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
Add new comment