HIST

225 Renaissance and Reformation Spring 2019

Dr. Shelley Wolbrink, swolbrin@drury.edu
Class time: T/TH 11:30 a.m.-12:20 p.m., 115 Pearsons
Office hours@102 Pearsons: MWF 10-11; 12-1; T/TH 10-11, and by appt.
Office phone and voice mail: 417. 873.7387
Moodle: http://moodle.drury.edu Padlet: www.padlet.com/swolbrin/225
Catalog Description: HIST 223 Ren. and Reformation. 3 hours: “This course provides an introduction
to European history from the thirteenth to the seventeenth century, focusing on the Italian Renaissance
and the Reformation. The first half of the class examines late medieval society, especially the society,
religion and politics of the Italian city-states. The second half examines the reasons for the Reformation,
with special emphasis given to the variety of religious reformations in sixteenth-century Europe.”
Course Description: This course examines the history of the Italian Renaissance and the Reformation,
providing an introduction to the political, religious, and social processes that brought exciting change, as
well as turmoil, to Europeans from 1250 to approximately 1600. We begin the class by examining the Italian
Renaissance, analyzing the “grand narrative” of the Renaissance, focusing fon intellectual developments,
politics, literature, and arts, and establishing the unique characteristics of the Renaissance. However, our
class goes beyond this traditional narrative to explore new scholarship in the area of social history—
women, adolescence, marriage, crime, contraception, sexuality, and religion. The families and cities of the
Italy were diligent record-keepers; city ordinances, tax records, and first hand accounts provide evidence of
lived experience. With the invention of the printing press, social media went wild; understanding woodcuts
and the new popular texts of advice manuals, and what they recommended for moms, lovers, and wild
teens, will help us go beyond Michelangelo to understand what advice manuals recommended for
conception, labor, and child-raising. Understanding how historians work to bring to life social and cultural
history is always at the heart of this class.
The study of the sixteenth century reformations is timely, at we celebrate its 500-year anniversary
marker! Our class examination will center around the debate over what constitutes the “right” belief
system. How did politics and polemics shape the Reformation? Martin Luther, particularly his theology in
light of Catholicism, is a special focus. We will carry our analysis into his later years, analyzing paintings,
letters written to nuns, and vitriolics about the Jews. In doing so, we paint a balanced portrait of Luther,
and attempt to sort out the “man from the myth.” In order to determine how unique Luther’s ideas were,
we will also study the theology and lives of other reformers, including the Anabaptists, Ulrich Zwingli, and
Jean Calvin. In addition, we will unearth an urban reformation, a peasants’ reformation, and a Catholic
reformation—and they have all been invited to our Reformation debate!
Many of these events were significant for our modern world; one need only look at the various churches
around Springfield, or a local farmer’s market. The period of 1250-1600 seems quite far away, yet its legacy
remains everywhere in our present day and few time periods have been able to top its civic, intellectual,
and artistic pursuits.

Required Texts (bring books to class on day of reading; as well as print-outs or reading notes):
•Jonathon W. Zophy, A Short History of Renaissance and Reformation Europe, 4th ed. (2008, 978-
0205701933, Prentice Hall); consider renting/buying used to save $; see Amazon.
•Gene Brucker, The Society of Renaissance Florence: A Documentary Study (2001, 978-0802080790,
University of Toronto Press)
•Rudolph M. Bell, How to Do It: Guides to Good Living for Ren. Italians (0-226-04210-3, 2000)
•Moodle: free, varied, and curated by your professor!
Optional, esp. for majors: Mary Lynn Rampolla, A Pocket Guide to Writing in History, 9th ed. (2018)

Student Learning Outcomes:
L.O. 1 Examine key concepts and themes concerning the Italian Renaissance and Reformation.
L.O. 2 Read and analyze documents that inform about the social history and lived experience of those
living in the Renaissance.
L.O. 3 Build skills in analyzing primary source documents and explicating them.
L.O. 4 Examine the significance of the Renaissance and Reformation for our own world, including the
spread of information and disinformation.
L.O. 6 Debate the major theological issues of the Reformation through many reformers.

Grading Policy and Evaluation (in order of class due dates):
15% Participation, Reading, Class Engagement [L.O. 1-6]
45% Exams-3 at 15% each [L.O. All ]
10% Art and Architecture Analysis [L.O. 1, 3, 4]
15% Analysis Paper-Social History [L.O. 2, 3]
10% How to Do it Micro-essay or Creative Project [L.O. 1, 2, 3, 4]
•Final grades are assigned according to a straight scale: 100-97 (A+) 96-93 (A), 92-90 (A-), 89-87 (B+), 86-83
(B), 82-80 (B-), 79-77 (C+), 76-73 (C), 72-70 (C-), 69-67 (D+), 66-63 (D), 62-60 (D-), below 59 (F). A’s are
reserved for excellence in all facets of classwork. •A=excellence; B=above average; C=average; D=below
average; F=failing. On borderline grades, students who make a clear contribution to class discussion will be
rewarded in their final grades.
•More than 3 unexcused absences will influence your final class grade downward. Should you not come to
class due to illness (which happens), email me. I will accept doctor’s notes in the case of long-term illness.
Significant absences--3 absences or more--will drop the final class grade three points for every class missed
(4x3=12 points; 6x3=18 points). More than 6 absences will produce an “F” for the class. Excused absences
do not include work, doctor’s appointments, or job interviews.
•Cell phone use, inappropriate use of computers, or texting will result in an absence for that day and
influences your participation grade. Students who violate the policy several times may not be able to pass
the class. Put your phones away when you enter the classroom.
•Bring your reading to class, on day of assigned reading. Without books you are counted absent.
•Students on Sports Teams: to be excused, provide a full schedule of your games/absences. Email
reminders about absences for each day gone is required; maintain good communication.
•Students using their computers or phones inappropriately in class will be counted absent. [For those easily
distracted, try not using a computer in class; you will find you engage better . . . ]
•With disabilities, please contact me early in the semester. In addition, meet with Ed Derr
(ederr@drury.edu), Disability Support Services Office, so that accommodations can be arranged. The
Disability Support Services Office is located in the lower level of Findlay Student Center, Lower Level Office,
room 114, 417-873-7457.
•Title IX prohibits sex discrimination including sexual misconduct, harassment, domestic and dating
violence, sexual assault, and stalking. Drury University faculty are committed to supporting students,
upholding gender equity laws as outlined by Title IX, and fostering a learning and working environment
based on mutual respect. If you or someone you know has been harassed, resources are available, including
confidential resources and counseling: I have a mandatory reporting responsibility related to my role as a
professor. For more information, see http://www.drury.edu/hr/title-ix-policies-and-resources

Drury’s Medieval and Renaissance Minor [counts as a certificate too for Your Drury Fusion]: Are you
looking for an interesting minor? This course counts towards the multi-disciplinary 15-hour minor in the
Medieval and Renaissance studies program and bridges multiple departments. Several courses in the minor
will count towards your general education courses (HIST 223 Medieval Europe; Shakespeare and Ethics), so
you are working on the certificate as you fulfill these. Check out our Facebook site and our webpage.

Specific Course Guidelines:
Reading and engagement with texts: Reading and active learning is part of the university experience, and is
essential for intellectual growth. Your learning will be determined by your efforts; learning takes place

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inside and outside the classroom. It is so important that you take the time to sit down with your books,
read, and think about them, so that you can be active in the classroom. When you prepare for class, read
actively: make notes in your readings, and circle or underline important ideas. Jot down questions, and ask
them in class. The habit of taking notes should extend to your reading. Think about the key questions: Why
is this reading or topic included in the course? How does it tie in with the bigger theme? What is new about
the way you think about the topic now? What interested you about a reading or a class discussion? What
did you not know before? On Marginalia, I am pro-marginalia; see Moodle.

CLASSROOM ENGAGEMENT, PARTICIPATION and CLASS READING: Worth 15%. (3 5% grades, every 5
weeks). This is defined as engagement and participation in the class through discussion, reading and
comprehension of the assigned readings, taking notes, asking questions and general engagement during
our fifty minutes together. It occurs both in class and outside of class. Since I spend a lot of time preparing
for class, I ask that you do as well. You should read all the required readings for the day before our class
meeting, putting into the class at least two hours of work for each class meeting. I expect that you have
done the reading and thought about its content before class. While I serve as mentor, leader, and guide
throughout the course, students should contribute to the discussion and work to make the class their own.
Knowledge is more interesting and better retained when it is collectively constructed. Email me for
feedback on class participation; If you are repeatedly late, check text messages in class, or do not bring your
books and readings to class, you will be downgraded in participation. A good participation rubric:

A Speaks in most classes; offers insightful points related to reading; poses questions; works
hard in discussion groups; does reading daily
B Speaks in most classes but might offer more specific points grounded in reading
C Speaks at least once a week with insightful points
D Occasionally offers a point or idea
F Rarely involves self in class
0 Does not speak
Checking your Engagement in class: your overall class grade is dependent on YOUR motivation and work
invariably. In class, I will be looking for ways for you to show your participation: [Do you take detailed notes
in class? Do you refer to the reading in class? Do you have the sources available? Do you underline/circle
important points in your reading? Make notes in book? Do you answer questions in class? Do you
participate fully in group work? Do you offer criticism of book arguments and/or class arguments? Can you
find the main argument in a day’s reading? Shut your book, and try this. Do you share what you didn’t
understand? Do you bring articles or observations to class? Do you have the reading out at the start of
class? Do you pose questions or make comparisons to other classes/life experiences/news events? Do you
check in with me during my office hours? Do you regularly check your email and stay engaged in the class?]

Moodle Readings: This class has readings on Moodle. Do not access Moodle and class readings on your
phone in class. Have a plan to show you are prepared. It is your responsibility to read the assignments and
find ways to bring the article to class, as part of your participation. I recommend printing the article or
source, so you can have the article ready for discussion, and to make comments directly on the print out.
Drury students are provided at least 300 pages per semester at no cost. However, you may also use a tablet
or computer, if you believe it is as effective as bringing a print out. Reading notes are a good idea however.
Having a reading on Moodle does not mean that simply calling it up in class is the equivalent of reading it!

Learning, Class Knowledge, and Doing Well: Although it might seem like all knowledge is easily accessible
these days, not all knowledge is of equal value. Your professors offer you a specific interpretation based on
decades of study and research in the field. This knowledge and evidence helps shape your ability to
examine the Renaissance and Reformation with informed evidence. The information learned directly from
class, our class reading, and our discussion will need to be demonstrated on the written exam. Taking notes
is recommended; not only will you have something to study at exam time, but it forces you to acknowledge

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the material, mentally organize it, and learn from it; taking notes is an active form of learning. Theoretical
formula for “Doing Well” in this class: Knowledge from lecture/discussion + knowledge from class readings
+ your thinking based on evidence= “A” and “B” exams/papers

Respect: An open and neutral classroom please! Everyone’s voice is important. Everyone should find their
voice, in some way, in this class. Channel your inner Aretha.

What do historians do? We interpret the past. It’s challenging to get accurate interpretations, and to assess
the evidence, especially when different individuals have interpreted the event differently. History is not
static; historians frequently are revisionists. We privilege Primary Sources, or the documents from the past.
Primary sources= texts, artifacts, letters, art from the fifteenth and sixteenth centuries
Secondary sources=modern authors that synthesize history, revise, or offer interpretations

Padlet Wall: This serves as a quick way to generate ideas and questions from students before class; when
the syllabus is marked “Padlet” for that day, go to the Padlet wall and enter at least one word, pharse,
comment, or question before class; more are welcome. Click on the red plus symbol in the bottom right.
My only guideline is to make each new word, comment, or question separate. Currently it is labeled
“anonymous” but this may be changed to include your initials. I would appreciate feedback if this is a
successful education tool. Tags are “Padlet 225”; “Padlet renref.” Link on Moodle or access directly.

Cell-phones are almost always distractions in class. Any violations with electronics will result in an absence
for that day. I prefer that you put away your phone when you enter the classroom. This is a good way to
honor the Renaissance and Reformation! Community-mattered.

Handouts, Quizzes, and in Class Writing (as part of participation): There will be short assignments in class
and outside class to add to class engagement. In addition, I will give some reading comprehension quizzes,
as well as some spontaneous writing at the start of class where you reflect on your reading. Expect an
assignment, handout, and/or quiz weekly. These may be marked with a +, +/check, check, check/-, or -.
Respectively, these are the equivalents of an A, B, C, D, or F. No make-ups with unexcused absences. I
reserve the right to add reading notes to the class assignment and/or dismiss class.

Exams (45%): Three exams, worth 15% each. Exams should convey classroom reading, discussion, ppt
slides, and lectures; taking notes is a great way to generate information and communicate your new
knowledge. Exams consist of identifying terms, 10 short answers, or true/false, and an essay question. Long
essays should have an introduction, a body consisting of multiple, and a conclusion; they should impart the
information from 1) the instructor; 2) the readings (primary and secondary) and 3) class discussion, your
analysis, and/or presentations. Study guides will be provided, but they require work and will be much easier
if you are keeping up on the reading. Be an active reader and take notes to help you on the exams.
Students should bring pencils, pens, Kleenex, or whatever they need to complete the exam to class; please
use the restroom before the exam starts, as students are expected to remain in the classroom.

Analysis Paper: Worth 15%. Your papers are only as good as the effort put into the reading. To foster
detailed writing, make sure to devote attention to your texts in your paper and make references to the
sources [print or visual] that reveal your familiarity and class argument. Consult the writing rubrics on
Moodle. All formal writing assignments are expected to be professional in nature: typed, with traditional-
size, academic font, one inch margins, page numbers, correct spelling, a staple, a meaningful title, works
cited page, and without typos. If these criteria are not met initially, I reserve the right to hand this paper
back to you for revision (a late penalty will apply). I do not accept papers or assignments that are not
stapled. Citation is MLA, or Modern Language Association. Turnitin: all your written work will be submitted
here, which ensures good work by your peers, and keeps a database of student work. It also issues an
originality report.

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Art, Sculpture and Architecture Analysis: Worth 10%. Due Feb. 5 or 7, depending on your choice of
material culture. This assignment allows you to serve as historian to examine one piece of art, sculpture or
architecture that you feel is representative of the Renaissance, as defined in class. Become an expert on
this object. In this analysis make sure to give your analysis a creative title that says something about your
interpretation. Make sure to adequately describe and analyze the work of art (channel your inner
Smarthistory video), provide the date, the substance of the object, background on artists, provenance then
and now. The paper should be around 3 pages, provide a full history of the artifact, and most importantly,
channeling specific attributes of Renaissance culture into your essay. Zophy will be useful, and you may use
a few outside sources as long as they are credit sources, such as google books or museum sites. Think about
what the artist or architect wanted to convey, and whether it was a natural product of the Italian
Renaissance. Do you have a thesis or argument related to the Renaissance?

How to do it Micro-essay or Creative Work: Worth 10%. This essay response-around 3 pages- or creative
project is a way to channel your inner advice manual and consider advice that you may have been given or
intend to share. It will be interesting to consider the ways in which this book, and the ideas within, link to
the present world, including how print culture and information can create anarchy (9). This will be a later
link with the Reformation as well.

Writing Criteria for exams and papers:
•Content – accuracy of information, depth, and logical consistency
•Synthesis – incorporate multiple sources; synthesize multiple ideas that support the argument;
interweave material smoothly while also making an argument
•Organization—title, intro, body, conclusion, thesis, topic sentences
•Mechanics – sentence-paragraph structure, grammar, tone, formal language, spelling, MLA .

Deadlines: The penalty is one letter drop for the first day late (on a 100 point scale, 10 points, an 83 to a
73), which is defined as any time after the start of class; a second 10 points for the second day, and so on.
To be fair towards students in the class, papers will only be accepted three days from the original due date.

ACADEMIC INTEGRITY AND MISCONDUCT: “As members of an academic community, faculty and students
are committed to maintaining high ethical standards. Academic misconduct undermines the educational
goals of the university and is a serious offense. Students and faculty are required to act honestly and with
integrity in their academic pursuits” (Academic Catalog). My policy in all classes is a “0” for the assignment
as well as a letter to the Dean of Academic Affairs detailing the nature of the academic misconduct. I
reserve the right to give an “F” for the class.

Words and ideas are considered property, owned by those who wrote them. Examples of misconduct
include cheating, plagiarism, and re-use of papers, as well as using ideas other than your own and failing to
cite where these ideas came from; purchasing a paper for use and incorporating it into your own research;
turning in a paper or portion of a paper completed by someone else; using the same words or sentence
structure as another author without putting those words or that sentence into quotation marks and
referencing the author; suggesting that an assignment could not be accomplished due to surgery, interview,
death, illness, when no event occurred. Words and ideas are considered property, owned by those who
wrote them. The copying of words and sentence structure directly from textbooks, monographs, and the
Internet without citation is plagiarism. Use your words and your sentence structure; cite all ideas that you
did not know before starting the paper.

Food in the classroom gives your professor a queasy stomach, esp. the CX food. Thanks for being sensitive
to smelly food in the classroom, esp. anything greasy. Pearsons Lounge is a good place for major meals.

•Computer problems are a problem. Save repeatedly; print out a copy of your paper after every new page
is written, and finish your paper earlier than its due date.

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•Email is a best practice in the business world. You are expected to check email regularly.
•Come see me in my office hours to discuss the class, or other questions!

Class Schedule and Reading Assignments: (complete reading for the day of class;
to receive credit for attendance, bring books and readings to class on day assigned):

Monday January 14 Intro to class and texts; Intro to Sacraments and Clergy
READ: Read syllabus before today’s class meeting. Zophy, 26-27. Moodle: 7 Sacraments. Get acquainted
with your authors: Zophy, Brucker, and Bell. DISCUSSION FORUM, Meet and Greet: by today’s class on
Moodle, make sure to introduce yourself and provide three interesting/unusual facts about yourself/and
any links to this class and material. Respond to at least three responses by the next class.

Intro to Thinking about the Renaissance
Thursday January 17
Europe, the Catholic Church and the Crises of the Late Middle Ages
READ: Zophy, 9-25, 30-39; 43; 51; 141-143, 148-149 van Eyck. Nota: Some of these pages are both
interesting and deserving of critique. How so? Moodle: Villani Florence; Pistoia’s Ordinances for Sanitation.
IN CLASS: Video, Jan van Eyck’s Portrait of a Man Red Turban; Public Building Ordinances for Siena; Papal
Avarice; St. Catherine Criticizes.

Tuesday January 22
Historiography of the Italian Renaissance/Why Italy for the Renaissance?
READ: Zophy, 1-6 (same as above); Moodle: Lerner, Civilization of the Renaissance; Brucker, “On The
Burckhardtian Vision”; Moodle Watch, Greene, “Crash Course History: The Renaissance-was it a thing?” IN
CLASS Moodle: Burckhardt, On the Renaissance and the Individual; Rick Steves [let’s find all his errors in this
travel video on Florence!].

Thursday January 24**assign sources and characters for next class
Exploring Religion and Art [and the Renaissance?] VIDEO: St. Francis, Giotto, and the Renaissance
READ: Moodle, The Mendicant Movements, Confraternities, Holy Women; captions for Giotto’s St. Francis
fresco panels. Moodle watch: Scrovegni Chapel (this link has intro and 4 short videos, click on those links).
Due: Research the artist Giotto, paying attention to his diversity of his art and architecture. Select two
stories from the above fresco panel source to find the corresponding image by Giotto about St. Francis.

The Italian Renaissance—The Grand Narrative
Tuesday January 29
Civic Politics and Participation in Italy
READ: Moodle: Zophy, 50; Waley, “Government,” 27-39; 41 bottom-end); Leather Borse and Archives;
Brucker, pp. 1-13 on Gov’t (what was the Catasto, and what do it tell us?); Gregorio Dati.
Individual Work: Students are assigned names; prepare a brief first hand statement based on your
individual. Use the primary source to find word and specifics on your individual.
Assigned, Catasto records, 1427 Others (Brucker, pp. 13++)
Conte di Giovanni Compagni Paolo Morelli, p. 14
Francesco di Messer Giovanni Milanese Gregorio Dati, p. 15
Lorenzo Ghiberti, sculptor Braccio de Giovanni Bernardi, p. 17
Agnolo di Jacopo, weaver Manetto di Jacopo Ammanatini, p. 18
Biagio di Niccolo, wool carder Angelo Giovenco Bastari
A Rich Patrician
Other—Tournabuoni [research]
Other-Strozzi [research] Giovanni Morelli (“cautious merchant”)
IN CLASS Video: Lorenzetti’s Panels on Allegory and Effect of Good and Bad Government
Thinking question—how did the medieval commune + the Popolo contribute to the Renaissance?

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Thursday Feb. 1**paper assignment posted
Renaissance Humanism, the Search for the Classical Past, and the Crown Jewel of Florence
READ: Zophy, 49, 71-84; How to Do it, p. 286 on female writers. Moodle: Brown, “Big-Business Florence”;
Moodle: Vergerius, On Liberal Studies; Bruni, In Praise of the City of Florence.
Due: Using Vergerius’ letter, writer your own letter, in modern words, laying out the Renaissance program
for education; note the advice given in this letter. Address someone worthy (parents, a sweetie, a dean, a
president). 1-2 paragraphs, or bulletpoints.
IN CLASS: Moodle, Cencio’s Letter; Nogarola, Equal or Unequal Sin of Adam-Eve. Divine Comedy Influence.

Tuesday February 5
Renaissance Ideals in Architecture and Sculpture Florence’s Duomo
READ: Zophy, 107-117. Moodle Watch: Bramante’s Tempietto and Michelangelo’s David.
Due today or 2/7: Analysis due, if architecture or sculpture IN CLASS: Brunelleschi’s experiment.

Thursday February 7**study guide passed out
Renaissance Ideals in Art
READ: Zophy, 87-105; Letters of Isabella d’Este on painters and painting; Michelangelo’s Tomb and Vasari;
Italy Rescinds Loan. Moodle Watch, Botticelli’s Birth of Venus. Virtual tour, Sistine Chapel.
IN CLASS: The influence of Botticelli on pop culture; Watch Raphael’s School of Athens; Bellini and Oil.
Due today: analysis due, if choose art.

Tuesday February 12
Renaissance Families + Humanists: Florence, Venice, and Rome in the 1400s and 1500s
READ: Zophy, 51-69; Moodle: Exec. of Savonarola; Machiavelli’s The Prince; Conference on Courtesans.
Moodle Watch: History of Ideas, on Lorenzo de Medici. Thinking question—in light of the execution of
Savonarola, the Pazzi Plot, the advice of The Prince, etc., do you see notable change over time? In Class,
Brucker, 27.

Thursday February 14 Exam no. 1

The Italian Renaissance: The Other Side, Social History, and Voices
Tuesday February 19
Voices: Family, Marriage; Regulating Infanticide, Dress, and Sexuality
READ: Brucker, 15-17, 28-44; 146-7; 179-183, 190-196, 201-206. Moodle: Childbirth; Prostitutes; Forbidden
Friendships. Do: Padlet.

Thursday Feb. 21 ••Analysis Paper; hand-out
Voices: Wills, Testaments and Disputes; Slavery, Jews, Heretics, and Sorcery
READ: Brucker, 46-73; 222-28; 241-258; 260-266. Moodle, Bequests of Venetian Noblewoman. Do: Padlet.
IN CLASS, Michelangelo’s The Slaves.

For the next class periods, in addition to reg. reading, students prepare a 5 minute
presentation on central ideas in assigned areas from How To Do It. What did you learn? What did
you find interesting? Point us to imp. or unusual ideas (“I found interesting on pg. 263, upper right
hand corner . . . “; “this image on pg. XXX”)

Tuesday February 26 *hand-out due
How to Do It: Italian Renaissance Advice Manuals (Conception and Labor)
Everyone READ: Bell, How to Do it, 1-12, 17-40—what kinds of texts does he work with? Due Padlet.
Then presentations on: •boy or girl?, 19-29, 75-77 •male impotence, 41-57 •infertility, 57++
Optional due, Wed. Feb. 27, noon, feedback on analysis paper.

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Thursday February 28
How to Do it (Childbirth, Child-Rearing, Adolescence)
Everyone READ: Bell, 97-118 on anatomy, 145-153 on child-rearing. Do: Padlet Presentations on:
•boys, girls, twins, 75+ •due dates, 80+
•miscarriage and diet, 82-97 •midwives, 97-101
• Pregnancy and Labor, 108-118 •Post-partem care, 119+
•Nursing: who should do it/families’ love: 124-137 •Nursing: How, 137+++.

DUE Analysis Paper, Friday Feb. 29, noon. Hard copy to 102 Pearsons and Turnitin by 9 p.m.
Monday March 4-midterm grades posted

Tuesday March 5 Ren. Advice on Marriage and Widowhood
Everyone Read 179-193; Misogyny(?), 197-208, 220-225. Do: Padlet.
Presentations on: •Choosing a spouse, 208-219. •Church advice on marital relations, 236-247.
•Widows, 258-278.

Historical Influences on the Reformation
Thursday March 7
Northern Monarchies, Northern Humanism, Erasmus, and the Printing Press
READ: Zophy, 120-127, 129-137; 148-161; Moodle, Documents on Exploration, Slave Trade.
To Do: Google Thomas More’s Utopia [1514]. Find 5 ways that he revamps his new world, some of which
you support, and some of which you find odd! IN CLASS: Moodle, Erasmus’ Praise of Folly.

Due How to Do It micro-essay or creative project, anytime before Friday March 8, noon.
Spring Break Begins!
Tuesday March 19
Manifestations of Discontent in Germany on the Eve of the Reformation
Review Zophy, 126 bottom-127, 160-1. READ MOODLE, Introduction to Gerald Strauss’ Manifestations of
Discontent; then A German Clergyman’s Criticism of Rome (c. 1451); Statement of Grievances Diet of
Worms (1521); Grievances of the Craft Guilds of Cologne; Bebel’s Oration in Praise of Germany.
Note: Cities quickly became Lutheran, or evangelical. These sources help understand frustrations before the
Reformation. Where do we see social discontent on the eve of the Reformation?
IN Class: Moodle, Pragmatic Sanction of Bourges.

Luther: the Man, Legend, and Theology
Thursday March 21 Luther’s Formative Years
READ: Zophy, 164-177. Moodle, 95 Theses; Justification by Faith; Bondage of
the Will; NYT, Media Revolutionary; Pro-Luther woodcuts.
Thinking question—spend time with the 95 Theses to understand Luther’s
critiques. Bring to class some #s to discuss. Optional: Moodle, Catholic Encycl., Purgatory and Indulgences.

Tuesday March 26
Luther: From Monk to Evangelical Leader Excerpt: Luther (2003)
READ: Zophy, 177-188 top. Moodle, Schutz-Zell on Clerical Marriage; Luther, Christian Nobility; Sermon on
Marriage; Against the Peasants; Sack of Rome. IN CLASS: Karlstadt; Peasants Protests; Marburg Colloquy.

Thursday March 28 **study guide passed out;
Women and Reformation; Luther on Women and the Family
READ: Zophy, 188-9. Moodle, Moxey, The Battle of the Sexes; Letter to Several Nuns; Letters to his Wife;
Table Talk; Ozment, Celibacy and Marriage.

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Tuesday April 2
Luther’s Later Years, and the Development of Lutheranism Excerpt: Luther (2003)
READ: Zophy, 189-199. Moodle, Reformation and Music; On the Jews and their Lies. Scribner,
“Incombustible Luther,” [read first 7 pages; then two pages of “wonder-man” heading pages or so, for
thesis of article and evidence]; work on study guide.

Thursday April 4 Exam
The Other Reformations
Tuesday April 9
Anabaptists, Zwingli and the Urban Reformation
READ: Zophy, 200-212. Moodle, Zwingli’s Letter to Utinger; Sausage Supper; Grebel’s Letter to Müntzer;
Balthasar Hubmaier. IN CLASS: Moodle, 67 Theses; Hubmaier, Concerning the Heretics.

Thursday April 11 Jean Calvin and Geneva, the “Godly City”
READ: Zophy, 214-228. Moodle, Christian Institutes and Geneva Ordinances; Geneva today. Moodle Listen/
read: Interview with Dr. Karen Maag.

Tuesday April 16 Henry VIII and England’s Reformation
READ: Zophy, 229-251. Moodle, Act of Supremacy; Act of 6 Articles. Thinking question: which was does
Henry lean, when analyzing the sources?

Thursday April 18**Assign debate characters
Catholic Reformation and Counter Reformation + St Peter’s Basilica
READ: Zophy, 254-268. Moodle, Loyola’s Spiritual Exercises; Mary Ward; Moodle Watch: Baroque Art.
IN CLASS, Bernini’s Ecstasy of St. Teresa; Michelangelo’s The Last Judgement; Teresa of Avila.

Tuesday April 23 THE LEGENDARY CLASS DEBATE [In character/first person]; you’ll be seated with your
cohorts; introduce yourself, state your beliefs; prepare for rebuttals, critics, and/or slams in keeping with
sixteenth century! Have debate notes. Prepare Yo’ Self!

Reformation and Society
Thursday April 25 War, Religion and Politics, c. 1550-1660
READ: Zophy, Chap. 17. Moodle, A Report on St. Bartholomew’s Day Massacre; The Edict of Nantes.

Tuesday April 30**study guide
The “Holy Household” and the Witch-hunts—the Impact of the Reformation
READ: Zophy, 300-303. Moodle, Levack, “The Impact of the Reformation”; Why more Women than Men
are Witches; Revisionist Historian on Religious Toleration.

Thursday May 2
Successes and Failures of the Reformation
READ: Zophy, 295-300 top, 314-315 (what do you think about his last comments?); Moodle, Weisner,
“Nuns, Wives and Mothers: Women and the Reformation in Germany”; Elton, on the Reformation.
In class: Moodle, Dutch Declaration of Independence [1581]; Treaty of Westphalia [1648]; Revokation of
the Edict of Nantes.

Final Exam: Tuesday, May 10, 8:15-10 a.m. *Legalese: This syllabus is subject to modifications