History Department
History Department

Julie Hardwick


ProfessorPh.D., 1991, Johns Hopkins University

Julie Hardwick

Contact

  • Phone: 512-475-7221
  • Office: GAR 3.112
  • Office Hours: Fall 2016: T 9:00-11:30 a.m. & by appointment
  • Campus Mail Code: B7000

Biography


Julie Hardwick works at the intersections of legal, economic, social and family/gender history in early modern France.  She grew up in the U.K, and did her PhD at Johns Hopkins University. She has written two books, The Practice of Patriarchy: gender and the politics of household authority in early modern France (1998) and Family Business: litigation and the political economy of daily life in early modern France (2009).  She has many essays in edited collections, and her articles have appeared in The Journal of Social History, The Journal of Modern History, The William & Mary Quarterly, The Journal of Women's History, European HIstory Review, History Compass, and French Historical Studies.  She has held two N.E.H year long research fellowships and was the distinguished invited research scholar at the Gender and Work Project at the University of Uppsala in 2014. She was the founding director of the Institute for Historical Studies at UT.

Her current book projects include Sex and the (early modern) city: youth culture, production, and reproduction in early modern France and Hanging Bankrupts: credit, crime and the transition to capitalism.

Awards and Honors:

2014 | UT System Regents Outstanding Teaching Award

2014 | Distinguished Visiting Research Scholar, Gender and Work in early modern Sweden Research Project, University of Uppsala, Sweden (Jan-April)

2011 | College of Liberal Arts Raymond Dickson Centennial Teaching Fellowship

2005-16 | Six Rapoport-King Awards for undergraduate thesis advising

2004-05 | National Endowment for the Humanities Year Long Research Fellowships Fellowship

2001 | National Endowment for the Humanities Summer Stipend

1993-94 | National Endowment for the Humanities Year Long Research Fellowships Fellowship

1992 | National Endowment for the Humanities Summer Stipend

Courses


HIS 317N • Thinking Like A Historian

39150 • Fall 2016
Meets TTH 2:00PM-3:30PM GAR 2.128

Thinking Like a Historian is a sophomore seminar for potential/declared History majors.  We will explore some examples of the different ways historians explore the past in three units: History from the bottom up (focusing on a sensational trial about a runaway husband in 16th-century France), History from the Top Down (focusing on Jefferson’s America) and History from a regional perspective (focusing on 19th-century Texas and the events around the Alamo).   Each unit will also experiment with different kinds of primary source material (court cases, the writings of Jefferson and a midwife who lived at the same time, documents pertaining to the Alamo and Davy Crockett’s America). We will examine how historians develop competing interpretations of particular topics.  Students write three short papers, do two group projects, and provide a written framework for a research project.

Texts:

Readings will be posted on Canvas or available through the PCL website plus:

Natalie Zemon Davis, The Return of Martin Guerre (Harvard University Press, 1984)

Denise Spellberg, Thomas Jefferson’s Qur’an: Islam and the Founders (Vintage Books, 2013)

James E. Crisp, Sleuthing the Alamo: Davy Crockett’s Last Stand and Other Mysteries of the Texas Revolution (Oxford University Press, 2005)

Grading:

Three short papers 30%

Two group projects 30%

Research project framework 20%

Participation 20%

HIS 350L • Law & Society Early Mod Eur

38675 • Spring 2016
Meets TTH 12:30PM-2:00PM GAR 0.132
(also listed as EUS 346, WGS 340)

This research seminar will focus on how historians have explored the significance of law, criminal and civil, in the lives of early modern Europeans. We will explore how historians have used legal records to explore patterns of criminality (which were very highly gendered at the time, for example infanticide and fornication for women and drunkenness and theft for men) and rapidly growing rates of civil litigation (for instance over debt, slander and family disputes of various kinds).   We will investigate how historians have used court cases to examine a wide variety of issues for which few other sources survive, especially in terms of everyday social, cultural and economic patterns for families and communities.  We will combine reading the work of historians with our own readings of cases as preliminaries to research projects in which students will work on a case of their own choosing for their term papers.

Texts:

Readings will be assigned for most class meetings in the first part of the semester until we move to working on the research projects.  The readings will be a mixture of journal articles (available on line through the PCL website), original legal documents (posted on BlackBoard) and a course packet to be purchased.

For some basic background into early modern Europe, I recommend: Euan Cameron, ed., Early Modern Europe: an Oxford History (in the PCL and widely available on line either new or used).

Grading:

Research papers 60% (5% proposal, 20% paper, 35% revised paper)

Peer review of research paper 5%

Group projects 20%

Participation 15% (attendance, informed discussion, engagement with presentations, leading discussion)

HIS 317N • Thinking Like A Historian

38400 • Fall 2015
Meets TTH 2:00PM-3:30PM GAR 2.128

Thinking Like a Historian is a sophomore seminar for potential/declared History majors.  We will explore some examples of the different ways historians explore the past in three units: History from the bottom up (focusing on a sensational trial about a runaway husband in 16th-century France), History from the Top Down (focusing on Jefferson’s America) and History from a regional perspective (focusing on 19th-century Texas and the events around the Alamo).   Each unit will also experiment with different kinds of primary source material (court cases, the writings of Jefferson and a midwife who lived at the same time, documents pertaining to the Alamo and Davy Crockett’s America). We will examine how historians develop competing interpretations of particular topics.  Students write three short papers, do two group projects, and provide a written framework for a research project. 

 

Readings will be posted on Canvas or available through the PCL website plus:

Natalie Zemon Davis, The Return of Martin Guerre (Harvard University Press, 1984)

Denise Spellberg, Thomas Jefferson’s Qur’an: Islam and the Founders (Vintage Books, 2013)

James E. Crisp, Sleuthing the Alamo: Davy Crockett’s Last Stand and Other Mysteries of the Texas Revolution (Oxford University Press, 2005)

 

Grading:

Three short papers 30%

Two group projects 30%

Research project framework 20%

Participation 20%

 

 

HIS F343W • Witches, Workers, And Wives

84240 • Summer 2015
Meets MTWTHF 11:30AM-1:00PM WEL 2.304
(also listed as WGS F345)

Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place.  In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe.  The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways - religious reformations, European governments became more powerful at home and established colonies world wide, economic transformation as people became consumers and production expanded exponentially.  Some features were slower to change, however, especially with regard to family life.  In this class, we will explore how women's experiences of these patterns compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, spouses or parents.  Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

Discussion of the assigned readings will be an important element of this class: you will learn more effectively when you take an active part in the analysis of the material to be covered.  Consequently you must expect to read every reading assignment very carefully and thoughtfully.  You should come to each class ready to ask questions and contribute observations.

You will need to demonstrate mastery of the readings to do well on the exams. 

Warning: absence from class will inevitably have a serious impact on your grade because you cannot participate if you are not present. Each of you may be absent twice with no penalty.  For every absence after that, three points will be deducted from your participation grade for each absence not justified by a written explanation. Please note, however, that attendance is the only the first prerequisite for participation, so that perfect attendance and complete silence will result in a grade that reflects only partial fulfillment of participation.

Texts

Daily class readings are available on Canvas or online through library website.

Grading

Midterm     20%

Final       30%

Reading grids 25%

Witchcraft group projects   15%

Participation  10%        

 

HIS 317N • Thinking Like A Historian

38495 • Spring 2015
Meets TTH 9:30AM-11:00AM GAR 0.132

Thinking Like a Historian is a sophomore seminar for History majors.  The class will introduce students to history research as a professional discipline: research methods, types of sources, historiography, and structure of research papers.  Students will read  a wide range of primary sources, examine how different historians have developed competing interpretations of particular topics, and develop a research project.  Students write a variety of very short papers, do a group project, and provide a written framework for their research projects. 

Readings will include primary sources posted on BlackBoard and articles available in electronic versions through the PCL website.

Texts:

Natalie Zemon Davis, The Return of Martin Guerre (Harvard University Press, 1984)

Eric Hinderaker, The Two Hendricks: Unraveling a Mohawk Mystery (Harvard University Press, 2011)

James E. Crisp, Sleuthing the Alamo: Davy Crockett’s Last Stand and Other Mysteries of the Texas Revolution (Oxford University Press, 2005)

Grading:

Six short papers 30%

Group project 20%

Research project framework 30%

Participation 20%

HIS 350L • Law & Society Early Mod Eur

38645 • Spring 2015
Meets TTH 2:00PM-3:30PM GAR 0.128
(also listed as EUS 346, WGS 340)

This research seminar will focus on how historians have explored the significance of law, criminal and civil, in the lives of early modern Europeans. We will explore how historians have used legal records to explore patterns of criminality (which were very highly gendered at the time, for example infanticide and fornication for women and drunkenness and theft for men) and rapidly growing rates of civil litigation (for instance over debt, slander and family disputes of various kinds).   We will investigate how historians have used court cases to examine a wide variety of issues for which few other sources survive, especially in terms of everyday social, cultural and economic patterns for families and communities.  We will combine reading the work of historians with our own readings of cases as preliminaries to research projects in which students will work on a case of their own choosing for their term papers.

Texts:

Readings will be assigned for most class meetings in the first part of the semester until we move to working on the research projects.  The readings will be a mixture of journal articles (available on line through the PCL website), original legal documents (posted on BlackBoard) and a course packet to be purchased.

For some basic background into early modern Europe, I recommend: Euan Cameron, ed., Early Modern Europe: an Oxford History (in the PCL and widely available on line either new or used).

Grading:

Research papers 60% (5% proposal, 20% paper, 35% revised paper)

Peer review of research paper 5%

Group projects 20%

Participation 15% (attendance, informed discussion, engagement with presentations, leading discussion)

HIS 343W • Witches, Workers, And Wives

39565 • Fall 2014
Meets TTH 9:30AM-11:00AM WEL 2.304
(also listed as EUS 346)

Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place. In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe. The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways - religious reformations, European governments became more powerful at home and established colonies world wide, economic transformation as people became consumers and production expanded exponentially. Some features were slower to change, however, especially with regard to family life. In this class, we will explore how women's experiences of these patterns compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, spouses or parents. Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

Texts

Discussion of the assigned readings (see below) will be an important element of this class: you will learn more effectively when you take an active part in the analysis of the material to be covered.  Consequently you must expect to read every reading assignment very carefully and thoughtfully.  You should come to each class ready to ask questions and contribute observations.

You will need to demonstrate mastery of the readings to do well on the exams. 

Warning: absence from class will inevitably have a serious impact on your grade because you cannot participate if you are not present. Each of you may be absent twice with no penalty.  For every absence after that, three points will be deducted from your participation grade for each absence not justified by a written explanation. Please note, however, that attendance is the only the first prerequisite for participation, so that perfect attendance and complete silence will result in a grade that reflects only partial fulfillment of participation.

Daily class readings are available on electronic reserve (ER) or online through the Library Catalogue (both accessible through the library homepage) or in a xerox packet.  

Grading

Midterm     25%

Final       35%

Reading grids 20%

Witchcraft group projects   10%

Participation  10%         

 

HIS 387M • Making The Early Modern World

39905 • Fall 2014
Meets TH 2:00PM-5:00PM GAR 2.124

The years between 1450 and the late 18th century saw many kinds of broad and wide reaching transformations across the early modern world.  Europeans established colonies across the globe, and complex colonial societies developed.  Political systems evolved as highly centralized monarchies emerged in which metropolitan and colonial issues were integrated. Merchant capitalism became the dominant form of economic organization, manufacturing grew both within the guild system and without in new rural zones of domestic industry, and a consumer revolution began.  Elites sought to redefine and re-legitimize their positions as courtiers, judges, and financiers.  Longstanding epistemological assumptions were challenged in elite intellectual communities and in artisanal workshops. New technologies (printing, military changes and others)  introduced new dynamics. Christianity fragmented into multiple denominations with immense political as well as religious implications for clergy and laity, states and individuals. Gender issues were a central theme in experiences of and articulations of many of these developments. Commodities, ideas, and peoples circulated in elaborate networks around the Atlantic.  And so on and so on.

     In this class, we will conduct a semester-long workshop about the making of the early modern world. Combining reading and research, we will read some samples of important work on key early modern topics and undertake research exercises on a wide variety of primary source materials to broaden our perspectives on what kinds of material is available and how it can be used.  Students will prepare short conference length papers (about 12-15 pages).  We will have a mini-conference around these papers, and then conclude the semester with expanded and revised papers.

     Students interested in any aspect of early modern history, whether the Atlantic world or the medieval to early modern transition as well as more purely early modern topics, are welcome. Students are welcome to work research topics from either side of the Atlantic, i.e. from colonial Latin, British or French America as well as Europe. (Students in this class previously have worked on a wide variety of European topics, on Muslims in Grenada, on colonies in Mexico, the Caribbean basin and British North America.)

    Students may count this class as either research or reading. Obviously, papers for research credit should be based around interpretation of appropriate primary source material.

Grading:

* Conscientious class preparation and engaged participation.

* Research exercises.  For each of the first few meetings, we will read some samples of important work on key early modern topics and undertake research exercises on a wide variety of primary source material.    These will include weekly short three page papers assessing source issues and research possibilities as well as a sampling and database construction for 100 cases the week we look at court records.

* c. 12-15 page paper for conference, followed by substantive revision for final paper.

 * Participation in mini-conference as presenter and questioner.

•    Engaged participation in discussion of readings & mini-conference 10%

•    Research exercises  30%Research paper   60%

HIS F343W • Witches, Workers, And Wives

84995 • Summer 2014
Meets MTWTHF 11:30AM-1:00PM WEL 2.304
(also listed as WGS F345)

Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place.  In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe.  The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways - religious reformations, European governments became more powerful at home and established colonies world wide, economic transformation as people became consumers and production expanded exponentially.  Some features were slower to change, however, especially with regard to family life.  In this class, we will explore how women's experiences of these patterns compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, spouses or parents.  Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

Discussion of the assigned readings will be an important element of this class: you will learn more effectively when you take an active part in the analysis of the material to be covered.  Consequently you must expect to read every reading assignment very carefully and thoughtfully.  You should come to each class ready to ask questions and contribute observations.

You will need to demonstrate mastery of the readings to do well on the exams. 

Warning: absence from class will inevitably have a serious impact on your grade because you cannot participate if you are not present. Each of you may be absent twice with no penalty.  For every absence after that, three points will be deducted from your participation grade for each absence not justified by a written explanation. Please note, however, that attendance is the only the first prerequisite for participation, so that perfect attendance and complete silence will result in a grade that reflects only partial fulfillment of participation.

Texts

Daily class readings are available on Canvas or online through library website.

Grading

Midterm     20%

Final       30%

Reading grids 25%

Witchcraft group projects   15%

Participation  10%        

 

HIS 383C • Lit Eur Hist: Early Mod Per

40143 • Fall 2013
Meets T 9:00AM-12:00PM BEN 1.118

Literature of the Early Modern Period

The years between 1400 and 1750 saw many kinds of broad and extraordinary transformations for Western Europe.  Europeans established colonies across the globe.  Political systems evolved as highly centralized monarchies replaced the fragmented political authority characteristic of feudalism.  The economies of European countries saw large scale changes as merchant capitalism expanded to become the dominant form of economic organization, manufacturing grew both within the guild system and without in new rural zones of domestic industry.  Populations slowly recovered to the levels reached before the Black Death of 1348-1353 and, from the late fifteenth century began to grow to unprecedented levels.  More and more people lived in towns and cities.  Elites sought to redefine and re-legitimize their positions as courtiers, judges, and financiers as the new technologies of warfare transformed military operations.  Scientists and writers created a vibrant intellectual community whose debates and discoveries remade epistemological assumptions that had prevailed for centuries.  The Catholic Church's centuries' old claim to a monopoly on Christian orthodoxy was finally and irrevocably undermined with the emergence of numerous Protestant denominations after Martin Luther's break with Rome in 1517.  Both Catholic and Protestant Reformations reshaped spiritual life and organization for clergy and laity alike. Elites and working people began to adopt new means of dispute resolution.  These myriad changes provide some of the markers of the development of modern society, and historians have learned to ask who exactly participated in these processes and how gender as well as factors such as religion, class, place of residence shaped their impact.

 This seminar offers an introduction to main themes and methods in early modern European historiography, as reflected in the work of the last forty years or so.  It aims both to introduce some of the "greatest hits" of this field and to provide some indicators of current directions. It is structured to allow students ample opportunity to pursue readings in the areas of particular interest to them.

HIS 343W • Witches, Workers, And Wives

39325 • Fall 2012
Meets TTH 2:00PM-3:30PM WEL 2.304
(also listed as EUS 346, WGS 345)

Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place. In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe. The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways - religious reformations, European governments became more powerful at home and established colonies world wide, economic transformation as people became consumers and production expanded exponentially. Some features were slower to change, however, especially with regard to family life. In this class, we will explore how women's experiences of these patterns compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, spouses or parents. Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

HIS 317N • Thinking Like A Historian

39235 • Spring 2012
Meets TTH 2:00PM-3:30PM GAR 1.122

Thinking Like a Historian is a sophomore seminar for History majors.  The class will introduce students to history research as a professional discipline: research methods, types of sources, historiography, and structure of research papers.  Students will read  a wide range of primary sources, examine how different historians have developed competing interpretations of particular topics, and develop a research project.  Students write a variety of very short papers, do a group project, and provide a written framework for their research projects.  

 

Readings will include primary sources posted on BlackBoard and articles available in electronic versions through the PCL website.

Texts:

Natalie Zemon Davis, The Return of Martin Guerre (Harvard University Press, 1984)

Eric Hinderaker, The Two Hendricks: Unraveling a Mohawk Mystery (Harvard University Press, 2011)

James E. Crisp, Sleuthing the Alamo: Davy Crockett’s Last Stand and Other Mysteries of the Texas Revolution (Oxford University Press, 2005)

 

Grading:

Six short papers 30%

Group project 20%

Research project framework 30%

Participation 20%

HIS 350L • Law & Society Early Mod Eur

39390 • Fall 2011
Meets MW 3:30PM-5:00PM GAR 2.128
(also listed as EUS 346, WGS 340)

This research seminar will focus on how historians have explored the significance of law, criminal and civil, in the lives of early modern Europeans. We will explore how historians have used legal records to explore patterns of criminality (which were very highly gendered at the time, for example infanticide and fornication for women and drunkenness and theft for men) and rapidly growing rates of civil litigation (for instance over debt, slander and family disputes of various kinds).   We will investigate how historians have used court cases to examine a wide variety of issues for which few other sources survive, especially in terms of everyday social, cultural and economic patterns for families and communities.  We will combine reading the work of historians with our own readings of cases as preliminaries to research projects in which students will work on a case of their own choosing for their term papers.

 

Grading:

Research papers 60% (5% proposal, 20% paper, 35% revised paper)

Peer review of research paper 5%

Group projects 20%

Participation 15% (attendance, informed discussion, engagement with

presentations, leading discussion)

 

Reading:

Readings will be assigned for most class meetings in the first part of the semester until we move to working on the research projects.  The readings will be a mixture of journal articles (available on line through the PCL website), original legal documents (posted on BlackBoard) and a course packet to be purchased.

For some basic background into early modern Europe, I recommend: Euan Cameron, ed., Early Modern Europe: an Oxford History (in the PCL and widely available on line either new or used). 

HIS S343W • Witches, Workers, And Wives

85660 • Summer 2011
Meets MTWTHF 10:00AM-11:30AM WEL 2.304
(also listed as EUS S346, WGS S345)

Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place.  In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe.  The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways - religious reformations, European governments became more powerful at home and established colonies world wide, economic transformation as people became consumers and production expanded exponentially.  Some features were slower to change, however, especially with regard to family life.  In this class, we will explore how women's experiences of these patterns compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, spouses or parents.  Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

Texts

Discussion of the assigned readings (see below) will be an important element of this class: you will learn more effectively when you take an active part in the analysis of the material to be covered.  Consequently you must expect to read every reading assignment very carefully and thoughtfully.  You should come to each class ready to ask questions and contribute observations.

You will need to demonstrate mastery of the readings to do well on the exams. 

Warning: absence from class will inevitably have a serious impact on your grade because you cannot participate if you are not present. Each of you may be absent twice with no penalty.  For every absence after that, three points will be deducted from your participation grade for each absence not justified by a written explanation. Please note, however, that attendance is the only the first prerequisite for participation, so that perfect attendance and complete silence will result in a grade that reflects only partial fulfillment of participation.

Daily class readings are available on electronic reserve (ER) or online through the Library Catalogue (both accessible through the library homepage) or in a xerox packet.  

 

Grading

Midterm     25%

Final       35%

Reading grids 20%

Witchcraft group projects   10%

Participation  10%          

HIS 343W • Witches, Workers, And Wives

39606 • Spring 2011
Meets TTH 9:30AM-11:00AM WAG 201
(also listed as EUS 346)

Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place. In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe. The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways - religious reformations, European governments became more powerful at home and established colonies world wide, economic transformation as people became consumers and production expanded exponentially. Some features were slower to change, however, especially with regard to family life. In this class, we will explore how women's experiences of these patterns compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, spouses or parents. Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

Texts

Discussion of the assigned readings (see below) will be an important element of this class: you will learn more effectively when you take an active part in the analysis of the material to be covered.  Consequently you must expect to read every reading assignment very carefully and thoughtfully.  You should come to each class ready to ask questions and contribute observations.

You will need to demonstrate mastery of the readings to do well on the exams. 

Warning: absence from class will inevitably have a serious impact on your grade because you cannot participate if you are not present. Each of you may be absent twice with no penalty.  For every absence after that, three points will be deducted from your participation grade for each absence not justified by a written explanation. Please note, however, that attendance is the only the first prerequisite for participation, so that perfect attendance and complete silence will result in a grade that reflects only partial fulfillment of participation.

Daily class readings are available on electronic reserve (ER) or online through the Library Catalogue (both accessible through the library homepage) or in a xerox packet.  

Grading

Midterm     25%

Final       35%

Reading grids 20%

Witchcraft group projects   10%

Participation  10%         

 

HIS 383M • Gend/Fam/Sexlty Early Mod Atl

39580 • Fall 2010
Meets W 2:00PM-5:00PM GAR 2.124

The family was a critical social unit in early modern (c. 1500-1800) Europe, as well as a locus of political and cultural contestation.  Around the early modern Atlantic, a conceptual as well as a physical space inhabited by Europeans, native Americans, and Africans in North and South America, Europe, and the Caribbean, “the family” or familial relations became a way of articulating and experiencing crucial changes and developments. This seminar will examine the role of family, and by extension marriage and sexuality, in the context of Transatlantic imperialism and colonialism, the economy of credit and debt, the Reformation and counter-reformation, racial ideologies and practices, and the absolutist, colonial, and emergent democratic states. We will read closely in the scholarly literature that emphasizes the cultural significance of family forms across space and time.

Grading

Participation. 20%  Class participation is essential.  

Response papers (5 pages each). 40% These papers should reflect your intellectual response to the assigned readings in one of the previous weeks. You may reflect on how the readings interact with and inform one another, or how they shed light on previous readings. 

Historiographical paper.  40%   

Texts

Julia Adams, The Familial State: Ruling Families And Merchant Capitalism In Early Modern Europe  (Cornell, 2005). 

John Demos, The Unredeemed Captive: A Family Story from Early America (Vintage).

Ramon Guttierez, When Jesus Came, the Corn Mothers Went Away: Marriage, Sexuality, and Power in New Mexico, 1500-1846  (Stanford University Press, 1991).

Julie Hardwick, The Practice of Patriarchy: Gender and the Politics of Household Authority in Early Modern France (Penn State, 1998).

Ronald Hoffman and Sally Mason, Princes of Ireland, Planters of Maryland: A Carroll Saga, 1500-1782 (UNC, 2000).

Barry Levy, Quakers and the American Family : British Settlement in the Delaware Valley (Oxford, 1992).

Ann Marie Plane, Colonial Intimacies:  Indian Marriage in Early New England (Cornell, 2002).

Karen Vieira Powers, Women in the Crucible of Conquest: The Gendered Genesis of Spanish American Society, 1500-1600  (University of New Mexico Press, 2005).

Lyndal Roper, The Holy Household : Women and Morals in Reformation Augsburg  (Oxford, 1991).

Ann Twinam, Public Lives, Private Secrets: Gender, Honor, Sexuality, and Illegitimacy in Colonial Spanish America (Stanford: Stanford University Press, 1999).

 

 

HIS 387M • Making The Early Modern World

39990 • Spring 2010
Meets W 2:00PM-5:00PM GAR 1.134

Prerequisite: Graduate standing and consent of the graduate adviser.

May be repeated for credit when the topics vary.

 

HIS 350L • Law/Society Early Mod Eur-W

40095 • Fall 2009
Meets TTH 11:00AM-12:30PM GAR 1.134

Lectures, discussion, reading, and research on selected topics in the field of history.

May be repeated for credit when the topics vary.

Designed for History majors. 

History 350L and 350R may not both be counted unless the topics vary.

Course carries Writing flag. 

HIS 343W • Witches, Workers, And Wives

39045 • Spring 2009
Meets TTH 11:00AM-12:30PM WEL 2.304
(also listed as EUS 346, WGS 345)

HIS 343W    Witches, Workers and Wives    Spring 2009
Julie Hardwick

Course Description
Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place. In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe. The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways - religious reformations, European governments became more powerful at home and established colonies world wide, economic transformation as people became consumers and production expanded exponentially. Some features were slower to change, however, especially with regard to family life. In this class, we will explore how women's experiences of these patterns compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, spouses or parents. Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

Grading Policy
Assignments may include: responses to readings, one paper, exams, and a group project.

Texts
Readings may include the following books and a number of articles:
Judith Bennett, Ale, Beer, and Brewsters: Women's Work in a Changing World, 1300-1600
Steven Ozment, The Burgermeister's Daughter: Scandal in a Sixteenth-Century German Town
Joseph Klaits, Servants of Satan: The Age of the Witch Hunts
The Memoirs of Gluckel of Hameln, Robert Rosen., ed.

HIS 387M • Making The Early Modern World

40505 • Spring 2008
Meets F 9:00AM-12:00PM GAR 1.122

Prerequisite: Graduate standing and consent of the graduate adviser.

May be repeated for credit when the topics vary.

 

HIS 343W • Witches, Workers, And Wives

40865 • Fall 2007
Meets TTH 9:30AM-11:00AM WEL 2.304

Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place. In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe. The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways - religious reformations, European governments became more powerful at home and established colonies world wide, economic transformation as people became consumers and production expanded exponentially. Some features were slower to change, however, especially with regard to family life. In this class, we will explore how women's experiences of these patterns compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, spouses or parents. Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

Texts

Discussion of the assigned readings (see below) will be an important element of this class: you will learn more effectively when you take an active part in the analysis of the material to be covered.  Consequently you must expect to read every reading assignment very carefully and thoughtfully.  You should come to each class ready to ask questions and contribute observations.

You will need to demonstrate mastery of the readings to do well on the exams. 

Warning: absence from class will inevitably have a serious impact on your grade because you cannot participate if you are not present. Each of you may be absent twice with no penalty.  For every absence after that, three points will be deducted from your participation grade for each absence not justified by a written explanation. Please note, however, that attendance is the only the first prerequisite for participation, so that perfect attendance and complete silence will result in a grade that reflects only partial fulfillment of participation.

Daily class readings are available on electronic reserve (ER) or online through the Library Catalogue (both accessible through the library homepage) or in a xerox packet.  

Grading

Midterm     25%

Final       35%

Reading grids 20%

Witchcraft group projects   10%

Participation  10%         

 

HIS 350L • Law/Society Early Mod Eur-W

40970 • Fall 2007
Meets TH 2:00PM-5:00PM BUR 554

Lectures, discussion, reading, and research on selected topics in the field of history.

May be repeated for credit when the topics vary.

Designed for History majors. 

History 350L and 350R may not both be counted unless the topics vary.

Course carries Writing flag. 

HIS 343W • Witches, Workers, And Wives

38750 • Spring 2006
Meets TTH 9:30AM-11:00AM UTC 4.112

Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place. In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe. The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways - religious reformations, European governments became more powerful at home and established colonies world wide, economic transformation as people became consumers and production expanded exponentially. Some features were slower to change, however, especially with regard to family life. In this class, we will explore how women's experiences of these patterns compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, spouses or parents. Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

Texts

Discussion of the assigned readings (see below) will be an important element of this class: you will learn more effectively when you take an active part in the analysis of the material to be covered.  Consequently you must expect to read every reading assignment very carefully and thoughtfully.  You should come to each class ready to ask questions and contribute observations.

You will need to demonstrate mastery of the readings to do well on the exams. 

Warning: absence from class will inevitably have a serious impact on your grade because you cannot participate if you are not present. Each of you may be absent twice with no penalty.  For every absence after that, three points will be deducted from your participation grade for each absence not justified by a written explanation. Please note, however, that attendance is the only the first prerequisite for participation, so that perfect attendance and complete silence will result in a grade that reflects only partial fulfillment of participation.

Daily class readings are available on electronic reserve (ER) or online through the Library Catalogue (both accessible through the library homepage) or in a xerox packet.  

Grading

Midterm     25%

Final       35%

Reading grids 20%

Witchcraft group projects   10%

Participation  10%         

 

HIS 387M • Making The Early Modern World

39170 • Spring 2006
Meets TH 12:30PM-3:30PM GAR 205

Prerequisite: Graduate standing and consent of the graduate adviser.

May be repeated for credit when the topics vary.

 

AHC 310 • Western Civ In Medieval Times

30355 • Fall 2005
Meets MWF 10:00AM-11:00AM UTC 3.134

AHC 310 Introductory Surveys in Premodern History:

Introductory survey of premodern history with emphasis on regions outside of the ancient Mediterranean world.

HIS 350L • Law/Society Early Mod Europe-W

38645 • Fall 2005
Meets MW 3:00PM-4:30PM WEL 3.266

Lectures, discussion, reading, and research on selected topics in the field of history.

May be repeated for credit when the topics vary.

Designed for History majors. 

History 350L and 350R may not both be counted unless the topics vary.

Course carries Writing flag. 

AHC 310 • Western Civ In Medieval Times

29495 • Spring 2005
Meets MWF 9:00AM-10:00AM UTC 4.110

AHC 310 Introductory Surveys in Premodern History:

Introductory survey of premodern history with emphasis on regions outside of the ancient Mediterranean world.

HIS 383M • Court Cases And History

37635 • Spring 2005
Meets M 2:00PM-5:00PM GAR 107

We’ll explore recent literature on early-modern Atlantic history, particularly literature that emphasize trans-regional and trans-imperial connections. Subjects to cover: Atlantic slavery; borderlands and Indian slavery; religion; trade, smuggling, and piracy; legal cultures; science; imperial projects.
Students will read an average of a book and two articles per week, submit a weekly book review, and write a final research proposal to apply to graduate fellowships
 
Book List (more to be added):
•             Harms, The Diligent
•             Van Dussen, Global Indios
•             Schwartz, All Can Be Saved
•             Lipman, Saltwater Frontier
•             Watchel. The Faith of Remembrance
•             Reis, Divining Slavery and Freedom
•             Grandin, The empire of necessity
•             Hanna, Pirate Nest
•             Burnard and Gerrigus. The Plantation Machine
•             Mangan, Transatlantic obligations
•             O-Malley, Final Passages
 
Prerequisite: Graduate standing and consent of the graduate adviser.

May be repeated for credit when the topics vary.

HIS 350L • Law/Society Early Mod Europe-W

38270 • Fall 2004
Meets TTH 12:30PM-2:00PM GAR 205

Lectures, discussion, reading, and research on selected topics in the field of history.

May be repeated for credit when the topics vary.

Designed for History majors. 

History 350L and 350R may not both be counted unless the topics vary.

Course carries Writing flag. 

HIS 343W • Witches, Workers, And Wives-W

36175 • Fall 2002
Meets TTH 9:30AM-11:00AM PAR 301

Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place. In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe. The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways - religious reformations, European governments became more powerful at home and established colonies world wide, economic transformation as people became consumers and production expanded exponentially. Some features were slower to change, however, especially with regard to family life. In this class, we will explore how women's experiences of these patterns compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, spouses or parents. Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

Texts

Discussion of the assigned readings (see below) will be an important element of this class: you will learn more effectively when you take an active part in the analysis of the material to be covered.  Consequently you must expect to read every reading assignment very carefully and thoughtfully.  You should come to each class ready to ask questions and contribute observations.

You will need to demonstrate mastery of the readings to do well on the exams. 

Warning: absence from class will inevitably have a serious impact on your grade because you cannot participate if you are not present. Each of you may be absent twice with no penalty.  For every absence after that, three points will be deducted from your participation grade for each absence not justified by a written explanation. Please note, however, that attendance is the only the first prerequisite for participation, so that perfect attendance and complete silence will result in a grade that reflects only partial fulfillment of participation.

Daily class readings are available on electronic reserve (ER) or online through the Library Catalogue (both accessible through the library homepage) or in a xerox packet.  

Grading

Midterm     25%

Final       35%

Reading grids 20%

Witchcraft group projects   10%

Participation  10%         

 

HIS 350L • Law/Society Early Mod Europe-W

36235 • Fall 2002
Meets TTH 12:30PM-2:00PM GAR 107

Lectures, discussion, reading, and research on selected topics in the field of history.

May be repeated for credit when the topics vary.

Designed for History majors. 

History 350L and 350R may not both be counted unless the topics vary.

Course carries Writing flag. 

HIS 350L • Law/Society Early Mod Europe-W

35575 • Spring 2002
Meets MW 3:00PM-4:30PM CAL 200

Lectures, discussion, reading, and research on selected topics in the field of history.

May be repeated for credit when the topics vary.

Designed for History majors. 

History 350L and 350R may not both be counted unless the topics vary.

Course carries Writing flag. 

HIS 366N • Witches, Workers, And Wives

36850 • Fall 2001
Meets TTH 12:30PM-2:00PM GSB 2.122

May be repeated for credit when the topics vary.

Publications


BOOK: Family Business: litigation and the political ecnomies of daily life in seventeenth-century France, (Oxford University Press, 2009).

CHAPTER: "The Family and the State," in Sandra Cavello, editor, A Cultural History of Childhood and Family in the early modern age, (in production; Berg, 2009).

CHAPTER: "Between State and Street: Witnesses and the Family Politics of Litigation in Early Modern France," Family, Gender, and Law in early modern France, ed. by Suzanne Desan and Jeffrey Merrick (Penn State University Press, 2009).

ARTICLE: "Review of Meat Matters: Butchers, Politics, and Market Culture in Eighteenth-Century Paris," H-France 9(77), (June, 2009).

ARTICLE: "Sex and the (seventeenth-century) century city: a research note towards the long history of leisure," Leisure Studies, (October, 2008).

ARTICLE: "Review of The familial state: ruling families and merchant capitalism in early modern Europe," American Historical Review, (April, 2007).

ARTICLE: "Review of Between Crown and Community: Politics and Civic Culture in Sixteenth-Century Poitiers," Journal of Modern History, 78(4), 954-955, (December, 2006).

BOOK: The Practice of Patriarchy: Gender and the Politics of Household Authority in early modern France, (Published simultaneously in cloth and paper, Penn State Press, 1998).

Curriculum Vitae


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