Primary and Secondary Source Comparison: Concordat of 1801
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Primary and Secondary Source Comparison: Concordat of 1801
Jane Doe
Choose a primary source from the list provided in the instructions.
HIST 111
May 30, 2017
Primary and Secondary Source Comparison
The Concordat of 1801
The primary source selected for this comparison was The Concordat of 1801 between Napoleon Bonaparte and Pope Pius VII. This source was first published in 1801, went into effect in 1802, and remained in place until 1905. The
audience was French Catholics and clerics, as well as other European rulers. It was an agreement between the French government and the Roman Catholic Church on how the Church would operate in France. During the Revolutionary Period (the 1790s), revolutionaries dismantled and banned the Catholic Church, seized its properties, forced clerics to marry, invaded Rome, replaced the papal government of Rome with a secular republic, and
imprisoned Pope Pius VI in France until his death. (Films Media Group, 1997). After his ascent to the Consulship, Bonaparte recognized the benefits of allying with the new Pope. The negotiations took place in Paris, France
between Bonaparte and representatives of Pope Pius VII. The final agreement began with the recognition “that the Roman, Catholic and Apostolic religion is the religion of the great majority of French citizens” (Concordat, 1801,
Primary and Secondary Source Comparison
para. 1). It reaffirmed some of the Revolutionary reforms to the Church: the French government continued to pay salaries for clerics, clerics swore an Oath of Fidelity to France, non-worship buildings seized from the Church would
not be returned, the French government authorized Church decrees before the Church could implement them in France, and the French leader appointed bishops and archbishops (Concordat, 1801). In return, France returned all
worship buildings, bishops appointed cures, dioceses could possess seminaries, and the pope became relevant in France again (Concordat, 1801; Films Media Group, 1997). The authors’ biases are apparent as well. The
agreement heavily favored French interests and the government’s oversight of the Catholic Church in France. The impact of the primary source on history was immense. It defined the relationship between the French government and the Catholic Church for the next 100 years, as well as changed the role of the papacy (Films Media Group, 1997).
The primary source is identified and the questions listed in item 5 of the instructions are thoroughly answered in regard to the source.
One secondary source article is selected for comparison on a similar topic (See 2 on instructions).
The secondary source selected was a scholarly journal article published in The Catholic Historical Review. Its author was Sr. M. Barbara, who was a Catholic nun. The audience for this article would be students, faculty and/or history lovers trying to understand the relationship between the French and the Roman Catholic Church. Barbara explains her thesis, “a retrospective survey should be taken of the periods in which contending and far-reaching
forces began to act against the Church in France” (Barbara, 1926, p. 1). The article was published in 1926, making it irrefutably a secondary source. The article summarizes the reasons for the Church’s declining popularity during
the 18th century: one third of the land in France belonged to the Church, the Church was tax-exempt, and France faced an economic crisis (Barbara, 1926). It claims the Concordat and its re-establishment of Catholicism ensured 100 years of peace in France (Barbara, 1926). Prior to reading this article, I understood the revolutionaries were anti-Church but I did not understand why.
The secondary source is identified and the questions listed in item 5 of the instructions are thoroughly answered in regard to the source.
When you read the Concordat, you realize it favors the French. On its face, it does not make sense why the Pope agreed to it. By reading the secondary source, the historical context becomes clear. Barbara summarizes the rise of
anti-Catholic sentiment throughout the 18th century. Her focus on Pope Pius VI’s imprisonment, and the consequent feeling in Europe that the papacy was irrelevant, really brought the Concordat into focus. You see Bonaparte
concretize the Revolutionary period reforms while he acknowledged most French citizens were Catholic. Yet he gives some concessions to the Pope that were largely symbolic: return of urban centers of worship and limited shared power over ecclesiastical matters. Through Pius VII’s agreement, he reinvigorated the role of the papacy in a post-revolutionary and increasingly secularized world. To truly understand the perspectives of history it is necessary to
read and consider a primary source such as The Concordat of 1801 in context. This is where reading secondary sources are most helpful
A paragraph summarizing what you learned by comparing the primary source with your selected secondary source. This is not just a summary of the sources, but what you learned about different source types.
Works Cited
Barbara, M. Sr. (1926). Napoleon Bonaparte and the restoration of Catholicism in France. The
Catholic Historical Review 12(2). Washington, D.C.: The Catholic University of America
Press.
Durnham, R. (Ed.) (n.d.). The Concordat of 1801. The Napoleon Series. Retrieved May 30, 2017,
from http://www.napoleon-series.org/research/government/diplomatic/c_concordat.html
The pope and the people: Saints and sinners – the history of the Popes [Video file]. (1997).
Retrieved May 30, 2017 from
https://fod.infobase.com/PortalPlaylists.aspx?xtid=55048&loid=213622&tScript=0
Include a properly formatted bibliography that includes your chosen primary source, the video clip associated with it on the Assignment Sheet, and the secondary source you chose about your primary source. This is in APA format, but you may also use MLA or Chicago style for Humanities. In this example, the Microsoft Word reference tool was used to create an APA Works Cited page.
Primary and Secondary Source Comparison
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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