Dr. Jennifer Popiel
Office: Humanities 109
Email: popieljj@slu.edu
Office Hours: Wed. 8:30-10:30 am & by appt
Office Phone: 977-7141
The Age of Absolutism
HIST 311-01
MW 2:10-3:25
Course Description:
This course will provide a broad survey of the most important events, individuals, and ideas in European
history in the seventeenth and eighteenth centuries. Discussion and readings will focus on the two most
important themes of the ancien regime: the development of modern scientific and philosophical thought
as well as the rise of political absolutism. We will focus on the theory and practice of royal absolutism,
including its religious, political, and cultural components, as well as the challenges to these ideas in
constitutional countries. We will investigate changing European ideas in religion, science, and
philosophy during the Scientific Revolution and the Enlightenment. We will conclude with a discussion
of the political and social crises that led to the French Revolution.
Required Text/Supplies:
 Purnell, Petterson, and Carnes, The Trial of Galileo: Aristotelianism, the “New Cosmology,” and
the Catholic Church, 1616-33
 Diderot, Rameau's Nephew, and Other Works
 Montesquieu, Persian Letters
 Rousseau, Politics and the Arts
 Course Reader, available from the History Department
 Consistent access to SLU Blackboard
Recommended Text:
 Chapters 15-17 in Spielvogel, Western Civilizations. 6th or 7th edition, not brief. You can purchase
individual chapters from http://www.ichapters.com
Grading:
 Reacting to the Past Written Assignments
 Quizzes (6 total)
 Essay One (5-7 pages)
 Essay Two (10-12 pages)
 Class Participation (all components)
20%
10%
15%
30%
25%
Class Attendance:
College courses require the active participation and cooperation of both faculty and students.
There is generally a strong statistical relationship between doing well in history courses and attending
classes faithfully. A student who misses class frequently will have a hard time understanding the
material.
Attendance is especially important in small courses, where your absence will not only have an
impact on you, but also your fellow students. Any absence after the first three will affect your grade
negatively. Of course, consistently valuable participation in class discussions will help your final grade.
Classroom Decorum:
Please note my expectations, intended to provide a pleasant learning environment for everyone:
 Do not carry on conversations with others at inappropriate times
 Do not text message, IM, or otherwise electronically “chat” with people during class
 Do not surf the internet during class
 Turn your telephone ringer off while in class
 If you know that you may need to leave early, sit near an exit
 Do not start packing your things and shuffling papers before class is over
If you cannot conform to these expectations, you may be asked to leave.
Course Requirements:
In addition to attendance, participation, and some factual in-class quizzes, your performance will
be assessed on the basis of your written work for the Trial of Galileo and two other essays. These last two
essays will be on a single topic, chosen by you. The first of the two essays will be turned in, then
rewritten in response to instructor comments and turned in a second time. Failure to turn in any assigned
essays may result in failure of the course, despite your final average grade.
Late essays will be graded on their merits, then assessed a penalty equivalent to one gradeincrement per day. (In other words, an essay that is turned in two days late that would have received an
A- will instead receive a B. The same essay, turned in a week late, would receive a D.) Essays are due in
class on the date noted on the syllabus/role sheets; essays turned in to my box and/or emailed to me, even
the same day, will be considered late unless prior approval is given.
The first version of the essay should be approximately five to seven pages in length and will
generally include academic sources that have not been discussed in the course. It must have a significant
thesis, one that is not merely descriptive but argumentative. The first version of each essay is an
assignment in its own right and should not be considered a draft. I will comment on it, offer suggestions
for improvement (including additional sources), and ask you to expand on your original argument in order
to finish with a second paper that is approximately eleven pages long.
All essays must have a clear and descriptive title (not, for example, “Essay 1,”), one inch margins
and page numbers on all pages except the first. They also must be typed and double-spaced, in a 12 point
proportional font (such as Times New Roman).
Assistance:
If you have a special situation, are confused, need additional help, or just want to chat about the
course, please see me as soon as possible. I can only help you when I know that you need help! If you
would like to meet with me, you can come to my office during my office hours or email to arrange a
mutually acceptable time. I would be happy to meet with you.
Academic Honesty:
Plagiarism and/or cheating is a violation of the academic integrity policy and grounds for failure
of this course, suspension, or even dismissal from the university. Plagiarism is using other people’s ideas
or work as your own (or reusing your own work without indicating that it has been used to fulfill a
requirement in another class). If your essays demonstrate reliance on unattributed or unauthorized
sources, the best you can hope for is a failing grade on the assignment, and a failing grade in the course is
likely.
Conspiring with someone else to cheat is collusion, which is a still-more-serious violation of
academic integrity. Persons found colluding will fail the course, even if their own work was
uncompromised. They will also be referred to the College Committee on Academic Honesty, with the
possibility of further University sanctions, including expulsion.
Please do not plagiarize, cheat, or collude to cheat. If you are not sure how to cite other people’s
ideas, ask. If you are unclear about what does and does not constitute academic dishonesty, find out. You
do not want to fail this course any more than I wish for you to fail.
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Reacting to the Past:
About one-third of this course is comprised of a participation-intensive historical “game.” The Galileo
book, which is part of the “Reacting to the Past series,” seeks to introduce students to major ideas and
texts in a new and engaging way. We will begin this course by exploring conflicts between faith, science,
and different modes of knowledge-acquisition, using a “role-playing” format to replicate the historical
context in which these ideas acquired significance. You can read the “Introduction to the Course” in
Blackboard. You can also find an introduction to Reacting here: http://www.barnard.edu/reacting/. Click
first on the “Curriculum” tab at the top and then scroll down to read “The Basic Concept”, “Requirements
and Grading” and “Playing the Game.” To read about the game, use the right hand tab to explore the The
Trial of Galileo.
Some Additional Notes on “Reacting to the Past”
 In order to do well in this class, you must do four things: read, write, show up for class, and speak
up! If you do not do all of these things, you are unlikely to do well. This game moves at a
rapid pace, too, so you must do them consistently, for every class session.
 Participation involves more than merely showing up to class. A participant joins in, speaks up, and
comments thoughtfully. You do not have to be the most talkative person in the room to be an
“A” participant, but you cannot be silent, either. Students who do not add to class in some
substantive way each week will be penalized, both in the “game” and in their ultimate
participation grade. (In very serious cases, that penalty may extend to losing a winning bonus,
if the student has not substantively added to his/her faction’s success.) This does not mean
that you only need to speak once a week in order to earn an A; an A participant is someone
who is clearly engaged the majority of the time.
 In addition to attendance and participation, requirements for the course include a substantial amount
of writing. The specifics of the writing in “Reacting” will be shaped by the character that you
are assigned. All essays must be your own work; to guarantee the integrity of the game, every
piece of written work that is longer than 300 words (roughly one page, double-spaced) must
also be submitted to Turnitin.com. All public papers must either be publicly posted or sent by
mail through Blackboard to Dr. Popiel if they are for public consumption. If they are to be kept
private, you may simply hand in a paper copy.
 You will be a character; when acting as that character, you will have a “game name.” This is
indended to reinforce the idea that you are playing a historical role and not acting as yourself.
You will refer to others, when appropriate, by their game names, in recognition of the fact that
they are advancing historical ideals that may not be in keeping with their own ideology. This
is not personal!
 The instructor is the “gamemaster,” or the person who determines how the consequences of an
action will affect the game. Sometimes this is arbitrary and external, determined by a role of a
die or the drawing of lots. Sometimes it’s arbitrary and internal, determined according to some
historical calculation that you may or may not follow. Sometimes it’s fact-driven, based on
the known historical context. In all cases, it’s up to the Gamemaster to determine how a
conflicted moment plays out in the course of the game.
 In the Galileo game, the “Holy Office” is a combination of two distinct Church institutions, the
Congregation of the Holy Office and the Sacred Congregation of the Index of Forbidden
Books. The former prevented the advance of heretical ideas by identifying heresy and
punishing heretics, while the latter was given the task of determining what books could be
published and enforcing suppression of proscribed books. For the purposes of this game, they
are combined into one unit.
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Dates, Topics, and Assignments (these may be subject to change; check your email regularly,
please)
August 24 – Introduction to the Course: Political, Religious, and Philosophical Conflicts from 1500-1700
No reading assigned.
August 26 – Crisis in Religious Belief
In advance of class, read the following selections:
 Elton, “A Political Interpretation of the Reformation” (reader)
 Cameron, “The European Reformation” (reader)
 Calvin, “Articles Concerning Predestination” and “The Necessity of Reforming the Church”
(Hunt, et al in reader)
 Loyola, “A New King of Catholicism” (Hunt, et al in reader)
 Loyola, “Spiritual Exercises” (reader)
 Decrees of the Council of Trent (Appendix C in Galileo)
 Henri IV, Edict of Nantes (Hunt, et al in reader)
August 31 – Crisis in Scientific Thought
In advance of class, read the following selections:
 Introduction to Astronomy (Galileo, Appendix A)
 Aristotle’s On the Heavens and Posterior Analytics (Galileo, Appendix B)
 Chapter 16, Spielvogel (recommended)
September 2 – Galileo, Astronomy, and the New Science
In advance of class, read:
 Galileo book, including Starry Messenger (Galileo, Appendix D).
 Re-read other appendices (A-C) as necessary for comprehension.
Prepare for quiz and study questions.
Roles Assigned in Class
September 7 – Labor Day
No classes held.
September 9 – Galileo and Factions
In advance of class, prepare for faction quiz and papers, as demanded by role. Re-read game
booklet and read Galileo’s “Letter to the Grand Duchess Christina” (Appendix E), study role and
read supplemental material, as demanded by role.
Factual Quiz 1 (in class, taken by factions)
September 14 – Meeting at College of Rome (led by Moderate Professor of Mathematics)
In advance of class, prepare papers/speeches as assigned, be ready to give and/or discuss lectures
at College of Rome.
September 16 – First Session of the Holy Office (led by Cardinal Bellarmine)
In advance of class, prepare papers/speeches as assigned, be ready for Trial Session 1 (Phase 1).
September 21 – Party at Prince Cesi’s Palace (directed by host, Prince Cesi)
In advance of class, prepare papers and witty party fare (be it edible or intellectual) by faction.
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September 23 – Second Session of the Holy Office (led by Cardinal Bellarmine)
In advance of class, prepare papers and make certain faction is repared for concise summary
argument to present at Holy Office in Trial Session 2 (Phase 1).
Holy Office votes on 1616 questions, Grim Reaper Lottery
September 28 – At the Consistory (end Phase I)
In advance of class, prepare papers if required, all others read Galileo’s Dialogue on the Two Chief
World Systems (Appendix F). Devise strategy to ensure election of a pope favorable to your
perspective.
Factual Quiz 2 (in class, taken by factions)
Election of a New Pope.
Time Passes. GM sends statement outlining changes and distributes role modifications in
consequence of time’s passing.
September 30 – At the Holy Office, Trial Session 1 (Phase 2).
Substantial time passes between Monday and Wednesday, resulting in many changes. In advance
of class to be held on September 30, prepare papers according to role (note that many roles will be
modified in consequence of the passage of time); prepare for Trial Session 1 (Phase 2).
October 5 – At the Holy Office, Trial Session 2 (Phase 2).
In advance of class, prepare papers according to role for Trial Session 2 (Phase 2).
October 7 – At the Holy Office, the Final Trial Session.
In advance of class, prepare papers according to role for final Trial Session.
Holy Office votes on 1632-33 questions.
October 12 – Galileo Wrap-Up
In advance of class, prepare final essay, if applicable.
October 14 – Science, Tradition, and Absolutism to 1700
In advance of class, read the following selections:
 Postan, “Why was Science Backward” (Short History in reader)
 Dingle, “Copernicus and the Planets” (Short History in reader)
 Clark, “Motives for the Scientific Revolution” (reader)
 Bacon, selections from Novum Organum (Beatty and Johnson in reader)
 Newton, selections from Optics and Principia (Beatty and Johnson in reader)
Quiz 3 today (Scientific Revolution)
October 19 – Fall Break
No classes Held
October 21 – Politics, Tradition, and Absolutism to 1715
In advance of class, read the following selections:
 Durand, “What is Absolutism” (Hatton in reader)
 Trevelyan, “The English Revolution” (reader)
 Hobbes, Leviathan (Beatty and Johnson in reader)
 Bossuet, Politics Drawn From the Very Words of Holy Scripture (Beatty and Johnson in
reader)
 Chapter 15, Spielvogel (recommended)
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October 26 – Politics, Tradition, and Absolutism to 1715
In advance of class, read the following selections:
 “Confronting French Society During the Fronde” (Beik in reader)
 Civil War, Cromwell, and Restoration (Tierney in reader)
 Locke, Selections (Beatty and Johnson in reader)
 Court of Louis XIV (Tierney in reader)
Quiz 4 today (Absolutism to 1715)
October 28 – Religion, Tradition, and Absolutism to 1715
In advance of class, read the following selections:
 “Religion and Social Protest” (Tierney in reader)
 “Cromwell and the Interregnum” (Tierney in reader)
 “Absolutism and the Churches” (Beik in reader)
 “Absolutism in Practice” (Tierney in reader)
 Revocation of the Edict of Nantes, 1685 (reader)
November 2 – Staging Absolutism
In advance of class, read Chapter 17, Spielvogel (recommended).
Essay One Due.
November 4 – Politics and Tradition in the Age of Enlightenment
In advance of class, read the following selections:
 Crocker, Age of Enlightenment (reader)
 McMahon, Enemies of the Enlightenment (reader)
 Political Ideas (Tierney in reader)
 Encyclopedia Articles (Regicide, Paternal Authority, Sovereigns)
November 9 – Persian Letters
In advance of class, read the following:
 Montesquieu, Persian Letters (tba)
November 11 – Persian Letters
In advance of class, read the following selections:
 Montesquieu, Persian Letters (to end)
November 16 – Religion, Culture, and Tradition in an Age of Enlightenment
 Theism and Atheism (Tierney in reader)
 Encyclopedia Articles (Priests, Christian Religion, Sacrament and Sacraments, St.
Bartholomew’s Day, Intolerance, Christian Religion, Believe, Credulity, in reader)
 Diderot, Supplement to Bougainville’s Voyage(in Rameau’s Nephew)
November 18 – Science and Tradition in the Age of Enlightenment
In advance of class, read the following selections:
 Diderot, D’Alembert’s Dream (in Rameau’s Nephew)
 Frontispiece of the Encyclopédie (in reader)
 Map of the System of Human Knowledge (in reader)
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November 23 – Science and Tradition in the Age of Enlightenment
In advance of class, read the following selections:
 Encyclopedia Articles (Science, Cosmology, Invention)
 Rousseau, Discourse on the Moral Effects of the Arts and Sciences
Quiz 5 today (Religion and Science in the Age of Absolutism)
November 25 – Thanksgiving Break
November 30 – Politics and the Problem of Enlightenment
In advance of class, read the following:
 Krieger, Kings and Philosophers (reader)
 Scott, Enlightened Absolutism (reader)
 Roberts, Revolution and Improvement (reader)
 Encyclopedia Articles (Revolt, Nobility in reader)
December 2 – Culture and the Problem of Enlightenment
In advance of class, read the following:
 Rousseau, Letter to d’Alembert on the Theatre (in Politics and the Arts)
 Encyclopedia article on Geneva (in Politics and the Arts)
 Blum, The End of the Old Order in Rural Europe (reader)
Quiz 6 today (Politics and Culture in the Age of Enlightenment)
December 7 – Course Wrap Up
December 14 – Essay Two due to the History Department by 2 pm.
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Textbooks
 Spielvogel, Jackson A. Western Civilization, 7th ed. Wadsworth Publishing, 2008.
 Purnell, Frederick, et al., The Trial of Galileo: Aristotelianism, the "New Cosmology," and the
Catholic Church, 1616-33. Longman, 2007.
Primary Sources
 Diderot, Denis. Rameau's Nephew, and Other Works. Hackett Publishing Company, 2001.
 Montesquieu. Persian Letters. Oxford University Press, 2008.
 Rousseau, Jean-Jacques. Politics and the Arts: Letter to M.D. Alembert on the Theatre. Cornell
University Press, 1968.
Primary Source Collections
 Beatty, John Louis and Oliver A. Johnson. Heritage of Western Civilization, Vol. 2, Eighth Edition,
8th ed. Prentice Hall, 1994.
 Beik, William. Louis XIV and Absolutism: A Brief Study with Documents. Bedford/St. Martin's,
2000.
 Hunt, Lynn, et al. Sources of The Making of the West, Peoples and Cultures: Volume II: Since 1500,
3rd ed. Bedford/St. Martin's, 2008.
 Tierney, Brian. Western Societies: A Documentary History, volume 2, 2nd ed. McGraw-Hill
Humanities/Social Sciences/Languages, 1999.
Secondary Sources
 Beik, William. Louis XIV and Absolutism: A Brief Study with Documents. Bedford/St. Martin's,
2000.
 Blum, Jerome. The End of the Old Order in Rural Europe. Princeton, N.J: Princeton University
Press, 1978.
 Cameron, Euan. The European Reformation. Oxford: Clarendon Press, 1991.
 Clark, G.N. Early Modern Europe from About 1450 to About 1720. New York: Oxford University
Press, 1960.
 Crocker, Lester G. The Age of Enlightenment, 1st ed. New York: Harper & Row, 1969.
 Elton, G.R., ed. The New Cambridge Modern History, 2nd ed. Cambridge [England]: Cambridge
University Press, 1990.
 Hatton, Ragnhild, ed. Louis XIV and Absolutism. New York: Macmillan & Co, 1976.
 Krieger, Leonard. Kings and Philosophers, 1689-1789, 1st ed. New York: W. W. Norton, 1970.
 McMahon, Darrin M. Enemies of the Enlightenment: The French Counter-Enlightenment and the
Making of Modernity. Oxford University Press, USA, 2002.
 Roberts, J.M. Revolution and Improvement: The Western World, 1775-1847. Berkeley: University
of California Press, 1976.
 Scott, H.M. Enlightened Absolutism: Reform and Reformers in Later Eighteenth-Century Europe.
Ann Arbor: University of Michigan Press, 1990.
 Trevelyan, George Macaulay. The English Revolution, 1688-1689. New York: Oxford University
Press, 1965.
 A Short History of Science: Origins and Results of the Scientific Revolution, a Symposium (Garden
City, N.Y: Doubleday, 1959)
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