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This article explores the complex interactions of gender with the materiality of the processes of becoming and being a glove in the early modern period. Through an investigation of gloves, glove parts, and their ephemeral presentation (through leather, embroidery, and perfume), we argue that gender and materiality act in dialogic ways to produce power relations, and that considerations of gender, power, and materiality are central to our understanding of how material things function in a given society, embedded in social practices and cultural processes of production, consumption, and exchange. Using the glove as an indicative point of exploration, the article offers a new gendered interpretative methodology for analyzing other material artifacts (such as shoes, rings, porcelain, or books) in an early modern European context across their many itineraries from commission to conservation. As such, it critiques and complements traditional "object biography" approaches to things. [ABSTRACT FROM AUTHOR]

Urging early modernists to make better use of the era’s preserved high-prestige coins, this essay is centered around their permanent adoption of Anno Domini dates, normally written in Arabic numerals, throughout early modern Latin Christendom, primarily from 1450 to 1600. Drawn mainly from electronic catalogs of a few major numismatic collections, especially the American Numismatic Society in New York, it argues that dated early modern coins provide much useful information, both epigraphic and pictorial, about the political agendas of their various issuers. It also warns that the numismatic custodians of this evidence, who share few priorities with early modern scholars, arrange its chronology in ways we find strange (e.g., half of the six Cromwell coins in the ANS are “medieval” and half “modern”). [ABSTRACT FROM AUTHOR]

An introduction is presented to a special forum arising from the World History Association panel at the January 2020 American Historical Association conference entitled “All That Glitters Is Not Gold: Lessons about Silver for the Early Modern Classroom.”

The article discusses the relations between the Netherlands and Spain during the Dutch War of Independence and throughout the seventeenth century, focusing on Dutch efforts to garner hard currency in the form of Spanish silver from their colonies. It discusses the Netherlands burgeoning international trade during the period, smuggling, the West India Company and its attacks on Spanish Atlantic trade vessels, and the Dutch East India Company.

The organicist metaphor of the body as a political microcosm is in line with a tradition among physicians towards involvement in matters of state. In early modern Spain this metaphor flourishes, medicine being then understood as integral to the state apparatus. Andrés Laguna, Juan Huarte de San Juan, Oliva Sabuco de Nantes, and Cristóbal Pérez de Herrera are here taken as case studies to illustrate the different forms that the engagement of physicians in the politics of early modern Spain could take. It will be seen how, either upon the request of political authorities or entirely unsolicited, they expressed their political views in published works addressed to the highest political figures of their time. Underlying their proposals for reform is a wish to partake in the government of the country by performing functions proper to royal counsellors. [ABSTRACT FROM AUTHOR]

The members of the editorial board and table of contents of the March 2024 issue of the journal is presented.

In this article, the author offers a personal reflection on their time teaching a college-level course online during the COVID-19 pandemic dealing with topics including how the course they taught was titled "The Age of Melancholy: Early Modern Drama, Poetry, and Prose, 1603 to the English Revolution" and the challenges of teaching in an online environment.

In this article the author offers reflections on their transition to online teaching during the Coronavirus pandemic. They describe how virtual learning allowed them the opportunity to emphasize the visual culture of the Renaissance, focusing on its higher meaning and reading beyond the literal. The author also explores the teaching methodology used for a survey course they taught, which focused on literature prior to the French Revolution.

In this article the author offers a personal narrative of their experiences teaching a remote college-level course during the COVID-19 pandemic, noting their experiences teaching a course titled The Medieval and Renaissance World, which explores global cultural traditions taking place between 300 to 1650.

The article discusses the author's views about the teaching of online college classes involving epistolary novels and writings by women in the medieval and early modern history periods, and it mentions literary works such as "Liber Manualis" by Dhuoda of Uzas and "Love-Letters between a Noble-Man and His Sister" by Aphra Behn. The online posting of college students' personal opinions is assessed, as well as the Covid-19 pandemic and the social connections that are formed in college classrooms.

The article discusses various aspects of the process of teaching early modern history during the era of Covid-19, and it mentions changes involving understandings of the Covid-19 pandemic, as well as the Plague Journals project at Yale University where students use historical sources and knowledge to assess present-day events. Plagues in early modern and modern Europe are examined, along with author Daniel Defoe's book "A Journal of the Great Plague in London in the Year 1665" and isolation.

The article discusses the author's views about how exile impacted individuals, communities, and the society as a whole in the early modern world, and it mentions how the Covid-19 pandemic has changed the educational experiences of college students. College teaching of online courses is examined, along with changes to teacher-student interactions, college coursework, and the faith of English Catholics in history.

The article discusses the historical theme of sodomites (gay people) as the cause of plagues in various religious, legal, and fictional texts and materials, and it mentions the teaching of early modern history in college during the Covid-19 pandemic era. Punishment for sinful behavior is examined, along with the historical aspects of scapegoats, blame, and the LGBTQ community.

The article discusses what the author refers to as the pandemic of racism, slavery, and colonialism in early modern history, and it mentions the novel coronavirus pandemic in the twenty-first century. Race-based health disparities and rhetorical racism in America are examined, along with public health risks and historical materials such as the books "Worlds of History: A Comparative Reader," "Memoriales" by the Franciscan Motolinia, and "The Conquest of Spain" by Bernal Diaz.

The author explores how history is portrayed in board games and how they can be used in a college history education settings, such as his class on British Tudor history, the early modern history period of 1485-1603. He describes how he sets educational goals by making a group capstone project of the Tudor Period which embraces such skills as interpersonal communication, storytelling, creativity, and problem solving.

The author explores how history is portrayed in role-playing game Reacting to the Past, developed by Mark C. Carnes of Barnard College. Topics include how the game has spread since 2001, its interdisciplinary nature in depicting the early modern period, and how it portrays various historic aspects including slavery, race, religion, gender relations, Imperialism, genocide, the environment, nation-building, politics, and medicine.

The author discusses technology in the service of early modern history research. He mentions the ongoing digitization of archival materials, the use of software by historians to facilitate research into these digital materials, and the use of videoconferencing applications to promote interdisciplinary communication among historians and other scholars.

The author reports on the doctoral program in Sweden and its relation to early modern studies. She mentions the educational reforms that created smaller but more focused doctoral programs, the problem of lack of students to build a substantial base in early modern studies, and the impact of funding on programs.

The author discusses the pros and cons in the study early modern history. She mentions the availability of digital source material and research, the difficult job market for college teachers who specialize in the humanities, and the opportunities for society to learn about early modern times through mass media, historical societies, and other outlets.

The author discusses the relationship between early modern studies and contemporary society. She mentions the U.S. Alien and Sedition Laws of 1798 regarding the issues of free speech vs. sedition and noncitizens, the question of religious beliefs after the Reformation, and how these issues have reoccurred in contemporary society.

The author presents suggestions for how scholars of the early modern period can engage with contemporary society. He mentions the opening up of archives through digital technologies and social media, podcasting to reach audiences outside of academia, and the use of heritage sites which can incorporate a number of disciplines.

The author reflects on the question of early modern history and what constitutes modern. He mentions the notion of periodization of history through the use of space and time, the concept of waiting as time to reflect on that space and time, and how antechambers and waiting rooms enable historians to describe power in space and time.

The author discuses how teaching online has impacted his teaching of early modern history. He mentions how the online program has attracted teachers from a wider area, the teaching of online sources and how they can be adapted for middle and high school students, and the role of discussion, both live and online, in study of the period.

The author comments on the use of technology in the study of early modern history. He mentions the ongoing digitization of archives which enables access by more scholars and students, the new kinds of analyses that can be done with digital data, and the use of spatial analysis software such as was used in the DECIMA Project studying the census of Florence, Italy.

The author discusses the use of technology in early modern history research. He mentions his work with the Sejarah Nusantara database which contains Indonesian archives, the use of crowdsourcing to study the legal documents in a conspiracy trial, and the ability to bring undergraduate students together for research projects.

The author discusses the relationship between feminism in early modern studies and contemporary society. She mentions the role of women in early modern Venice, Italy, feminism in the works of 17th century Italian authors Moderata Fonte, Arcangela Tarabotti, and Lucrezia Marinella, and their impact on contemporary feminism.

The author reports on a class project in the historiography of early modern women. She mentions the lack of content regarding women in the electronic encyclopedia Wikipedia, the work of the students in her early modern women's history class to create or edit additional biographies for women, and what the students learned about women, scholarship, and the excitement of the students.

The author presents a series of suggestions to graduate students in early modern history. She mentions topics including the importance of being flexible and interacting with persons possessing other areas of expertise, maintaining one's identity as a scholar by attending meetings and authorship, and learning new classroom technologies.

The author discusses the relationship between the early modern period and contemporary studies. He mentions the topic of affect studies and the work of French philosopher Michel de Montaigne, gender studies and awareness of transgender people since the Renaissance, and the need for dialogue between the past and the present.

Thee author discusses the relationship of early modern studies and Jewish history and society. He mentions the lack of awareness of early modern Judaism even at the end of his classes, his new approach to teaching topics that have both a contemporary and early modern viewpoint, and the subject of relations between rabbis and the lay community leaders.

The author discusses the teaching of early modern history and its relationship to contemporary society. She mentions the overwhelming focus on European history, the need for competing narratives that present different perspectives on history of the period, and the need for society to have a better understanding of history.

The author discusses the relationship between early modern studies and contemporary epistemics. He mentions the statement made by Senator Ted Cruz comparing himself to Galileo and the inaccuracies in that statement, the question of contemporary public confidence in science, and the need for early modern scholars to comment on these topics.

The author discusses the question of early modern studies in higher education. He mentions the expansion of research beyond the Renaissance and the Reformation, the need to bring early modern studies into broader cultural discussions, and how these support the continuation of early modern studies in the decline of humanities studies in the university.

The author discusses the role of historians, particularly those who study early modern history, in contemporary politics. She mentions their expertise in factual analysis and scope, the examples of mermaids and the Italian heretic Menocchio as evidence of belief in facts, and the need to find a consensus in discovering truth.

The article discusses the use of art to depict changes in early modern society. It mentions two print series by Flemish painter Pieter Bruegel the Elder of sailing ships, the question of risk as depicted by the ships, and the history of Antwerp, Belgium, and its role in shipping.

The author discusses the relationship between early modern Europe and the U.S. He mentions the impact of the Protestant Reformation on the development of a consumer culture, the interaction of capitalism and imperialism, and the influence of the Great Awakening in the 1790s on U.S. society.

The authors discuss the relevance of early modern studies to contemporary society. They mention the issue of learning to promote understanding rather than judgment in looking at the past, the origins of modern life in the early modern period, and the need for education to connect with many disciplines.

The author discusses the role of memory in the historiography of the early modern period. She mentions the issue of attitudes toward the past, how digitization of archives provides more access to manuscripts and letters about historical events, and consideration of the ability to forget.

The author discusses how early modern studies have played a role in Swedish law. Topics include the land rights of the Sami people for their traditional reindeer herding, the question of adoption by LGBT couples, and the work of Baroness Alexandra von Schwerin on the non-appearance of women in Swedish history.

The author discusses the role of the historian in bridging early modern studies and contemporary society. He mentions the question of same-sex marriage and arguments against it that were similar to the marriage of clergy in Reformation Germany, the problem of contemporary fake news and its similarity to charges of blood libel, and the importance of historical support of contemporary issues.

The author discusses the relation of early modern studies and contemporary society. He mentions the conservation of resources in early modern Japan, stateless societies in Africa, and restorative justice as practiced by the Pashtun as examples of the early modern past coming around again, and the question of progress and innovation.

The article discusses the transnational aspects of early modern studies. It mentions the expansion of the English presence in the world, the concept of the Other as a theme in English literature, the relation of early modern history and literature with contemporary society, and presents examples of literature's relation to social conditions.