HIST 380 Western Europe: The Middle Ages The Age of Reason and Enlightenment, c

Transcription

1 HIST 380 Western Europe: The Middle Ages The Age of Reason and Enlightenment, c Instructor: Prof. Philip Slavin Office Hours: Leacock Building Room 441, Tuesdays, 9-11am, or by prior appointment Office Phone: , ext Course classes: Tuesdays and Thursdays, 4:05-5:25 (RPHYS 114) Brief Description: The course surveys political, social, economic and religious development of Western Europe in the Middle Ages (c ). In essence, the course consists of two main components: (1) lectures [and discussion]; (2) primary source-material reading. Expanded Description: The main aim of this course is to provide a general introduction to the fascinating world of the Middle Ages in Europe (c : do NOT take this periodization seriously!) According to the traditional scholarly narrative, the Middle Ages was an historical period in European civilization, which came after the fall of Rome, and thus representing the bridge between the Antiquity and the Modern Age. In reality, the situation was much more complex. In many instances, the tri-partite division between Ancient, Medieval and Modern is meaningless: way too many aspects and features were shared between more than one period. For example, the Roman Empire and Classical Culture by no means died with the deposition of the last Western Roman Emperor in 476. Moreover, this event had neither impact, nor implications on the political and social life in Europe. Equally misleading is the differentiation between the Middle Ages and the Renaissance. Chronologically speaking, the two concepts partially overlapped (thus, nobody would argue that, say, Dante or Donatello lived in the modern age ). Studying the medieval world and its civilization is by no means an easy and straightforward process. Despite the widespread misconception of its backwardness, primitivity and Barbarism, medieval Europe developed highly sophisticated, complex and fascinating political, cultural and socio-economic structures. A closer reading and critical analysis of contemporary sources reveal that medieval people, of various periods and countries, exhibited a good degree of development, rationality, efficiency and

2 ingenuity, ESPECIALLY in the context of scarce resources of the pre-industrial era. Just a few examples: international trade went on, despite the Barbarian invasions; peasants did their best to boost up their production levels, despite feudal impositions and restrictions; scholars pursued experimental, empirical and rational methodologies in studying different scientific fields, despite very low literacy rates and widespread superstition; banking and large-scale trade (often involving interest) carried on, despite Church s prohibition of usury; writers showed a considerable sense of humour, despite the alleged rigidity of medieval culture. Many more examples may be added here. Perhaps one of the distinctive features of medieval mentalities and psychologies (note the plural) is an unquestioned and unchallenged faith in supernatural factor, identified by them as God (in the context of Christianity) or gods (in the context of pre- Christianized communities). This belief stretched across all socio-economic strata, from royalty and papacy to servile peasantry and outlawed vagrants. This is not to be confused with the alleged over-influence and over-control of the Church (another quasi-myth created by modern scholarship). Instead, it reflects the fact that humans stood completely helpless in front of constantly fluctuating and unexpected vagaries of Nature. Nature had a total control over humans. This fact should be borne in mind throughout the course. Back to the subject matter of the course. Because of the vast and eclectic nature of the medieval civilization, this course by no means pretends to be a comprehensive and indepth study of Europe in the Middle Ages. Instead, it attempts to provide a general (if not generalized) and referential overview of select topics that the instructor believes to be the most essential aspects for our initial understanding and appreciation of the medieval civilization. Duties: 1. Prof s: to deliver lectures, answer questions, engage and help students 2. Students : to attend lectures, do readings and ask and answer questions Please note that the success of any class depends, to a large extent, on interaction between the prof and the students, consisting of asking questions and conducting discussion. My own pedagogical creed states that (1) there is no such thing as a stupid question; (2) the prof does not only teach, but also learns from his students. Try to keep this in mind and implement it during the classes.

3 READINGS: 1. Textbook (mandatory): Barbara H. Rosenwein, A Short History of the Middle Ages, Third Edition (Toronto: UofT Press, 2009), can be purchased from the McGill Bookstore. Please note that although this book is mandatory, there is no weekly schedule of its readings. Feel free to read it ad libitum, at your own pace, but make sure that by the time of the final take-home exam, you will have read the book in its entirety, so that you are able to incorporate some concepts and ideas from it. The sole purpose of this textbook is to provide you with complimentary information to the lectures. There is no way that the lecture slides can cover all the desired aspects of each weekly topic. 2. Lecture notes (available through the website of the course) Make sure to download them before each class (I will usually upload them on the course s website a couple of hours prior to each class) and read them for both the midterm and the final take-home exam. 3. Select primary sources (available, in translation, as a PDF reader, through the website of the course) It is impossible to understand the medieval world without considering how people wrote, thought, expressed themselves, perceived things, in what they believed and what they valued. These cognitive and expressional aspects of medieval people and communities are best discerned and appreciated from the actual texts, written by them, for them, OR by their contemporaries or nearly contemporaries. Each class will include select readings of primary sources revealing various and fascinating details about medieval people and their wider world. PLEASE NOTE: you will be expected to refer and use these primary sources in the final take-home exam. Failure to do so will detract from the quality of your work and, hence, negatively affect on the essay grade. INTERNET MEDIEVAL SOURCEBOOK ( Internet Medieval Sourcebook, courtesy of the Central for Medieval Studies at Fordham University, is an excellent resource for (thousands of) primary (mostly, textual) sources of the European Middle Ages, c Although not a required resource for the course, you may increase the quality of your final take-home exam by relying upon and integrating of some additional source material, found on this website, into your essay.

4 FINAL TAKE-HOME EXAM: which will be distributed at the last class (29 November), is due by Friday 7 December (no exceptions). The final paper represents 50 per cent of the final grade. It should incorporate various themes and topics covered in class, based upon (1) the lecture notes, (2) the textbook, and (3) at least three (and preferably more) primary sources. The suggested length is between 7 and 13 double-spaced pages. Please note: the written work can be submitted in either English or French (or any other language read by the instructor). Grade Breakdown: (1) In-class mid-term exam (18 October; covering weeks 1-6 only) = 30% (2) Short written assignment (to be distributed on Thursday, 8 November in class, and to be returned on Thursday, 15 November) = 20% (3) Final take-home exam (to be distributed on the class, and to be duly handed in before or on Friday 7 December (no work will be accepted after that date) = 50% LECTURES OUTLINE Week 1 Tuesday 4 September Welcome to the Middle Ages! Introduction, key-concepts and (mis)conceptions Thursday 6 September Get to know your new home : Europe topography, environment, climate and regions Week 2 Tuesday 11 September The big guy has to step down : the fall of the Roman Empire and the Great Migration Period, c Primary source reading: (1) Excerpts from Decimus Magnus Ausonius poem Mosella (371); (2) Ammianus Marcellinus Criticism of the Rich of Rome (c.400) Thursday 13 September From Conan the Barbarian to the Emperor of the World: the Franks, c Primary source reading: (1) King Clovis and the incident of the vase at Soissons (487); (2) Charlemagne s elephant (802-10)

5 Week 3 Tuesday 18 September And religion too... : early Christianity and Church in Europe Primary source reading: (1) The Constantinople Creed (381); (2) Pope Gelasius I on the Two Powers (494) Thursday 20 September Here come the brethren (and sisters) : medieval monasticism and its contribution to European civilization Primary source reading: Monastic rules on various matters, including obedience, eating, bathing and penance (from the Rule of St. Benedict and St Columbanus and Irish penitentials) Week 4 Tuesday 25 September Vikings! Primary source reading: (1) Viking attacks on Europe (Anglo-Saxon and Irish chronicles); (2) Some cool names of Scandinavian kings; (3) some uncool religious rituals Thursday 27 September Be my hero : the rise of feudalism and knighthood Primary source reading: (1) Rollo the Viking becomes King Charles III the Simple s vassal (911-2); (2) Count Robert of Artois' 'Pet' Wolf (1302) Week 5 Tuesday 2 October Crusades! Primary source reading: (1) Urban II s Crusade Speech at Clermont (1095), according to Robert the Monk (c.1120); (2) the Downfall of the Templars in France ( ) Thursday 4 October Doing politics (I): England, Primary source reading: (1) The Magna Carta (1215); (2) The Peasant Revolt of 1381 Week 6 Tuesday 9 October Doing politics (II): France, Primary source reading: (1) Philip II Augustus character; (2) Joan of Arc s letter to King of England (1429) Thursday 11 October Doing politics (III): The Holy Roman Empire (=Germany), Primary source reading: (1) Frederick II VS Church (1245-6); (2) the Golden Bull of Charles IV (1356)

6 Week 7 Tuesday 16 October pre-midterm session Thursday 18 October mid-term (covering weeks 1-6) Week 8 Tuesday 23 October Doing politics (IV): Italian city-republics, c Primary source reading: (1) The Popular Rising of 1293 in Florence; (2) Anti-brothel legislation in Florence (second half of the 13 th century); (3) Banking business in Venice (c.1400) Thursday 25 October Doing politics (V): The Papacy, c Primary source reading: (1) The Dictates of the Pope (1075 or 1090); (2) Boniface VIII s downfall (1303) Week 9 Tuesday 30 October Enough of politics, back to Mother Nature : ecology, agroecosystems and climate change in Europe in a (very) long run. No readings Thursday 1 November - Down to earth : agriculture regimes, techniques and development, North and South Primary source reading: (1) Excerpts from late-thirteenth century English agricultural manuals; (2) Pier de Crescenzi s guide to treatment of sick animals Week 10 6 November The silent majority : peasant society and culture in Europe, c Primary source reading: (1) Two Court Sessions of the Manor of Wakefield (1274); (2) Manumission of a Serf by his Lord, Abbot of Peterborough Abbey (1278) 8 November An alternative life : towns and urbanization in Europe, c Primary source reading: (1) Communal revolt in Laon (1115); (2) Southampton Merchant Guild Rules (early 14 th century)

7 PLEASE NOTE: at the end of this class, the written assignment will be distributed. You will have a full week to do the assignment, to be returned NO LATER than the next Thursday (15 November). Week November Riders on the storm : famine, pestilence, death and war in latemedieval Europe, c Primary source reading: (1) Descriptions of the Great Famine in England (1315-7); (2) Fourteenth-century scientific views on the Plague 15 November The quest for spices, lust for sea and an accidental discovery of the Americas : international trade and geographic expansion of Europe, c Primary source reading: (1) King Richard the Lion-Heart pillages a Muslim caravan in the Holy Land (1192); (2) Cargo contents of Venetian Galleys (1400); (3) Excerpts from Michael of Rhodes Mariner s Manual (1436) Week November They re too much for us : intellectuals, philosophers and theologians Primary source reading: (1) Peter Abelard grumbles about his fate; (2) Roger Bacon on experimental science (1265); (3) Thomas Aquinas on Gluttony 22 November Too brave for their times: heresies and heretics in medieval Europe Primary source reading: (1) John Wycliffe on Pope; (2) The Apostolici movement in Parma Week November Dragon-slayers, King Arthur and others : medieval literature Primary source reading: (1) Excerpts from the Chanson de Rolland; (2) Excerpts from Culhwch and Olwen 29 November Wrapping up; pre-final essay session

8 A Note on Plagiarism Plagiarism is most serious academic offence, meaning copying one or more passages from a published work without acknowledging that one s presentation is a direct quotation, literally or nearly word-by-word. In other words, plagiarism is intellectual theft, subject to appropriate penalty. The most common form of plagiarism is copying texts from web-pages. Plagiarism from any source, or in any manifestation, will not be tolerated. It should also be born in mind that nowadays it is relatively easy to detect both cases and sources of plagiarism, with the assistance of numerous online programmes, such as Turnitin. The offender will automatically receive a failing grade and his name will be turned to the Dean s office, in accordance with the formal procedures determined by the Code of Student Conduct and Disciplinary Procedures (for more information, consult the following website at