Skip Navigation
UT wordmark
College of Liberal Arts wordmark
history masthead
Jacqueline Jones, Chair 128 Inner Campus Dr., Stop B7000, GAR 1.104 Austin, TX 78712-1739 • 512-471-3261

Julia M Gossard

M.A., The University of Texas at Austin

PhD Candidate; Named/Endowed Fellow
Julia M Gossard



Julia M Gossard is a PhD Candidate in the History Department at The University of Texas at Austin, studying early modern European history, especially France, under the guidance of Dr. Julie Hardwick. In 2014-2015 Julia is a Named/Endowed Fellow from The Graduate School at the University of Texas at Austin. She will defend her dissertation, "Reforming Children: The Pedagogy, Commerce, and Politics of Childhood in the Early Modern French World" in July 2015.

During the 2012-2013 academic year, Julia conducted research for her dissertation in Lyon, Paris, Rouen, and Aix-en-Provence, France thanks to funding from a year long Departmental Fellowship from the History Department at UT, The Society for French Historical Studies Marjorie M. and Lancelot L. Farrar Memorial Award for the best dissertation in progress at a North American university, and The American Society for Eighteenth-Century Studies Robert R. Palmer Research Travel Award.  Julia received her B.A. with Honors in the Liberal Arts and Departmental Distinction in History from Southern Methodist University.  After completing her Master's thesis, "Educating Lyon’s Poor: Children, Charity, and Commerce in the Seventeenth Century," Julia received her M.A. from The University of Texas at Austin, While at UT, Julia served as a Supplemental Instruction Supervisor for the Sanger Learning Center, a Supplemental Instructor for the History Department and the Thomas Jefferson Center for Core Texts & Ideas, a Mentor in the Intellectual Entrepreneurship Pre-Graduate School Internship Program, and as the Co-Coordinator for the History Department's Symposium on Gender, History, and Sexuality.  Additionally, each summer Julia serves as the Program Assistant to her alma mater's study abroad program, SMU-in-Paris.


Early Modern France; Education; Childhood & Family; Women & Gender; 17th-Century Society

HIS 306N • Global Early Modern Europe

38173 • Fall 2015
Meets MWF 1000am-1100am GAR 1.126
(also listed as EUS 306 )
show description

Historians use the term “early modern” to describe the period in European history between the end of the Middle Ages in the fifteenth century and the Age of Revolutions in the late eighteenth and early nineteenth centuries. In many ways, the early modern period was a time of transition. States were in the process of solidifying their power; religious reformations were redefining beliefs, cultures, and practices among the people; the exploration of the globe was intensifying, resulting in the creation of empires; and the economy was undergoing a transition to capitalism.

At the same time that Europe was undergoing major social, political, and economic transitions, Europe was also expanding westward and eastward, exchanging with new cultures.  This survey course will pay special attention to the expansion of Europe to the New World, the Mediterranean, Africa, Asia, and Southeast Asia, exploring how Europe exchanged goods, people, ideologies, and culture with these societies.

Topics covered include: Renaissance(s); the Reformation(s); State-Building; the Scientific Revolution; Global Expansion and Exchange; Impact of Slavery, Smuggling, and Spices on Europe; the Enlightenment; French Revolution.

 COURSE OBJECTIVES:By the end of the course, students will:1) Have a solid grounding in the history of early modern global Europe (1400-1800), preparing them for upper-division courses.2) Understand historical change along with historical continuity3) Confidently cite and analyze (translated) primary source documents from early modern Europe4) Identify “key” developments in global early modern European history including the Renaissance(s), the Reformation(s), the Scientific Revolution, the Enlightenment, and the French Revolution.

Required Books & Materials:     

Books to Buy, Rent, or Check-Out from the Library:

·     Merry Weisner-Hanks, Early Modern Europe, 1450-1789 (2nd edition; ISBN: 978-1107643574) – There is a kindle edition of this book that is very good and reasonably priced.

·      Niccolò Machiavelli, The Prince (ISBN: 978-0486272740 – Dover Thrift Edition; Though any copy will work)Some

Readings to be Posted on Canvas:

·    Alberti, On Painting

·    Geneva Consistory Records

·    Duc de Saint Simon, The Court of Louis XIV

·    Jan Brueghel the Younger, “Satire on Tulip Mania,” c. 1640


10% Class Attendance and Participation

25% Reflection Papers20% Mapping Early Modern European Exchanges

20% Mid-Term Exam

25% Final Exam


“The Crown’s Catholic Subjects: Lyon’s Écoles de Charité and the French State, 1660-1689,” Proceedings of The Western Society for French History, Volume 39 (2011) (Peer Reviewed Article)

“Review: State of Virginity: Gender, Religion, and Politics in an Early Modern Catholic State,” Not Even Past,
February 17, 2013, modern-catholic-state-2004

“Les Misérables: A Historian’s Review,” The Alcalde, January 16, 2013,

“Why is Anne Hathaway So Sad? The History Behind Les Misérables,” Not Even Past, January 14, 2013,

"Review: Sarah's Key," Not Even Past, September 9, 2011,

"Death and Decadence: Vatel," Not Even Past, May 9, 2011,

"Review: A Tale of Two Murders: Passion and Power in Seventeenth-Century France," Not Even Past, October 2010,

Supplemental Instruction

What is SI?

Supplemental Instruction (SI) aims to improve student performance in historically difficult classes by offering voluntary discussion sections led by specially trained graduate students and selected undergrads. SI leaders serve as master students who combine what to learn with how to learn it. The leader also teaches students to process course material more effectively by modeling and discussing the critical thinking skills important for that discipline.

This information comes from the Sanger Learning Center's website.  For more information on the SI Program, visit:

Julia's Involvement in SI:

Julia is the Supplemental Instructor Supervisor of History and American Studies in 2013-14.  As an SI Supervisor, Julia will be responsible for leading weekly pedagogical meetings with current SIs, providing these SIs with practical training, advice, and guidance.  In 2011-12 Julia was the Supplemental Instructor for the History Department (course: Early Western Colonialisms) and for the Thomas Jefferson Center for Core Texts and Ideas (Western Civilization in Medieval Times). 



Gender Symposium

The History Department's Symposium on Gender, History, and Sexuality provides graduate students and faculty members a forum in which to present and discuss works-in-progress dealing with issues of gender and sexuality.  Julia serves as the Co-Coordinator for the Symposium during the 2013-14 academic year.  Meetings are open to all graduate students and faculty members at the University of Texas at Austin and are typically held every other Friday from 12-2PM.  For more information about Gender Sympoisum, including information on how to submit an abstract to present, please visit the website:

Intellectual Entrepreneurship

What is the IE Pre-Graduate School Internship?

The objective of the IE Pre-Graduate School Internship is to connect undergraduates with faculty and veteran graduate students in their field of study to explore those unique aspects of graduate study that make it distinct from the undergraduate experience (e.g., conducting research, writing for scholarly audiences, participating in seminars, serving as teaching and research assistants, publishing articles in professional journals, becoming members of scholarly organizations and learned societies, preparing for an academic or professional career, etc.). In most cases the intern will work primarily with the graduate mentor and secondarily with a faculty supervisor.

The Pre-Graduate School Internship is available to all undergraduates at UT-Austin in all colleges and schools. Internships are based on the ability of the student to find and gain the consent of a faculty member and/or graduate student willing to supervise the internship.

Internship projects, assignments and tasks are determined through negotiation between students and faculty supervisors and/or graduate student mentors; internship contracts ensure that there is both structure to and accountability for the experience.


For more information on how to become a mentor visit:

For more information on how to become an intern visit:

Mentoring & The Internship

During my time at UT, I have mentored two outstanding undergraduate History students who are interested in pursuing graduate studies after the completion of their Bachelor's Degree.  These students showed outstanding promise and passion for their studies.  As a mentor, I was responsible for designing a semester-long program (which looked a lot like an independent study course) that introduced students to graduate studies and graduate student life.  Being a mentor is an extremely rewarding experience and also allows graduate students to gain much needed teaching experience.


In designing the Internship program, I paid particular attention to the individual interests of the students, their weaknesses, and their strong points in order to maximize the benefit of the program.  I also made sure to consistently ask for student feedback, making the program more collaborative.  The amount of work and the types of assignments that you require is completely up to you as a mentor.  Since history is a discipline that values reading and writing, I knew they would be necessary parts of the assignments and activities. Each week we explored different topic of graduate study and graduate student life through an assignment and a planned activity.  For instance, early in the program, I asked my student to read Randolph Starn’s article “The Early Modern Muddle,” and asked them to write a short definition of what “early modern” meant.  That week when we met, we discussed the article, her definition, and the ways in which history is much more malleable at the graduate level than at the undergraduate level.  Since this was an article I read both as an undergraduate and as a graduate student, I knew it would be accessible yet challenging enough to give my student an understanding of what graduate reading can be like.  Additionally, it addressed one of the biggest differences between history at an undergraduate and a graduate level- history can be more subjective than it appears.  Other activities included attending a graduate seminar, attending a graduate student conference, meeting with a graduate student reading group, and conducting primary source exercises at the Harry Ransom Center. 


For the undergraduate student, the benefits were multifold.  Students create a one-on-one relationship with a graduate student that is often hard to find at UT; students gain a better understanding of what graduate school is really like and if this is the life for them; students refine skills necessary to their particular fields; and finally, students receive excellent advice from their mentors about how to best succeed in their field. For me as the mentor, it was an equally as enriching experience.  Through working with these two students, I had practice designing a course, dealing with unforeseen challenges with that course design, and teaching a student in a variety of ways.  Additionally, it gave me a better sense of exactly what a graduate student should be doing and what our purpose is to the overall university community and academia.  Most importantly, it has been an incredible experience to watch these students become inspired, find their passions, and successfully work towards their goals.


One of my students, Victoria, recently wrote about her experience in the IE Pre-Grad Internship:


For more information on how to become a mentor visit:

For more information on how to become an intern visit:

bottom border