Components of a college essay

This assignment involves the preparatory work necessary to write a college-level research or essay paper; it relates to developing skills for successful undergraduate research. An actual essay is not required, but principal components of researching and writing an essay, explained below, are required and evaluated in this assignment. These essay components include 1) an outline, 2) a listing of peer-reviewed sources and 3) concise explanations of your choices of sources. Click all links in these instructions to help you understand terms, requirements, and additional resources. Here are the two topics from which you will choose one and devise the components: A. Charlemagne admonished bishops; Pope Gregory VII condemned an emperor. Explain how these statements reflect the changes in church-state relations in medieval Europe from ca. 800 to 1122 A.D. and how those changes were implemented. This essay topic does not involve the Knights Crusade, often mistakenly called the First Crusade. Part 1. Having chosen an essay topic, devise an outline with six major sections, including an introduction in which you indicate the main ideas or themes you would discuss in your essay. Click this link if you are unfamiliar with writing outlines Links to an external site. . If you choose Essay A, the information for your outline should come from the lecture notes in Topic 6, "Early Medieval Europe. . . . "B. Charlemagne," and from Topic 9, "IX. Reform of the Catholic Church," sections A., B. and C. Section D. on the Crusades is irrelevant to this essay topic. If you choose Essay B, you will draw information from Topic 11, sections XI. E. and F. The 'model essays' also include essential information for the essay topics. To receive a score in the "exceeds expectations" category in the grading rubric, devise an outline with seven main sections, including an introduction (see the "Components: Outline" section in the grading rubric in "Submission of Components Assignment" ). Within each major section, include two sub-sections. For example, in an essay on medieval noblewomen that followed a chronological organization, the first main section might be: "I. Early Medieval Clerical Treatment of Women," with two sub-sections, the second main section, "II. Early Medieval Germanic Treatment of Women" and so on. Here is the format for your assignment with examples from an essay on Medieval women. [see also "Model Components Assignment: Women in the Renaissance"]: Top of 1st page, with 1-inch margins on all sides: Course number: HIST 1100-30i, Semester and Year; tab several spaces and type your name. Skip a line: centered on the page the title of your essay topic in double-quote marks (for example, "Contrasting Views of Medieval Noblewomen: Germanic versus Medieval Catholic Attitudes and Treatments"). Do not simply copy the essay topic wording above. Skip 2 lines/double space: First major section: I. Introduction or similar phrasing. Double-space between major sections. Double space. Second major section: for example, 'II. Early Medieval Clerical Treatment of Women.' Next line: Indent Sub-section 'A. Expectations of Catholic Princesses and Queens.' Next line, indented, sub-section 'B. How the Early Medieval Clergy Viewed Women in General.' Continue devising and listing main sections and two sub-sections within the major sections. Part 1 of this assignment, an outline, is accomplished. Parts 2 and 3. In the next section of your submission on the next page, but in the same file, repeat exactly the major and sub-sections from Part I and supply the references, that is, the peer-reviewed studies you would draw upon to discuss the main idea/topic in a major section or in one of its sub-sections. Provide one reference for either the major or a sub-section, not both; only one source per major/subsection will be recognized for evaluation. A reference for your introduction is unnecessary. Considering the SUU library holdings, search for references first in the JSTOR Links to an external site. database and only, if necessary, in EBSCO Links to an external site. . That database is cumbersome and does not clearly distinguish peer-reviewed citations from sources not vetted by experts. Your references must refer to books and journal articles (online or hardcopy) and must refer to peer-reviewed Links to an external site. sources. Borrowing from Webster's Dictionary, "peer review" means "a process by which something (as for research and publication) is evaluated by a group of experts in the appropriate field." The information prepared by the experts generally appears in publications such as monographs (specialized academic books) and journal articles. Click this link Actions to learn more about the publication process and the kinds of sources that are and are not peer-reviewed. You may cite two or more articles or chapter titles from a book, but each article/chapter must be different and the title of the chapter must be quoted with page references. No repetition of books, except if citing different chapters, and no repetition of articles. Helpful hint: If the web page with your source has advertisements, it is very unlikely the source is peer-reviewed. Run from the Money! Besides no repetition of sources, here is a checklist of unacceptable references: book reviews encyclopedias of any kind websites such as blogs, historical societies, popularized special-interest sites such as The Medievalist.Net, The History Channel, etc., papers, essays, or lectures from professors or students. Other specialists have not vetted lectures and papers. collections of primary sources course materials (the ebook or primary sources) lecture notes All sources obtained through the Internet should have a DOI reference number; if not given, in its place, provide the URL address of your source. If you located a source from the EBSCO database, be sure to provide the direct URL address to the source, not the link through EBSCO. Points will be deducted from your score if your URL address refers to the EBSCO website. Your references must be cited according to the format for bibliographies following The Chicago Manual of Style. Links to an external site. Basic rules for citations include: Cite the author, the last name first, followed by the first name. If there is more than one author, cite the first name first of the second and additional authors and separate authors with a comma. Article and chapter titles are in double quotation marks. Monograph, book, and journal titles are in italics, not quote marks. If citing a chapter in a published book Links to an external site. : The last name first, first name second of the author(s). “Section or Chapter title” in double quotation marks, not italics; only the title of the book or edited volume is in italics. If the volume's editor is different than the author of the chapter, then type the editor(s)'s name(s). Indicate pages of the chapter, city of publication, name of publisher, and date of publication. There is no need to include the month that a journal has been issued. The different components of bibliographic information are separated by periods, not commas. Full pagination for chapters or journal articles Place and the full name of the publisher of books (not required for journal titles) Consistent font, no ALL CAPS Part 3 consists of explaining why you cited a particular article or book. For example, in a paper about the treatment of women in the early medieval era, in either the main section or a sub-section, you need to present evidence about how the early medieval church treated women. You would discuss how early medieval clergy viewed different women--royal, noble, lower-class, nuns, etc. An explanation such as 'I chose this book because it talked about how the church treated women' is vague and inadequate. It must be clear that you have perused the source you are citing, not simply choosing it based on the title or keywords. I will not accept sources for credit that you would have to pay to gain access to or the sources to which you have only partial access, such as those with only an abstract. If I cannot gain access to a source cited, no credit will I give until I have proof that access was achieved. For examples of peer-reviewed sources and explanations for choosing sources, see the "Model Components Assignment: Women in the Renaissance." For more examples of inadequate and useful explanations for selection choices, follow this link Actions . Do not provide a separate page or section of "Sources Cited" or a bibliography. Warning about Documentation and Plagiarism. Anyone guilty of plagiarism will receive a ‘0’ grade for the paper and other penalties are permissible according to the SUU policy 6.33 on “Academic Integrity.” Links to an external site. Students must read and understand SUU's policies on "Academic Honesty" and "Dishonesty Links to an external site. ." All written work will be submitted to Unicheck, an Internet-based plagiarism detection service. All words not referring directly to a citation that have been copied from a source, published or unpublished (including course lectures, instructions, etc.), must be marked with quote marks and with the appropriate citation format (the Chicago Manual of Style (Links to an external site.) ). MLA citation style is unacceptable. For example, if a student were to copy the very same headings I used in my lecture notes about the medieval church vs. the state ("A. Restoration of the German Empire. . . . B. A Monastery in Cluny," etc.) and not provide a reference to Curtis Bostick, Lecture notes, "IX. Reform of the Catholic Church and the Crusades." this copying without attribution, i.e., clear referencing, is plagiarism. The infraction is the same if a student were to copy a classmate's writing. Both cases are instances of plagiarism. A final word about plagiarism: to determine if plagiarism has occurred, the person accused's intent is not considered. In other words, if a student has copied from any source, book, classmate, instructor, etc., and not provided a reference to whom or what was copied, plagiarism has occurred, regardless if a student claims she did not understand what constitutes plagiarism, or he just forgot to provide a reference or to supply double quotation marks. There are no acceptable excuses for plagiarism. Topic 6: Early Medieval Europe Overview With this new topic, the world of late antiquity is left behind as the course moves into the study of a new European civilization that retained many ideas and institutions of Rome. Nonetheless, foundational changes occurred as the Roman classical world was transformed into a very different culture. In contrast to late antiquity, in the early medieval era, one observes that (relates to key points of lecture): 1) the Roman commercial economy was reduced to a strictly agrarian economy; towns dwindled, as their populations shrank, while nobles lived off the labor of peasants and serfs. 2) Infantry-based armies were superseded by cavalry-based armies, a transition from Roman legions to medieval knights. 3) Much simplified administrations replaced Rome’s bureaucracy; a king’s personal household also constituted the government. 4) An intellectual and ethical revolution took place in terms of attitudes, i.e., from humanist classical values to Catholic Christian morality and ethics, which also involved a major change in education. 5) And political decentralization and fragmentation supplanted centralization. The imperial administration was disbanded as German chiefs and kings administered provinces, and their authority was limited. Out of these dramatic and long-term changes, one German tribe surpassed all other German tribes that had invaded Rome’s frontier: that tribe was the Franks. One more point of interest before delving into these lectures involves the dating of centuries and eras in the Middle Ages. Ruminate on this table: The information in Topic 6 is covered in the ebook, Hunt, et al., The Making of the West, Vol. I: To 1740, in chapters 8 and 9. Also, note that the information about Charlemagne and the papacy in this time period you will need if you choose the first essay topic in the assignment, "Components of a College Essay." VI. Early Medieval Europe A. The Franks. The Franks were among the Germanic nations of people encroaching upon Roman borders in northern Europe [see textbook map.] Eventually, the Franks gained control of the Roman province of Gaul (giving their name to modern-day France). For some time, Frankish nobles had intermarried with Gallic-Romans. Together they formed a new ruling class. They became the great landowners, the nobles, who exploited the labor of peasants. Although the central Roman administration was gone, the Frankish leaders collected taxes and maintained a semblance of order. 1. Clovis (d. 511). The Frankish king, Clovis, through his military power and with the support of the Catholic church, defeated all his rivals. He was a ruthless leader, before and after he converted to Catholic Christianity, ca. 496. Although converted, Clovis did not give up his aggressive tendencies; he battled, plotted, connived, and murdered his way to the top. The Catholic church won a major coup with the conversion of Clovis. Where Clovis ruled, churches and monasteries were built. He established a new line of kings over the Franks, the Merovingian dynasty. 2. Carolingians. By the eighth century, the Merovingian line of Frankish kings had been replaced by a new family dynasty, known as the Carolingians. The last of the Merovingian kings was weak; the Frankish kingdom was divided among two and sometimes three kings. Gradually, greater power was obtained by the man known as "Mayor of the Palace," the king's lieutenant and spokesman for the great landowners of the realm. Through this office the Carolingian family seized power. Among the Carolingian rulers to hold the office of mayor of the palace was Charles Martel, "the Hammer" (d. 741). He formed a powerful cavalry and with it repulsed the Spanish Muslims in 732 at the Battle of Poitiers. His victory over a rather small Muslim force inexplicably halted the Muslim advance in western Europe. The Byzantine empire provided a buffer in the east. Charles's victory also signified the superiority of the mounted warrior on horseback, the feudal knight. In order to compete with Spanish Muslims, the Franks became convinced that they too must mobilize their forces. Plus, the Frankish knights learned the usefulness of the stirrup. Adding stirrups to saddles revolutionized medieval weaponry, tactics, and strategy. The mounted knight, adept at shock tactics, became the most important piece on the battlefield. He had to train many hours, and he had to own enough land to supply him with several horses. This military innovation also had social consequences as a greater chasm separated the knights, whose business was warfare, and the peasants, whose business was working the land. Charles's son, Pepin III, “the Short” (d. 768), further increased the power and prestige of the Carolingian family. In 751 with papal blessing, Pepin was proclaimed “King of the Franks,” usurping the position held by the Merovingian dynasty which began with Clovis. The last of the Merovingian kings died with no close relative to succeed him. Pepin did not think his position was strong enough in the Frankish nation to oust the cousin of this king. He made overtures to church leaders to see if they would sanction his rule. It was not at all certain that the church would cooperate. Charles Martel had ransacked monasteries and treated the church shabbily. Nevertheless, the pope accepted Pepin's bid for the throne. Elsewhere, the papacy faced its own problems with the Lombards, another German tribe that was aggressively acquiring more authority in Italy. Pope Stephen requested that the newly crowned Pepin free the papacy from interference by the Lombards. An alliance was cemented between the Franks and the papacy as Pepin defeated the Lombards (755) and granted to Pope Stephen the lands surrounding Rome. This territory became known as the Papal States, a band of land cutting Italy in half. B. Charlemagne (768-814). Pepin's surviving successor was his son, Charles the Great, or Charlemagne. This extraordinary Frankish ruler continued the expansionist program of his father. He forced conquered German tribes to become Catholic Christians even when he had to slaughter thousands, e.g., the Saxons in northern Germany; war with the Saxons lasted thirty-three years. Charlemagne’s empire eventually extended over modern-day France, Belgium, Holland, Switzerland, western Germany and most of Italy [see textbook map]. His imperial vision was officially recognized in the title he received on Christmas Day 800. Pope Leo III (795-816) crowned him, “Emperor of Rome,” a title without occupant since 476. The eastern Byzantine emperor acknowledged Charlemagne's title and accomplishments. Some physical notes about Charlemagne. He appears to have been exceptionally tall for his time, six feet, three inches. He loved to swim; at his capital, Aachen (or Aix-la-Chappelle), he had pools and baths. Sometimes a hundred guests were hot-tubbing. Although a great ruler, he was illiterate. He attempted to learn to write, but his biographer, Einhard, said he began too late in life [see SWT Readings]. 1. Charlemagne's administration. Charlemagne's empire was vast. Not until the time of Charles V, emperor 1519-55, would a kingdom be as large as Charlemagne's. His government had to contend with enormous distances and poor communications. Therefore, he ruled his empire through counts, about 250. The counts governed a district for Charlemagne. A count was usually a high nobleman loyal to Charles. Their income was derived from land grants bestowed on them by Charlemagne. The counts began to look upon the land grants as hereditary possessions to be passed on to heirs upon their death. Counts intended to rule their grants autonomously. To thwart this fragmentation, Charlemagne was forced to travel constantly, holding court, hearing cases, and inspecting the work of the counts. He also commissioned special royal agents, missi dominici. These were lay and clerical officials (counts and bishops) sent out by Charlemagne on annual visits to ensure his policies and laws were enforced. Their effect on improving the emperor's administration, however, was marginal. Charlemagne was unable to maintain a loyal, efficient bureaucracy. In an attempt to train a better bureaucracy, Charlemagne initiated a significant educational reform. He intended to educate nobles' sons and daughters (his own daughters were educated), and he was seriously concerned about the intellectual shortcomings of the clergy. Charlemagne invited (or kidnaped) the best scholars of Europe to his court. Led by the renowned Anglo-Saxon scholar, Alcuin of York (England, 735-804), this group of scholars began a reform of education later known as the Carolingian Renaissance. Among their accomplishments, they maintained a school providing instruction in the basic liberal arts: grammar, logic, rhetoric, arithmetic, geometry, astronomy, and music theory. Heretofore, practically all education was handled by monasteries and some private tutors. Charlemagne's school, which also devised a beautiful and standardized handwriting (Carolingian minuscule), was formed to instruct nobles’ sons and clerics in administrative skills. They revitalized interest in classical literature through collecting and editing ancient manuscripts. Preserved classical texts. 90% of the texts we have from the classical world we owe to the monks and nuns of the Carolingian age. Also, they worked on Biblical texts. Actually, the educational reforms of Charlemagne affected very few. 2. Disintegration of Charlemagne's Empire. Charlemagne's sole surviving son, Louis the Pious (814-40), received the empire intact. He had two wives and four sons. He intended to violate custom and pass on the majority of the kingdom to his eldest son and give the rest substantial but not equal holdings. Dissension arose between father, wives and sons; war ensued amongst them. The final outcome in 843 was the Treaty of Verdun. The empire was divided into three areas: roughly France in the west, Germany in the east and the in-between section fought over (through most of European history) by east and west. The great empire of Charlemagne was gone, and Europe was soon to be more fractured than it had been when the western Roman empire collapsed. IX. Reform of the Catholic Church and the Crusades Recognize these key points" 1) How unorganized, poorly led and directionless was the early medieval church, except for certain competent leaders in particular areas 2) The impact of the Cluniac reform program (see Ozment's quote) 3) The reformist/ambitious mentality of Pope Gregory VII 4) A general understanding of the churchstate conflict. Note that this development is one of the essay topic options for the "Components" assignment. A. Restoration of the German Empire. After the demise of Charlemagne’s empire, a struggle ensued between the remnants of imperial power in eastern German lands, the counts, and local major landowners. By the late ninth century, the indigenous leaders were the more powerful figures; they are referred to as stem or tribal dukes. They ruled their domains independently of each other. They faced a serious threat: the Magyars. The German dukes realized that they could not defeat the Magyars unless they joined forces and appointed one of their own as king and commander-in-chief. The first duke to gain an advantage from this policy was from Saxony, one of the northern German principalities. Note: these leaders were not from the Carolingian line; rather, the new emperors came first from Saxony, a German duchy in the north [see textbook map]. The first Saxon duke to claim the title 'emperor' was Otto I (936-973). Later these emperors were referred to as the Holy Roman emperors; yet, they were neither 'Roman' nor particularly holy. Like the Carolingians, Otto appointed bishops and abbots in his realm and invested them with the appropriate spiritual regalia, the practice known as lay investiture. With these bishops and abbots supporting him, Otto subdued all his rivals. The bishops and abbots were loyal suppliers of knights and resources, and they provided a network of support for the king. Later, Otto became the ally of Pope John XII (956-63). John was a notoriously bad pope; he became pope at age sixteen. After defeating the Roman forces opposing the pope, Pope John crowned Otto the "Roman Emperor" on 2 February 962. Otto promised protection over the papal states. Soon Pope John resented imperial interference. He joined the Italian opposition against Otto. The emperor responded by convening a church council that deposed John and appointed a new pope. Otto intended to select future popes just as he appointed bishops in his realm. For the next one hundred and fifty years, German emperors interfered in papal elections, sometimes handpicking popes. B. A Monastery in Cluny. To say that the leadership of the Catholic church had fallen on hard times in the ninth and tenth centuries would be understating its decline. The papacy, in particular, descended into the depths of mismanagement and scandal. The papal office was fought over by Roman noble families and factions. The rest of the ecclesiastical hierarchy did not fare much better. Kings and emperors treated bishops as civil servants, while bishops often behaved as worldly as their secular counterparts. There were a significant number of clergy with wives, referred to as concubines. Church offices were sold and bought as if they were mere property, a vice called 'simony.' The practice of lay investiture and the widespread laxness of many clerics spurred a major renewal movement in the medieval church. The reform movement began in a Benedictine monastery in Cluny (east-central France); it was founded in 910. The local secular lord was persuaded to give up all his rights to the monastery and surrounding lands. Instead of local supervision, Cluny enjoyed a special papal guarantee of protection. Cluny rejected lay investiture; the monks from Cluny taught papal submission—all monks and clergy should be subject to the pope. The Cluniac program forbade clerical marriage and denounced concubinage; no clergy should have “hearth-mates.” The abbot of Cluny gained control over a network of priors, heads of 1,500 monasteries throughout France and Germany. “The Cluny reformers resolved to free the clergy from both kings and 'wives,' to create an independent and chaste clergy. Thus, the distinctive western separation of Church and state and the celibacy of the Catholic clergy, both of which continue today, had their distinctive origins in the Cluny reform movement” (Steven Ozment). Effect on the papacy. In conjunction with the Cluniac movement, several popes in the eleventh century instituted reforms to curb abuses and establish independence from emperors. Synods were convened condemning concubinage and simony. Pope Nicholas II (1059-61) established the College of Cardinals (1059). This body of high church officials was formed to elect all future popes, without imperial interference. C. Pope Gregory VII (1073-85) and the Investiture Conflict. The Cluniac reform reached the papacy and a new group of reformed popes would no longer permit lay investiture. The clash in policies between the German emperor and a Cluniac-inspired pope occurred in the pontificate of Gregory VII. Emperor Henry IV (1056-1106) intended to rule his German subjects (and german dukes if possible) with bishops at his beck and call. The new pope, Gregory VII, had other plans for the bishops. Pope Gregory envisioned a united Christendom, ruled not by emperors, but by the successors of Peter, that is, popes administering over a papal monarchy. Gregory unabashedly proclaimed his exalted view of papal authority. He proclaimed that priests of Christ were masters and fathers over kings and princes, who he accused of seizing power through plunder, treachery, and murder. Instead of following Christ as the clergy did, secular rulers fell prey to the ploys of the Devil. In 1075 Gregory decreed that no secular authority might appoint churchmen to office upon punishment of excommunication (condemnation applied on the basis that popes held the ‘keys’ of heaven and hell granted to Peter and his successors). Bishops and all other church officials were to receive their offices through the proper channels authorized solely by the pope. The ban of excommunication upon a secular lord freed their feudal vassals from loyalty to the excommunicate. Emperor Henry IV viewed this papal bull (named for the seal—in Latin bulla—on papal pronouncements) as a threat to a long-established tradition. The employment of church officials for the benefit of the state had been going on for centuries. Henry needed ‘his’ bishops to govern his empire. The dukes of Germany, seizing the opportunity to weaken Henry, supported Pope Gregory. In 1076, the German bishops, however, remained loyal to Henry and publicly stated so; they refused to acknowledge Gregory as pope. Pope Gregory responded by excommunicating Henry and releasing all his subjects from any obligation to serve the emperor. The German princes revolted. Henry was caught unprepared. He approached Gregory at his fortress residence in Canossa as a repentant sinner. For three days the emperor stood barefoot in the snow before the castle door pleading for forgiveness. Gregory relented and lifted the ban of excommunication. Evidently Henry was not sincere for he immediately regrouped his forces, defeated his German rival, and marched against the pope. Again Gregory excommunicated Henry (1080), but the pope was forced to flee Rome as an imperial army invaded. Pope Gregory died at Salerno in 1085, and the conflict between emperor and pope continued through their successors. Not till the Concordat of Worms in 1122 was the struggle settled by way of compromise. It was agreed that emperors would no longer invest the high clergy with the symbols of their spiritual office, but they could invest them with their secular lands, their fiefs. Also emperors were granted the right to be present at the elections of bishops and abbots. The two great powers of Europe had fought it out. The papacy had indeed become a commanding force in the European political arena, yet the secular imperial power retained considerable influence in local church affairs. The Cluniac reform breathed new life into the church at all its levels, from monks to bishops, and even reached the headquarters of the church, the papacy. New found moral superiority bred boldness. Gregory claimed to be the 'soul' inspector of men's conduct, including men wearing crowns. The reform movement also exposed the tension, perhaps better, the paradox, at the top of the Catholic church administration. Many clergy had forsaken the ideals of Christianity—self sacrifice, discipline, purity, concern for the poor and powerless. The Cluniac reform cleaned up abuses, but to ensure widespread reform the church began to operate on the same playing field as secular powers, using similar tactics of intimidation and propaganda. The most bitter clashes between popes and secular rulers were still to come. Checklist for Components assignment [click] Common Mistakes Citing sources that are not peer-reviewed. The main purpose of this exercise is to instruct students to distinguish peer-reviewed information from the overwhelming mass of Internet information, propaganda, lies, biased reporting, behavioral stimulants, etc. Hence, the strong recommendation to search for qualified sources in JSTOR. If you use EBSCO to conduct your search, follow these instructions to locate only peer-reviewed documents. Go to the SUU Library homepage Links to an external site. . Click in the big red box, "Search Sherratt Library Resources," and type your keywords, and click the box underneath, "Find full text (for articles)". Click "Go T-Birds." After the article and book titles appear, look on the left side of your screen to the section titled, "Refine Results." Scroll down to the section "Limit by Source Type." Click the boxes, "Academic Journals" and "Books" and only articles and books peer-reviewed will show. The key to this search is choosing the most relevant keywords. For another helpful website with the "CRAAP" test, click here Links to an external site. . Citing an article that is only 1 or 2 pages long. Short articles are insufficient to serve as a source. An outline that does not indicate key themes or developments related to the essay topic. The 'model ' essays are provided to show what topics and developments should be discussed; also, the lecture notes address the causes and results of the historical events presented in the essay topics. An outline on either of the essay topics above must include information from secondary sources, i.e., the model essays and the lecture notes. Titles of sections or sub-sections in an outline that are too general or skimpy and do not inform what would be covered. Example: "A. Law." Such imprecise headings for sections are useless. Citing a source that is not clearly connected to the facts of a statement or to the essay topic's time frame; the source needs to relate in time and content to the main idea or sub-topic. Not giving yourself enough time to conduct research; this assignment is not the kind to start working on a couple of hours before it is due. Below is a model outline to help you visualize how your submitted document/file should look for the Components assignment. This assignment's essay topic is: "Discuss whether women had a Renaissance. From ca. 1350 to 1600, did European women, including all social classes—nobility, mercantile, urban lower class, and peasant—experience a ‘rebirth’ as the word ‘renaissance’ means? Although the time frame of this topic would include the sixteenth-century reformations, this essay does not ask for a discussion of women's involvement in those movements nor those movements' effect on women." Remember: a written essay is not required. All directions, comments, etc. in [ ]s should not appear in submitted assignments. [Top of page] HIST 1100-30i, Fall 2024 [indicate the year, semester and course number] [Name here] “Restricted Women in the Renaissance” [title centered on the page and in double quote marks] I. Introduction II. Medieval Background A. Opportunities in the Secular World B. Opportunities in the Spiritual World III. Feudal Law vs. Civic Law and Women A. Women in National Monarchies B. Women in Italian City-states III. Royal, Noble, and Middle-class Women A. Found: A Defender of Women, Christine de Pizan B. Declining Opportunities for Urban Women V. Marriage and Renaissance Women A. Domestic Duties B. High Expectations VI. Women's Political Involvement in the Renaissance A. Exceptional Renaissance Queens B. Political Rights. In the Distant Future VII. Women's Social Involvement in the Renaissance A. Courtesans B. Writers, Playwrights and Patrons [end of Part 1. Six major sections are needed for a solid 'A' score in the "Component Outline" category. For more information, see the grading rubric on the "Submission" page.] Parts 2 and 3 [top of next page] I. Introduction In this section, I will cite the thesis from Levin’s essay in which she argues that only a certain group of women gained status during the European Renaissance. [A reference/citation for the Introduction is not necessary. ] Levin, Carole. “Women in the Renaissance.” In Becoming Visible: Women in European History, Chapter VI, pp. 152-73. Edited by Renate Bridenthal, Susan Stuard, and Merry Wiesner. Boston and New York: Houghton Mifflin Company, 1998. II. Medieval Background For information about women in the Middle Ages, I will refer to Stuard's essay in which she provides convincing evidence that in the High Middle Ages, women in urban settings made invaluable contributions to mercantile production. Stuard, Susan. “The Dominion of Gender or How Women Fared in the High Middle Ages.” In Becoming Visible: Women in European History, Chapter V, pp. 128-50. Edited by Renate Bridenthal, Susan Stuard, and Merry Wiesner. Boston and New York: Houghton Mifflin Company, 1998. [It is perfectly fine to refer to different articles or chapters in a collection of essays or a book as long as you cite the different authors in a collection of essays with chapter titles and pages.] A. Opportunities in the Secular World. For this sub-section, I will draw information from Lillich, Meredith P. "Gothic Glaziers: Monks, Jews, Taxpayers, Bretons, Women." Journal of Glass Studies 27 (1985): 72-92, about female glass blowers and other economic avenues available to urban women. [Only one reference is required for the main idea or a sub-section. I added this citation as a guide to a reference for a sub-section; references to a sub-section tend to have specific and more narrow topics.] B. Opportunities in the Spiritual World III. Feudal Law vs. Civic Law and Women. For information about how medieval laws restricted and regulated women, I will refer to: Brundage, James A. Law, Sex, And Christian Society in Medieval Europe. Chicago, University of Chicago Press, 1988. A. Women in National Monarchies B. Women in Italian City-states IV. Royal, Noble, and Middle-class Women, ca. 1350-1500 A. Found: A Defender of Women, Christine de Pizan. For this sub-section, I will refer to Christine Willard's biography of De Pizan. She discusses the entire life of this extraordinary woman and her unique career in which she supported herself by writing. See Willard, Charity C. Christine de Pizan: Her Life and Works, A Biography. Persea, 1990. B. Declining Opportunities for Urban Women V. Marriage and Renaissance Women. A. Domestic Duties B. High Expectations. King details the extreme expectations demanded of wives in what we refer to as 'middle class' families which led to a major increase of domestic servants.” See King, Margaret L. Women of the Renaissance. Chicago: University of Chicago Press, 1991. VI. Women's Political Involvement in the Renaissance A. Exceptional Renaissance Queens. Using Richards' study of Elizabeth I, I will give evidence of the extraordinary power wielded by few queens in the Renaissance era: Richards, Judith M. Elizabeth I. London: Routledge Press, 2011. B. Political Rights: In the distant future VII. Women's Social Involvement in the Renaissance A. Courtesans B. Writers, Playwrights and Patrons. In this section, I will refer to Wiesner's examination of female authors, etc., in "The Creation of Culture." In Wiesner-Hanks, Merry E. Women and Gender in Early Modern Europe, Chapter V, pp. 195-228. 4th ed. Cambridge: Cambridge University Press. 2019. [Note that Parts 2 (citations) and 3 (explanations for why sources were selected) are integrated into a single section. Also, note there is no "Works Cited" or "Bibliography" section.] ** if you have questions i should be able to answer them when i am not at work, ive tried to include everything that would be needed to complete this outline.