HIST 3037 - Early Modern Europe

North Terrace Campus - Semester 1 - 2017

The sixteenth and seventeenth centuries are often claimed by historians to represent the transition between the medieval and modern worlds. The aim of this course is to examine this notion that the early modern era witnessed the rise of modernity. It will do so by discussing the 'key' transformations, including the Black Death, Renaissance, Reformation and Scientific Revolution, but also those aspects of the period which do not seem that modern, like the witch hunts. Through lectures, tutorials and a particular emphasis on primary documents, students will be challenged to consider just what constitutes 'modern' and 'medieval' thought and practice. Moreover, the notion of 'great events' in history and how aptly labels like 'renaissance' periodize our study of the past will be considered. In addition, through a-v material, art and extracts from their writings, the images, sounds and words of da Vinci, Luther, Copernicus and the witches will bring this fascinating period of history alive.

  • General Course Information
    Course Details
    Course Code HIST 3037
    Course Early Modern Europe
    Coordinating Unit History
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 6 units of Level II undergraduate study
    Incompatible HIST 2063
    Course Description The sixteenth and seventeenth centuries are often claimed by historians to represent the transition between the medieval and modern worlds. The aim of this course is to examine this notion that the early modern era witnessed the rise of modernity. It will do so by discussing the 'key' transformations, including the Black Death, Renaissance, Reformation and Scientific Revolution, but also those aspects of the period which do not seem that modern, like the witch hunts. Through lectures, tutorials and a particular emphasis on primary documents, students will be challenged to consider just what constitutes 'modern' and 'medieval' thought and practice. Moreover, the notion of 'great events' in history and how aptly labels like 'renaissance' periodize our study of the past will be considered. In addition, through a-v material, art and extracts from their writings, the images, sounds and words of da Vinci, Luther, Copernicus and the witches will bring this fascinating period of history alive.
    Course Staff

    Course Coordinator: Dr Claire Walker

    This course is taught by:

    Dr Claire Walker
    e-mail: claire.i.walker@adelaide.edu.au
    phone: 831 35159
    office: Napier 312
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Formal contact hours consist of:

    1 x 100-minute lecture per week
    1 x 50-minute tutorial per week
  • Learning Outcomes
    Course Learning Outcomes
    Students will be able to demonstrate: 

    1. a broad knowledge of the history of early modern Europe and the ways in which historians have interpreted and explained this history.

    2. identify and use effectively a wide variety of secondary sources relevant to the study of early modern European history, and in particular to understand and critically to evaluate the arguments of historians.

    3. contextualise and interpret a wide variety of primary sources, including early modern texts, images and physical artefacts.

    4. construct evidence-based arguments in which students engage with the key debates about the nature of early modern European history.

    5. communicate their own ideas about the history of early modern Europe - both orally and in writing - in a manner that is clear and persuasive.

    6. access and use effectively the range of relevant primary and secondary sources on early modern European history that are available on-line.

    7. develop and communicate their ideas about the history of early modern Europe within the scholarly conventions of the discipline of history.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 3
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    4, 7
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    3, 5, 6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    5, 6, 7
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1
  • Learning Resources
    Required Resources
    A Course Reader, containing the texts that need to be read prior to each tutorial discussion, will be available at the start of the course.
    Recommended Resources

    Kümin, Beat, ed. The European World 1500-1800: An Introduction to Early Modern History. 2nd edn. London & New York: Routledge, 2013. 

    Wiesner-Hanks, Merry E. Early Modern Europe, 1450-1789. 2nd edn. Cambridge: Cambridge University Press, 2013.

    It’s not essential to purchase these book but it’s HIGHLY RECOMMENDED. The texts offer a useful guide for orientation & background reading, and weekly tutorial further reading includes excerpts.
    Online Learning

    The course has a website, accessible through Canvas. Please consult it regularly for updates, lecture notes, additional resources.

    The University has access to a number of academic journals that have full text articles available online. Use Academic OneFile , Academic Search Premier , Project Muse and JSTOR databases (on the Library’s catalogue) to locate articles in these journals.

    Librarians at the Barr-Smith library have also compiled a very useful guide to sources for medieval and early modern history, particularly relating to heresy and witchcraft held by the University. This can be accessed online at:
    http://libguides.adelaide.edu.au/hist3037
  • Learning & Teaching Activities
    Learning & Teaching Modes


    The course will be delivered through the medium of interactive lectures and small-group tutorials.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.



    WORKLOAD

    TOTAL HOURS


    1 x 2-hour lecture per week

    24 hours per semester


    1 x 1-hour tutorial per week

    12 hours per semester


    6 hours reading per week

    72 hours per semester


    2 hours research per week

    24 hours per semester


    2 hours assignment preparation per week

    24 hours per semester




    TOTAL = 156 hours per semester
    Learning Activities Summary


    WEEK & LECTURE/TUTORIAL TOPICS**


    1.Introduction

    2. Late Medieval Background

    3. Information Literacy: Researching Early Modern Europe

    4. Renaissance

    5. Age of Discovery

    6. Reformation

    7. Scientific Revolution

    8. Absolutism and Louis XIV

    9. Early Modern Communities

    10. Witch hunts

    11. Conclusion: Enlightenment, Reason & Modernity

    12. End of Semester Class Test

    **This is an example only and may change, according to timetable scheduling.
    Specific Course Requirements
    N/A
    Small Group Discovery Experience
    The weekly tutorials will involve numerous small-group activities in which students will be given problems to address relating to primary and secondary source materials. The work completed by small groups of students in the tutorials will be fed back into the course in subsequent lectures or via Canvas.

    The students will also be placed in groups of 4-5 to conduct the Research Challenge, where they locate a primary source relevant for a set topic, research it, and present their findings to the class.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task          Task Type                            Due                                              Learning Outcome
    Quiz                                Summative                           First half of semester                     1, 2
    Research Essay               Formative & summative         Second half of semester                 2, 4, 5, 6, 7
    Class Test                        Summative                           Week 12                                       1, 2, 5
    Research Challenge         Formative & summative         Week topic is covered in tutorial      3, 5, 6
    Tutorial Participation        Formative & summative         Weekly                                          1, 2, 5

    The precise deadlines for submission will be published in the course handbook, which is available on the Canvas site for this course.
    Assessment Related Requirements
    N/A
    Assessment Detail

    On-line quiz assessing understanding of material presented in lectures & tutorials (10%)

    3,000 word research essay on question from relevant tutorial topic (50%)

    1,000 word class test requiring short answer responses to material covered in tutorials (20%)

    500 word research challenge conducted in small groups on a designated topic (10%)

    Tutorial participation where students engage in class activities and discussions (10%)
    Submission
    Students will submit all their assessments on-line via Canvas. Instructions on how to do this will be given to students at the outset of the course.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

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