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JOHN CABOT UNIVERSITY

COURSE CODE: "HS 235i"
COURSE NAME: "The Birth of Medieval Europe: from Constantine to the First Crusade"
SEMESTER & YEAR: Spring 2020
SYLLABUS

INSTRUCTOR: Fabrizio Conti
EMAIL: [email protected]
 HOURS: MW 4:30-5:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS: By appointment
COURSE DESCRIPTION:
This course explores the major events, intellectual developments, and artistic achievements that shaped the history and culture of Europe and Byzantium from the 4th to the 11th centuries. The course treats such issues as the migrations and political restructuring of Late Antiquity, the Christianization of Europe, the development of feudalism, the rise of the Dar al-Islam and its relations with Europe and the Byzantine world, heresy and orthodoxy, and religious reform movements.

Satisfies "Medieval History" core course requirement for History majors
SUMMARY OF COURSE CONTENT:

This course focuses on the examination of societies, cultures and politics in medieval Europe between 300 and 1100.  We will consider comparatively the three main civilizations of the medieval world: Byzantium, the Islamic World and the Medieval West, although our main focus will be Western Europe. Some of the topics we will explore include: the development of the medieval Papacy, the First Crusade and its aftermath, medieval monasticism, the Celts and the Vikings, heresy and magic, the Lombards in Italy, military and religious architecture, Charlemagne and the Carolingian Renaissance, the developments after the year 1000
LEARNING OUTCOMES:

The aim of this course is not only to guide students through the discovery of the main events and characters shaping Medieval Europe between the 4th and the 11th centuries, but also and especially to give students the opportunity to build their own ideas of the multifaceted ways in which cultures, societies and mentalities developed and interacted during the Medieval period. Outcomes: 1. students will acquire basic skills in methodologies involved in historical research, writing, and communication, also by working with primary sources in English; 2. students will acquire a progressively more deepened grasp of medieval developments by advancing from identifying and recognizing historical issues to classifying, interpreting, analyzing, comparing, and explaining them, to finally generating their own reflections
 
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Readings in Medieval History, Volume I: The Early Middle Ages, Fifth EditionPatrick GearyUniversity of Toronto Press, 2015 9781442634336     
The Inheritance of Rome: Illuminating the Dark Ages 400-1000Chris WickhamPenguin Books, 2010978-0143117421      
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
PaperThis is an essay on a topic of your choice that you will develop in about 2000 words. You will consult with the instructor and agree with him on the topic you intend to cover. A list of possible topics will be provided, and the relevant readings and the questions which serve as guidelines for your paper will be posted on Moodle. The paper should be submitted to the instructor electronically by the due date. No late assignments will be accepted.25%
Source Analysis OR PresentationThis is an analysis of a primary source in English. You will be given a list of topics with the relevant sources among which you will pick the one you prefer and develop it in about 1000 words. The readings and the questions which serve as guidelines for the analysis will be posted on Moodle. The Source Analysis should be submitted to the instructor electronically by the due date. No late assignments will be accepted. Students can replace the Source Analysis with an oral presentation - power point needed - on a topic to be agreed upon with the instructor. 15%
Mid-Term ExamThis will be an in-class written exam composed of short answer and essay questions. Your grade on this exam will depend upon the analytical strength and persuasiveness of your arguments as well as the factual accuracy of your answers. More information about these exams will be provided as their dates near.25%
Final ExamThis will be an in-class written exam composed of short answer and essay questions. Your grade on this exam will depend upon the analytical strength and persuasiveness of your arguments as well as the factual accuracy of your answers. More information about these exams will be provided as their dates near.25%
Attendance and ParticipationIt is mandatory that: 1. you are in class, 2. have done the readings, 3. express your views and questions orally in class and are able to make connections with the topics that have been already covered. You will get points for participation for being active in class, rather than for being (always) right. Persistent absence or having failed to do the readings will affect your final grade.10%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the c
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:

It is mandatory that: 1. you are in class, 2. have done the readings, 3. express your views and questions orally in class and are able to make connections with the topics that have been already covered. You will get points for participation for being active in class, rather than for being (always) right. Persistent absence or having failed to do the readings will affect your final grade.

Late arrivals will be noted and will affect your grade. Students cannot leave the classroom before the end of the lecture. Please note that behaving in ways that create distractions for other members of the class (messaging, checking social networks, catching up on e-mail and so on) will lower your participation grade.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

JANUARY

Week 1

20 M  Time, History, and Medieval History: Course Intro

-          Marc Bloch, The Historian's Craft, pp. 17-24 (Moodle)

22 W Constantine the Great: the First Christian Roman Emperor

-          Wickham, The Inheritance of Rome, pp. 50-75 (Part I, ch. 3)

-          Eusebius, Life of Constantine, Book I, Chpts. XXVIII, XXIX, XXX, XXXI: 
           https://sourcebooks.fordham.edu/basis/vita-constantine.asp

Week 2

27 M The Fall of Rome: The End of Civilization? 

-          Wickham, The Inheritance of Rome, Part I, ch. 4  

-          Edward Gibbon on the Fall of Rome: https://sourcebooks.fordham.edu/source/gibbon-fall.asp

29 W  Germanic Migrations

-          Wickham, The Inheritance of Rome, pp. 111-129

-          Geary, Readings in Medieval History, pp. 58-59 (Tacitus, Germania, par. 1, 2, 4, 5), pp. 60-63
           (par. 8, 9, 10, 11, 16, 18, 19, 20, 23)

 

Week 3

FEBRUARY

3 M The Germans: Cultural Identities and Etnic Patters

-        Patrick Geary, “Europe of Nations or the Nations of Europe: Origin Myths Past and Present” (2013): pp. 36-49 (Moodle)

-        Geary, Readings in Medieval History, p. 69 (Jordanes, History of the Goths, par. IV), pp. 76-78 (par. XXI, XXIV, XXV, XXVI)

5 W  The Franks

-          Wickham, The Inheritance of Rome, pp. 130-140

-          Geary, Readings in Medieval History, pp. 105-108 (Salic Law, Titles I, II, XIII, XIX, XLI); p. 111 (Title LXII); pp. 112-113
           (Bishops Remigius of Reims and Avitus of Vienne, Letters to Clovis); p. 114 ff. (Gregory of Tours, Histories, par. 12, 27)

 

Week 4

10 M The Lombards

-          Wickham, The Inheritance of Rome, pp. 140-149 

-          Paul the Deacon, History of the Lombards, Book 1, Chpts: VIII, IX; Book 2, Chpts: from VI to IX, and XII (Moodle)

 

12 W Monastic Traditions from the East to the West

-          Wickham, The Inheritance of Rome, pp. 170-187 (Part II, ch. 8)

-          Geary, Readings in Medieval History, pp. 136 ff. (St. Benedict, Rules for Monasteries, Prologue, Ch. I, II, V, VI, VIII, XXII, XXXIX,
           XL, LIII, LXIV)


14 F Medieval Rome (Make-up Day for April 13)

-       Maya Maskarinec, City of Saints: Rebuilding Rome in the Early Middle Ages, selections (Moodle)

Week 5

17 M Insular and Celtic Cultures 

-        Geary, Readings in Medieval History, pp. 191-194 (Bede, History of the English Church and People, Book Three, Ch. XXV);
         pp. 215-216 (Theodore, Penitential, Preface, Book 1, Ch. I); pp. 218-219 (Theodore, Ch. V)

 

19 W The Byzantine Civilization

-           Wickham, The Inheritance of Rome, pp. 255-278; 298-317

Week 6

24 M The Rise of the Carolingians and Charlemagne

-          Wickham, The Inheritance of Rome, pp. 375-404  (Part IV, ch. 16)

-          Geary, Readings in Medieval History, pp. 233 ff. (Einhard, The Life of Charlemagne, Ch. 3, 6, 7, 8, 15, 17, 18, 19,
           22, 24, 25, 28, 29)

 

26 W The Carolingian 'Renaissance'

-          Wickham, The Inheritance of Rome, pp. 405-413 (Part IV, ch. 17)

-          Geary, Readings in Medieval History, pp. 247 ff. (Selected Capitularies: Herstal, 779; Concerning the Saxons, 797;
           Charles the Great on the study of Literature; De villis)

 

Week 7

MARCH

2 M  The Transition to the Post-Carolingian World

-          Wickham, The Inheritance of Rome, pp. 427-444 (Part IV, ch. 18) (pp. 444-452: optional)

-          Geary, Readings in Medieval History, pp. 267 ff (Duoda, Handbook for her Son, Ch. 1, 4, 5, 10, 11)


4 W Mid-Term Exam

 

March 9-13: Spring Break

Week 8

16 M Feudalism and Social Trifunctionalism

-          Wickham, The Inheritance of Rome, pp. 508-528 (Part IV, ch. 21)

-          Adalbero of Laon, Poem for King Robert, selections (Moodle)

 

18 W Cluny: A Powerful Medieval Abbey

-          Geary, Readings in Medieval History, pp. 286-292 (Cluniac Charters)



Week 9

23 M The Violent World of the Knights: the Peace and the Truce of God Movements

-          Wickham, The Inheritance of Rome, pp. 529-543 (Part IV, ch. 22) (pp. 543-551: optional)

-          Reading the Middle Ages, ed. by Barbara H. Rosenwein, document 4.5 ‘The Peace of God' (Moodle)

 

25 W The World of the Supernatural: Humans and Magic

-          Aron Gurevich, Medieval Popular Culture, selections (Moodle)

-          Burchard of Worms, Decree, ‘On superstitions’ (Moodle)

 

Week 10

30 M  Source Analysis Due 

          Heresy and Heretics

-        Heresies of the High Middle Ages, ed. by Wakefield and Evans, selections (Moodle)

APRIL

1 W  Vikings and Viking Raids 

-          Wickham, The Inheritance of Rome, pp. 150-169

-          Geary, Readings in Medieval History, pp. 182-188 (Bede, History of the English Church and People, Book One, Chpts. XXIII, 
           XXV, XXX, XXXII)

 

Week 11

6 M  The Islamic Civilization

-          Wickham, The Inheritance of Rome, pp. 279-289 (Part III, ch. 12); 318-319 (Part III, ch.14); 324-330 (Part III, ch. 14); 338-347
           (Part III, ch. 14)

-          Al-Qabisi, On Teachers and Students; Al-Farabi, The Perfect State; in Rosenwein (ed.) Reading the Middle Ages (Moodle)

 

8 W The "Rebirth" of the Year 1000

-          Wickham, The Inheritance of Rome, pp. 552-564 (Ch. 23: Conclusions); R. Landes, The White Mantle of Churches, in Idem, ed. by H.
            Nigel (2003) (Moodle)

-          Ralph Glaber, "On the First Millenium": https://sourcebooks.fordham.edu/source/glaber-1000.asp

 

Week 12

13 M NO CLASS


15 W Universal Powers and the Investiture Controversy

-         Joseph H. Lynch and Phillip C. Adamo, The Medieval Church: A Brief History, pp.  156-169 (“The Eleventh-Century Reforms”)
          (Moodle)

-         Sources: Gregory VII Dictatus Papae; Henry IV, Letter to Gregory VII; Gregory VII, Lay Investitures Forbidden. (Moodle)

 

Week 13

20 M The First Crusade, Western Christians, and the "Others"

-          The First Crusaders, ed. by Brian Tierney, selections (Moodle)

-          Cord J. Whitaker, "Race-ing the Dragon: The Middle Ages, Race, and Trippin' into the Future", Postmedieval: A Journal of Medieval
           Cultural Studies 6 (2015): 3-11

 

22 W Paper Due

The Crusader States, Jerusalem, and the Knights Templar

-          John France, The Crusades and The Expansion of Catholic Christendom (2006) selections (Moodle)

-          Reading the Middle Ages, ed. by Rosenwein, doc. 5.11 (Ibn al-Athir, The First Crusade) (Moodle); Bernard of
            Clairvaux, In Praise of the New Knighthood, selections (Moodle)

 

Week 14

27 M  The Middle Ages Become The Dark Ages

-         Jacques Le Goff, Must We Divide History Into Periods? selected pp. (Moodle)

 

29 W Final Discussion: A Long Middle Ages

-         Jacques Le Goff, Must We Divide History Into Periods? selected pp. (Moodle)

Final Exam