1 Professor: Evelyn Powell Jennings Office: Whitman Annex #2 Office Phone: 229-5388 Office Hours: T 1:00-3:00pm, or by appt. Email: ejennings@stlawu.edu HISTORY 239 Imperial Spain -- Fall 2013 Course Description: One of the central questions posed in this course is how and why did Spain become the world s first global empire? For instance, how did a region that had been an object of colonization for centuries become an agent of colonization by the 15 th century? We will explore the political, social, and cultural complexity of Spain and its empire from ancient times to the nineteenth century. Most of our focus, however, will be on the period known as the Golden Age from the mid-1400s to 1700. We will begin by examining Spain s complex Mediterranean history and culture to help understand the roots of Spain s impulse to Atlantic empire in the 15 th century. The central portion of the course will focus on Spain at the height of its imperial power from the mid- 16 th to the mid-17 th centuries. One of our main texts here will be Miguel de Cervantes Don Quijote (in a modern English translation). Some of the themes we will take up include: Spain s experience with religious, cultural, and racial diversity on the peninsula and in the empire, the complex relationship between Spain s European empire (dependencies in the Netherlands and Italy for instance) and its overseas empire, and the price of empire for Spanish development. The last quarter of the course will focus on the shrinking and reconfigured empire after 1700. We will end with Spain s loss of its last colonies in 1898 and the painful process of critique and reflection this loss engendered. Required Texts: Phillips, William D., Jr. and Carla R. Phillips. A Concise History of Spain. Cambridge: Cambridge University Press, 2010. Cowans, Jon, ed. Early Modern Spain. A Documentary History. Philadelphia: University of Pennsylvania Press, 2003. Cervantes, Miguel de. Don Quijote. Trans. Burton Raffel. New York and London: W. W. Norton, 1999. Rampolla, Mary Lynn. A Pocket Guide to Writing in History. 6th ed. Boston and New York: Bedford/St. Martin s, 2010. Assignments and Grades: 2 papers 40% 1 st paper (5 pages) [15%] 2 nd paper Quijote paper outline [5%] Quijote paper (8 pages)[20%] Midterm 20% Final Exam 20% Class Contribution 20% ANGEL Discussion participation [10%] In-class (oral & written) [10%]
2 100% I include the following chart to help you understand the correlation between the 100 point scale for class assignments and the 0.0-4.0 university grading scale. 96-100 4.0 68-70 2.0 92-95 3.75 65-67 1.75 88-91 3.5 62-64 1.5 84-87 3.25 59-61 1.25 80-83 3.0 55-58 1.0 77-79 2.75 0-54 0.0 74-76 2.5 71-73 2.25 Readings: We will have reading assignments for every class. Often the readings are substantial. I have tried to balance the reading and writing assignments over the course of the semester but you are responsible for following the syllabus carefully and planning your schedule to complete all assignments on time. The required books are all available for purchase in the University Bookstore. As noted on the syllabus the other readings are on ANGEL site for this class and you must bring the readings to class in electronic or hard copy for reference during our discussions. All readings are due on the date that they appear on the syllabus. Papers: Both of the papers assigned for this course are formal writing assignments meaning that they will be typewritten in 12-point font, double-spaced with margins no wider than 1.25 inches. You will use the standard Chicago-style footnote and bibliographic citation format (Chicago Manual of Style, 15 th edition, notes and bibliography) that is the norm for history papers. Details on this format are best consulted in Rampolla (pp. 99-128). YOU MUST USE THIS FORMAT OR I WILL DEDUCT POINTS FROM THE FINAL PAPER GRADE. The papers must be proofread for spelling and grammar. Your grade will reflect an evaluation of both content and style. The following services will be performed for the stated reduction of your grade: -Numbering pages and/or stapling your paper.25 points -Printing out your paper.50 points -Correcting citation format.50 points The first page paper will be an interpretive essay responding to questions handed out by the instructor at least two weeks before it is due. The second paper will be an analysis of a topic of your choosing on our readings in Don Quijote which reflects on the intersection of history with a character, incident, or theme of the novel. This paper will not require research beyond the texts that have been assigned for this class, but it will require you to use all the source materials we consult this semester to write an effective paper. All papers are due on the date that they appear on the syllabus. Any late papers will lose 10% (i.e. 1.5 points on a 15 point paper) for each day the paper is late. No late papers will be accepted after the week they are due.
3 Academic Honesty: I expect you to do your own work for all written assignments, in other words, plagiarizing from Internet sources, roommates papers, textbooks etc. is dishonest and not allowed. I will penalize any offenders to the full extent outlined in the University guidelines. Please carefully read the History Department s Common Statement on Academic Honesty for other resources and further information. Exams: For both the midterm and the final exams I will distribute a study guide about one week before the exam. We will have the midterm examination in class on 12 October. The final exam is scheduled for 16 December, during exam week. NO EARLY, LATE, OR OTHER ACCOMMODATIONS WILL BE MADE TO THE EXAM SCHEDULE. MAKE YOUR TRAVEL AND HOLIDAY PLANS ACCORDINGLY. Class Contribution and Grades: Your regular and consistent attendance is expected for this class since you will not be able to do well in this course if you do not attend class and prepare the assignments carefully. You are allowed two unexcused absences for any reason. Three late arrivals to class will be counted as one absence. Any absences after the allowed two will lower your final course grade at my discretion. Prolonged and extreme absence will be grounds for failing the course. If you must be absent, please let me know. The grade for your class contribution has two components. 1. One is a grade for your engaged participation in ANGEL discussion groups over the course of the semester. I will assign 3-4 people to a group early in the semester and I will provide a prompt on each week s readings to get your discussion started. The prompt will be posted in the ANGEL Announcements box for our course each week. I expect each group will begin by responding to the prompt, then move forward by responding to each other s observations, ideas, and questions. Engaged participation in the discussion must go beyond simply stating an off-the-cuff opinion or reaction to the readings. The best discussions will be making connections to various sources and your fellows posts (i.e. I agree with Mary s point about Cervantes sympathy for the men in the chain gang in Ch. 22 but why does he have Don Quijote stoned for freeing them? OR Cervantes seems to dislike Muslims from his comments on page 50, but the morisco character of Ricote seems noble and persecuted. Our textbook says morsicos were distrusted and expelled. Why the contradictions?) I will occasionally intervene with a thought or reference, but these ANGEL discussions should follow your own direction and thinking. You should plan to bring out themes and questions from your ANGEL discussions in class as well. 2. The second part of your class grade will consist of my evaluation of your consistent engagement and contribution to the class and any in-class writing that we do. Inclass writing assignments cannot be made up if you are absent. A note to all students: Please remember that I am eager to meet you and to help you with any problems you might have with the course, or any time you would like to talk with me. If you need to contact me by phone or email, please be sure to include your full name and contact information so I can easily keep in
4 touch with you. If you have any special needs or require academic accommodations, please contact me early in the semester so you can have the best possible experience in this class. HISTORY 239 SYLLABUS Fall 2008 August 26 Introduction to the course Iberian Peninsula in the Ancient Mediterranean World 31 Muslim Spain Reading: Kennedy, H. Muslim Spain and Portugal: al- Andalus and its Neighbors Coexistence in the Medieval Spanish Kingdoms, [both ANGEL] September 2 Early Christian Spain & the Reconquista Reading: Ruiz, Spanish Society, 1-24. Excerpt from El mío Cid [ANGEL] 7 The Catholic Kings Reading: Ruiz, Spanish Society, 24-35, 143-186. Cowans, Early Modern Spain, #1, 3, 4 9 Encounters & Conquests in the Americas Reading: Restall, M. Invisible Warriors. The Myth of the White Conquistador [ANGEL] Cowans, EMS, #7, 8, 9, 13, 14 14 Charles I and the Challenges of Imperial Governance Reading: Ruiz, Spanish Society, 187-207. Cowans, EMS, # 10, 15, 16. 16 Philip II and the Challenges of Empire in Europe Reading: Kamen, H. Vicissitudes of a World Power 1500-1700 [ANGEL] Cowans, EMS, #19-21, 23, 24, 26, 30, 31. 21 Philip II and the Challenges of Empire in the Americas Reading: Cowan, EMS, #20, 24. The Indian Pueblo of Texupa [ANGEL] 23 The Social Orders: Those who have not Reading: Ruiz, Sp Soc, 39-67. [FIRST PAPER DUE] 28 The Social Orders: Those who have
5 Reading: Ruiz, Sp Soc, 68-91. Cowans, EMS, #2, 12, 17, 22. 30 Meeting Don Quijote Volume I Reading: Cervantes, DQ, Prologue, & Chaps. 1-10 (pp. 7-57). October 5 The Social Orders: On the margins Reading: Ruiz, Sp Soc, 93-117. Cowans, EMS, #5, 6, 32. 7 Early Adventures Reading: DQ, Chaps 15-22 (pp. 81-135). 12 MIDTERM 14 NO CLASS--Mid-semester Break 19 The Captive s Tale Reading: DQ, Chaps. 37-42 (254-296). Cowan, EMS, 25, 33. 21 The Knight Errant Returns Home, End Volume I *Reading: DQ, Chaps. 43-46, 52 (296-320, 346-355). 26 The Paradoxes of Golden Age Spain Reading: Cowans, EMS, #36, 37, 38, 43. 28 Our Knight Sallies Forth Again Volume II Reading: DQ, Dedication & Prologue, Ch. 1-7 (359-397). November 2 Dulcinea: The Flower of Castilian Womanhood Reading: DQ, Chaps. 8-15 (397-435). Cowans, EMS, #28 The Perfect Wife. 4 Culture & Custom Reading: Ruiz, Spanish Society, 208-257. DQ, Chaps. 19-24 (457-491). 9 Sancho as Governor Reading: DQ, Chaps. 42-53 (578-644). 11 The Final Battles and a Good Christian Death
6 End of Volume II Readings: DQ, Chaps. 54-74 (644-746) Cowans, EMS, #34. 16 Don Quijote and History BRING ALL OF OUR TEXTS TO CLASS BRING IDEA(S) FOR QUIJOTE PAPER TOPICS 18 Collapse and Recovery *Reading: Cowans, EMS, #44, 45, 47, 48. [QUIJOTE PAPER OUTLINES DUE] November 23 25 THANKSGIVING BREAK Enjoy! 30 Spanish Enlightenment & Bourbon Reforms Reading: Cowans, EMS, #49, 50, 51, 52, 57, 58 December 2 Revolution and War in Spain and the Empire Reading: Cowans, EMS, #59, 60, 61. 7 Second Empire Reading: TBA 9 1898 Reading: TBA [QUIJOTE PAPER DUE] 16 THURSDAY- FINAL EXAM 8:30-11:30