmith, “Desiderius Erasmus, 1466/7-1536. The Temperate Revolutionary,” in Renaissance People, 152-4. Davis and Lindsmith, “Thomas More, 1478-1535. Defending the 'Good Catholyke Realme,” in Renaissance People, 198-200. Davis and Lindsmith, “Willian Tyndale, c. 1494-1536. Scripture Translator and Bible Smuggler,” in Renaissance People, 228-9. Davis and Lindsmith, “Martin Luther, 1483-1546. A New Church,” in Renaissance People, 201-3. Davis and Lindsmith, “Jean Calvin, 1509-1564. Predestined by God,” in Renaissance People, 257-9. Davis and Lindsmith, “St. Francis Xavier, 1506-1552. Apostle and Missionary to the East Indies,” in Renaissance People, 251-3. Davis and Lindsmith, “Edmund Campion, 1540-1581. 'One of the Diamonds of England” in Renaissance People, 306-8. Davis and Lindsmith, St. Teresa of Ávila, 1515-1582. God's Ecstatic Disciple,” in Renaissance People, 266-8. Scott H. Hendrix, Martin Luther: A Very Short Introduction (Oxford and New York: Oxford University Press, 2010) Week 2 Suppressing Religious Laxity, Illicit Knowledge, and Magic 1 Readings: Davis and Lindsmith, “Pietro Aretino, 1492-1556. The Scourge of Kings” in Renaissance People, 225-7. Davis and Lindsmith, “François Rabelais, c. 1494-1553. Gargantuan Talent,” in Renaissance People, 230-2. Davis and Lindsmith, “Antonio Rinaldeschi, died 1501. Gambler and Blasphemer,” in Renaissance People, 134-5. Davis and Lindsmith, “Heinrich Kramer, c. 1430-1505. The Inquisition's Witch-Hunter,” in Renaissance People, 97-9. Davis and Lindsmith, “Francisco Jimenéz de Cisneros, 1436-1517” in Renaissance People, 100-2. Davis and Lindsmith, “Paul IV, 1476-1559. The Most Hated of Popes,” in Renaissance People, 243-4. 22 Guido Ruggiero, “Witchcraft and Magic,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 475-490. 15 Ian Frederick Moulton, “The Illicit Worlds of the Renaissance,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 491-505. Week 4 Suppressing Religious Laxity, Illicit Knowledge, and Magic 2 Reading: Lauren Kassen, Medicine and Magic in Elizabethan London: Simon Forman – Astrologer, Alchemist, and Physician (Oxford, Oxford University Press, 2005), 1-53, 209232. Stillman Drake, Gallileo: A Very Short Introduction (Oxford and New York: Oxford University Press, 2001), Chapters 5 and 6. Unit 8 March 22 - April 3 Renaissance Europe and the World Units: 1. What did Mehmet II, Matthias Corvinus, Charles V, and Suleyman II have in common? 2. What accounts for the cultural affinity between Christians and Muslims in the Mediterranean and south-eastern Europe, despite the religious differences? 3. Bartolomé de las Casas argued for decades that “all mankind was one” and that the native peoples of the Americas were part of it, but full membership in humanity was contingent on acceptance of Christianity. Why did he put a condition on “shared humanity”? Was and is homogeneity a condition of acceptance? Week 1 Christians and Muslims: Religious Hostility and Cultural Affinity (March 15-21) Readings: Davis and Lindsmith, “Matthias Corvinus, 1443-1490. Hungary's Humanist King,” in Renaissance People, 108-10. Davis and Lindsmith, “Mehmet II, 1432-1481. Conqueror of Constantinople,” in Renaissance People, 87-9. 23 Davis and Lindsmith, “Leo Africanus, c. 1490-c. 1554. Wanderer at Heart, Christian by Convenience,” in Renaissance People, 186-8. Davis and Lindsmith, “Hayreddin Barbarossa, died 1546. King of Corsairs,” in Renaissance People, 193-4. Linda Darling, “The Renaissance and the Middle East,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 55-69. Donald MacGillivray Nicol, The Immortal Emperor: The Life and Legend of Constantine Palaiologos, Last Emperor of the Romans (Cambridge: Cambridge Univ. Press: 1992), Chap. 6-7 (95-128). Aurelio Espinosa, “The Grand Strategy of Charles V (1500-1558): Castile, War, and Dynastic Priority in the Mediterranean,” Journal of Early Modern History 9 ( 2005): 239283. Rhoads Murphey, “Suleyman I and the Conquest of Hungary: Ottoman Manifest Destiny or a Delayed Reaction to Charles V's Universalist Vision,” Journal of Early Modern History 5 3 (2001): 197- 223. Week 2 Readings: Davis and Lindsmith, “Bartolomé de las Casas, 1484-1566. Apostle and Missionary to the West Indies,” in Renaissance People, 204-6. Matthew Restall, “The Renaissance from the West,” in Guido Ruggiero, ed., A Companion to the Worlds of the Renaissance (Malden, MA: Blackwell Publishers, 2007 (e-book edition)), 70-87. Daniel Castro, Another Face of Empire: Bartolomé de las Casas, Indigenous Rights, and Ecclesiastical Imperialism (Durham: Duke University Press, 2007), Introduction (pp. 116), Chaps. 5-6 (pp. 135-176), Conclusion (pp. 177-186).