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Introduction

Teaching the Early Modern World in the Era of Covid-19

Jennifer Mara DeSilva, Whitney A. M. Leeson, and

Barbara Pitkin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

 

Part 1: Expanding the Historical Lens

 

Black Lives Matter, Decentering Whiteness, and Colonialism

Black Lives Matter in the Medieval and Renaissance Classroom: Utilizing Digital Tools to Enable Student Success

Horacio Sierra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

The Other Early Modern Pandemic: Slavery, Colonialism, and Novel Coronavirus

Thomas Franke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Teaching Atlantic History in the Time of Coronavirus and Black Lives Matter

Robin Hermann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Teaching in Liminal Space: Decentering History in a Global Pandemic

Alex Mizumoto-Gitter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

The Sodomite as Scapegoat of Plagues: A Case Study to Introduce the Early Modern Period in the Era of Covid-19

Jaime Hernández-Vargas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

 

Women’s History and Gender Studies

Teaching Early Modern Women’s Writing in the Era of Covid-19

Sara Read and Catie Gill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

The Epistle and the Email: Medieval and Early Modern Women’s Writing and Online Teaching

Dominique Hoche. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

 

Part 2: Adapting to Online Teaching and Learning

 

Pandemic and Pedagogy: Using Digital and Analog Skills to Nurture a Human Community 

Education and Exile: Covid-19 and the Early Modern Experience

Kyle J. Dieleman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

An Epistolary Education

Jimena Berzal de Dios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Dead Letters: Teaching Early Modern Media Online During the Covid-19 Pandemic

Thomas Ward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Journals for a Plague Year: Teaching Early Modern History in the Era of Covid-19

Kira von Ostenfeld- Suske . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Contagion and Creative Reflection: Teaching the Early Modern in the Age of Covid-19

Evan Gurney . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Studying Abroad from Abroad: Moving from On- Site to Online Learning in the Wake of Covid-19

Meghan Callahan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

The Constructed Body in a Disembodied Platform: Interdisciplinarity and Team Teaching in the Age of Covid-19

Jennifer Wu and Allison Gose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Sixteenth- Century Community Bonds in a Twenty- First- Century Teaching Context

Elizabeth Goodwin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Creating a Classroom Community in the Age of Covid-19

Amanda Madden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Video Responses as Sustained Analyses of Literary Texts

Chelsea McKelvey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Virtual Connection: Teaching Religion and Politics in East Asia Online in the Era of Covid-19

Esther Chung-Kim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116

 

Inquiry, Language Teaching, and the Digital Humanities 

Court Studies and the Early Modern Court Residence: A Digital Introduction

Krista De Jonge and Sanne Maekelberg. . . . . . . . . . . . . . . . . . . . .123

Hands-on Humanities in a No-Touch World

Suzanne Magnanini and Sean Babbs. . . . . . . . . . . . . . . . . . . . . . . . .128

Shared Inquiry and (A)Synchronicity: Online Learning in a Freshman Humanities Class

Susan Mobley and Brian Harries. . . . . . . . . . . . . . . . . . . . . . . . . . . .134

“Digital Humanities” Reconsidered: Early Modern Latin Sources in Online Teaching

Isabella Walser-Bürgler. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140

A Futuristic Past: Online Educational Tools to Teach Medieval and Early Modern Periods in 3D and 360 Degrees

Felipe Moraga. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143

 

Part 3: Transforming Topics and Fields

 

Black Death and Plague

Teaching the Black Death with Online Materials

Merry E. Wiesner-Hanks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151

Teaching the Plague in Times of Worry: A Critical Look at Early Modern Literature in the Covid-19 Classroom

Alyssa Falcone. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157

“Dear Boccaccio”: Teaching the Black Death Online during the Covid-19 Pandemic

Beth Petitjean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161

 

Art History

St. Corona: Teaching Art History during a Global Pandemic

Alena Buis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165

Online Scavenger Hunts as Gateways to Early Modern Visual Culture

Brooke Di Lauro. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172

Teaching the Global Baroque during the Pandemic: Backward Design

as a Tool

Christa Irwin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .177

Emphasizing the Human Dimension of Early Modern Art History in

the Midst of a Pandemic

Rachel Miller. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181

 

English History, Literature, Drama, and Shakespeare

Teaching Edward II in the Time of Viral Pandemic

John S. Garrison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185

Teaching the World of Queen Elizabeth I in the Age of SARS CoV-19

Christopher Maginn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188

Can You See Shakespeare Now?

Gül Kurtuluş. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193

The Online Shakespeare Classroom, Corporations, and Lessons Learned during the Covid-19 Crisis

Thomas G. Olsen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199

Teaching The Tempest and Paradise Lost in the Era of Covid-19: Reflections on Displacement, Isolation, Connection, and Empathy

David V. Urban . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204

The Multimedia Age of Melancholy

Elizabeth Sauer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .209

“My Prison House”: Teaching about Incarcerated Shakespeareans during the Covid-19 Pandemic

Sheila T. Cavanagh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .216

Catcalls and Live Chat: Or, How Livestreamed Performances Illuminate the Early Modern Audience

Lindsay Adams. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .220

 

German Literature and the Reformation

A Reformation of Teaching? Entering the Online World

Charles Lipp. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .227

Project-Based

Pedagogy in a Pandemic

Lynneth Miller Renberg. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231

Teaching Hans Sachs in an Online Course: Sixteenth-Century

German

Literature in a Digital Context as a Consequence of the Covid-19 Crisis

Albrecht Classen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

 

Italian History and Literature 

Self-Fashioning from the Screen into the Studiolo: Reframing the Renaissance in Remote Learning

Alexis Culotta. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243

Digital Renaissance Studies: Student Research via the Medici Archive Project’s Online Platform

Brian Sandberg. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .247

 

The Spanish World and Culture

Third-Age Students Explore and Map Early Modern Madrid through Remote Teaching

David Alonso García. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .253

Using Online Resources to Teach Political Thought of the Spanish Golden Age during the Covid-19 Pandemic

David Martín López. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

Turning Students’ Projects into Shareable Digital Content in the Early Modern Spanish Class

Glenda Y. Nieto-Cuebas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .267

Theatre, Adaptations, and Adapting to Quarantine

Erin Alice Cowling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .271

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