1
Queens, Witches, and Courtesans: Women and Power in Early Modern Europe
History 270
Meeting Time: Mondays 2-4:50
Meeting Place: THH 112
Office Hours: Mondays 11:50-1:50 and by appointment
Professor Harkness,
SOS 161, 213-821-2604
Despite a general belief that women were powerless in early modern society and culture, there were women who exercised a great deal of power and authority during the period from 1450-1700. This course will explore the lives of three distinct groups ofpowerful early modern women: queens, witches, and the elite prostitutes known as courtesans. These women often defied the cultural ideals of “wife, mother, widow” prevalent in the period, and help us to understand the many ways in which power relationships were forged and negotiated. Our central question in this course will be: was it possible for a woman to be powerful in early modern Europe?
The readings for this course will consist of primary works (including the writings of Elizabeth I and the poems of Veronica Franco) and secondary works (including monographs and articles). We will also examine contemporary representations of queens, witches, and courtesans in film, includingElizabeth, Dangerous Beauty, and The Crucible.
Students will be expected to carefully read early modern texts and works by contemporary historians, participate in discussions, and write three 7-10-page papers that will delve into the issues surrounding women and power in the early modern period making extensive use of primary and secondary sources.
During the semester students will become more familiar with different subgenres of history (political, cultural, economic, social, and religious) and how historical arguments differ according to the kind of evidence used; discover how to find monographs, articles, and primary sources for your historical work; develop reading, research, and writing skills; experience the benefits of revision in writing; learn how to handle rare books and manuscripts; be introduced to the scholarly discipline of paleography.
BOOKSFOR PURCHASE AT BOOK STORE
NB: ALL ITEMS ARE ALSO ON RESERVE AT LEAVEY FOR 2, 3, OR 4 HOURS
FRANCO. POEMS & SELECTED LETTERS. (Required)
ISBN: 9780226259871
ELECTRONIC COPY AVAILABLE THROUGH USC LIBRARIES:
}
MARCUS. ELIZABETH I COLLECTED WORKS. (Required)
ISBN: 9780226504650
MILLER. CRUCIBLE (INTRO BIGSBY ). (Required)
ISBN: 9780142437339
WIESNER. WOMEN & GENDER IN EARLY MODERN EUROPE (Required)
ISBN: 9780521695442
Additional readings will be posted on the course website via Blackboard.
Course Expectations and Requirements
Because this is a seminar which requires the participation and engagement of all those enrolled to be successful, the following is expected of you:
- Close reading of the assigned texts BEFORE you come to class. We cannot have a good discussion—and therefore a good seminar—if we are not all prepared to discuss the assigned reading. PLEASE do not be the person who lowers the quality of the seminar because of ill-preparedness.
- Bringing your assigned readings to class either on laptops, tablets, or in hard copy (printouts or books). I will be checking to make sure everybody has the readings with him or her. It is not fair to your colleagues if you do not come to class prepared for discussion.
- Open and energetic discussion of the readings in seminar. We will be meeting for a long time in the afternoon. Every effort will be made to keep us all awake with lively conversation, film clips, hands-on work with rare books, and visual presentations. Come to class prepared to TALK, share IDEAS, and engage in FRIENDLY DEBATE. You are free to use your computer or e-reader, but you will not be allowed to hide behind it! We will break at least once—for caffeine, snacks, and other matters.
- Regular class attendance and participation. 100 points of your grade will evaluate your class participation, in-class writing exercises, and attendance. If you are ill, please let me know and we can make-up your class. Repeated illnesses, computer crises, car crises, bus crises, roommate crises, and crises involving friends and family will be looked at with a suspicious eye. Please use your common sense if you are sick. Stay home, rest, and limit your exposure to your colleagues so they don’t come down with it, too.
- Completion of all assignments outlined below. (25 points for draft exercises/100 points per paper)
How Grades are Calculated:
Grades are based on an available 475 points. If you earn 93-100% of the total points, you will receive an A. If you earn 90-92% of the total points, you will receive an A-. If you receive 87-89% of the total points you will receive a B+. If you receive 83-86% of the total points you will receive a B, and so forth.
WRITTEN ASSIGNMENTS
The writing assignments for this seminar have been designed to give you the following experiences:
1.close reading and analysis of primary sources
2. using monographs and articles to add depth and texture to your arguments and
putting your analyses into conversation with existing works of history
3.revising your thinking and writing with drafts
PLEASE SUBMIT ALL WRITTEN WORK IN MICROSOFT WORD OR PAGES (NO PDFS!), VIA EMAIL ATTACHMENT, BY 2 PM ON THE DUE DATE.
Draft #1--25 points
Due: January 23
Length: 1 paragraph, double spaced
Your first draft requires that you formulate a preliminary thesis paragraph that addresses the following question:
Why were unmarried women (both single women and widowed women) so often involved in witchcraft allegations and trials?
The purpose of this assignment is to get you to begin articulating an argument so that you can think it through and refine it over the course of the next few weeks. Your preliminary thesis paragraph is NOT a binding contract. Theses can (and often should) be revised and re-edited as you learn more. This is, therefore, an opportunity to begin advancing your own ideas based on your reading of Wiesner and other materials from the first week of reading. You do not have to be an expert to have a preliminary thesis.
Paper #1--100 points
Due: February 27
Length: 7-10 pages, double-spaced
Prompt: Using the primary and secondary sources assigned in the course, please address the following question: Why were unmarried women (both single women and widowed women) so often involved in witchcraft allegations and trials?
In addition, you must locate and use ONE of the following in your paper:
- one additional scholarly monograph (NOT a biography) related to the question. The bibliographies at the end of each chapter in Wiesner will give you a head start on finding this work. We will discuss what a scholarly monograph is in class on 1/23 to make sure we are all clear on this point.
OR
- one additional primary source, such as the Salem Trial Transcripts or any additional work about witches, witchcraft, or magic written between 1450-1750
Draft #2—25 points
Due: March 6
Length: 1 page, double-spaced
Courtesans developed a complicated public identity that combined elements of economic, cultural, and sexual power. Using these three headings, begin to organize your observations and thoughts about these aspects of a courtesan’s power.
Purpose: this is an exercise to help you develop compare/contrast skills using information gleaned from your readings. It is an exercise in creative thinking, drawing connections, and beginning the process of sifting through evidence.
Paper #2—100 points
Due: March 27
Length: 7-10 pages, double-spaced
Prompt: Courtesans developed a complicated public identity that combined elements of economic, cultural, and sexual power. Using primary sources, compare and contrast these elements of public identity. Which element(s) was/were most important to a courtesan’s success and why?
You must also use one additional scholarly article related to your argument. We will go over how to find scholarly articles in class on2/27.
Draft #3—25 points
Due: April 10
Length: 1 paragraph, double-spaced
We began this course with a discussion of power and authority. Revisit this issue (and your notes from the first class) now, with the benefit of having read a variety of primary and secondary sources related to early modern power and authority in particular. How does gender complicate notions of power and authority in early modern Europe?
Paper #3—100 points
Due: April 24
Length: 7-10 pages, double-spaced
Prompt: How does the case of Elizabeth I illuminate the relationship between gender and power in early modern Europe?
In addition, you must locate one additional primary source related to your argument and incorporate it into your paper. We will go over ways to find relevant primary sources in class on 1/30.
Schedule of Classes
January 9Introduction to the Course: Gender, Power, and Authority
January 16NO CLASS—MLK DAY
Part I: Witches
January 23Who were the Witches?
DRAFT #1 DUE
Reading: Wiesner, “Ideas and Laws” (Chapter 1),“Women’s Economic Role” (Chapter 3) and “Witchcraft” (chapter 7); Karlsen, “The Demographic Basis of Witchcraft” (BB)
Power-Point: Visual Representations of the Witch
Class Exercise: What is a scholarly monograph?
January 30Maleficio and the Destructive Side of Female Power
Reading: “The Economic Basis of Witchcraft” from The Devil in the Shape of a Woman (BB); Levack, “The Legal Foundations,” from The Witch-Hunt in Early Modern Europe(BB); The Trial of Marie Cornu (1611) (BB); Henry Goodcole, The Wonderfull Discoverie of Elizabeth Sawyer, Witch (1621) (BB); Excerpts from the Trial of Temple Anneke (1663) (BB)
In Class: Finding Online Primary Sources
February 6Did Books Make Witches? AVisit to USC Rare Book Room
Reading: Levack, “The Intellectual Foundations,” from The Witch-Hunt in Early Modern Europe (BB); excerpt from Kramer and Sprenger, Malleus Maleficarum (BB); selection from Cotton Mather, “A Discourse on Witches” (1689) (BB)
February 13Monsters to Think With: The Witch in Popular Culture
Reading: Miller, Crucible (2012)
In-Class Film Clip: The Crucible
February 20NO CLASS—PRESIDENT’S DAY
Part II: Courtesans
February 27PAPER #1 DUE
Who Were the Courtesans?
Power-Point: Women and Sexuality
Reading: Rosenthal, “Satirizing the Courtesan” (BB); Wiesner, “The Female Life Cycle” (Chapter 2); Excerpts fromFranco’s Poems and Familiar Letters, “Poems in Terza Rima” Capitolo 1-7 (pp. 47-97)
In Class: Finding Scholarly Articles Using JSTOR
March 6DRAFT #2 DUE
Learned Ladies: Understanding the Courtesan’s Cultural Role
Reading: Wiesner, “Literacy and Learning” (Chapter 4) and
“Women and the Creation of Culture” (Chapter 5); Excerpts from Franco’s Poems and Selected Letters, “Familiar Letters to Various People”; Rosenthal, “Addressing Venice: Franco’s Familiar Letters”(BB)
In-Class Film Clip: Dangerous Beauty (1998)
March 13NO CLASS—SPRING BREAK
March 20Sexuality and Power in Early Modern Europe
Reading: further excerpts from Franco’s Poems and Selected Letters, “Poems in Terza Rima” Capitolo 16, Capitolo 22- 24;
Cohen, “Paolo di Grassi and His Courtesans,” from Words and
Deeds in Renaissance Rome(BB); Rosenthal, “Denouncing the Courtesan: Franco’s Inquisition Trial and Poetic Debate” (BB)
Part I: Queens
March 27PAPER #2 DUE
Elizabeth I and the Problems of Female Power
Reading: Wiesner, “Gender and Power” (Chapter 8); Elizabeth I, Collected Works, Preface, Speeches 1-4 and 19, Letters 22 and 23, Poems 1-3; John Knox, “First Blast of the Trumpet against the
Monstrous Regiment of Women” (link also in folder on BB)
Elizabeth I: a Life in Portraits (powerpoint presentation)
April 3Elizabeth I and the Problem of Marriage
Reading: Levin, “The Official Courtships” and “Wanton and
Whore” (BB); Excerpts from Elizabeth I, Collected Works, Speeches 5, 6, 9, 10, Poems 9 and 10 and Letters 46, 47, 48; Carole Levin, “Elizabeth: Romantic Film Heroine or 16th-century Queen?” (BB)
In-Class Film Comparisons: The Crown (2016)
Elizabeth: TheVirgin Queen (1955); Mary, Queen of Scots (1971);
Elizabeth (1998); ElizabethI: The Virgin Queen (2005); Elizabeth I (2006); Elizabeth: the Golden Age (2007)
April 10DRAFT #3 DUE
Gender and Politics: A Visit to Rare Book Room USC
Levin, “Elizabeth as King and Queen” (BB)
April 17Elizabeth I and the Importance of Image
Reading: Excerpts
from Elizabeth I, Collected Works, Speeches 13, 20, 21, 23, and
24, Letters 27, 28, and 46, Poems 4, 14, 15, Prayers 8, 9, 20-34; Howey, “Fashioning Monarchy: Women, Dress, and Power at the Court of Elizabeth I, 1558-1603” (BB)
In-Class Film Clips:
Coronation of His Majesty King George V (1911, British Pathe)
Coronation of George VI and Queen Elizabeth (1937, Movietone)
Coronation of George VI and Queen Elizabeth (1937, British
Pathe)
Coronation of Elizabeth II (1953, Movietone)
Coronation of Elizabeth II, Pt. 1 (1953, British Pathe)
Coronation of Elizabeth II, Pt. 2 (1953, British Pathe)
Coronation of Elizabeth 1 (1998)
April 24PAPER #3 DUE
Course Wrap Up
Statement on Academic Conduct and Support Systems
Academic Conduct
Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standards Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct,
Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity or to the Department of Public Safety This is important for the safety whole USC community. Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report, or can initiate the report on behalf of another person. The Center for Women and Men provides 24/7 confidential support, and the sexual assault resource center webpage describes reporting options and other resources.
Support Systems
A number of USC’s schools provide support for students who need help with scholarly writing. Check with your advisor or program staff to find out more. Students whose primary language is not English should check with the American Language Institute which sponsors courses and workshops specifically for international graduate students. The Office of Disability Services and Programs certification for students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes travel to campus infeasible, USC Emergency Information provide safety and other updates, including ways in which instruction will be continued by means of blackboard, teleconferencing, and other technology.