hist1050 medieval and early modern europe course outline

Course Outline Issued and Correct as at: Week 1, Semester 1 - 2008 CTS Download Date: 21.1.08

Faculty of Education and Arts School of Humanities & Social Science

http://www.newcastle.edu.au/school/hss/

Newcastle Campus University Drive,

Callaghan 2308 Room: MC127 McMullin Building

Phone: 4921 5213 Office hours: 9:00am – 5:00pm

Fax: +61 21 6933 Email: [email protected]

Web: http://www.newcastle.edu.au/school/hss/

HIST1050 Medieval and Early Modern Europe

Course Outline

Semester 1, 2008 Course Co-ordinator: Dr Catherine England Room: McMullin Building, Room MCLG23 Email: [email protected] Consultation Hours: Monday 9am-10am; Tuesday 9am-10am (in office) CONTENTS OF COURSE OUTLINE p. 2 Course Overview (from Course Tracking System) P. 4 Overview of Lectures and Tutorials P. 5 Assessment Guide P. 11 Useful General Texts P. 12 Tutorial Guide and Reading Lists P. 35 Important University Information

School of Humanities and Social Sciences

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COURSE OVERVIEW (FROM COURSE TRACKING SYSTEM) Course Coordinator: Dr Catherine England Semester: Semester 1, 2008 Unit Weighting: 10 Teaching Methods: Lecture and Tutorial Brief Course Description Explores the medieval and early modern world from the fall of the Roman Empire in the West to European expansion into the Americas. The course will be divided into three periods: early medieval, high and late middle ages, and the early modern world. While roughly adhering to a chronological structure, the overall approach will be thematic. Thus, the early middle ages will introduce the themes which will be continued and expanded in the later periods, namely the role of the Christian Church in politics and society, the emergence of the modern state, trends in education and learning, interaction between Europe and other cultures through invasion and colonisation, and the evolution of social and gender relations. Students will learn how to evaluate the events, people and ideologies constituting this colourful period of European history. Contact Hours Lecture for 2 Hours per Week for the Full Term Tutorial for 1 Hour per Week for 12 Weeks Learning Materials/Texts HIST1050 Course Reader, available from UPrint (located in the basement level of the Shortland Building on the Callaghan Campus). Course Objectives This course aims to: provide students with a broad understanding of the major developments in European history from the fifth century to the seventeenth century; introduce students to various historical debates; familiarise them with primary source material; and encourage the development of good research and writing skills, with a particular focus on how to write a history essay. Course Content This course explores European history from the fall of the Roman world to the eve of the American Revolution, focusing on the key issues and events which defined the medieval world, and which still resonate in our society today. Topics covered in lectures and tutorials might include: the "Dark Ages", the Vikings, the Crusades, the Medieval Church, the Black Death, the Renaissance, the Reformation, discovery and colonisation of the New World. Assessment Items Essays / Written Assignments

One to three written assignments, which might include minor or major essays, tutorial papers, book reviews, essay proposals, bibliographies, quizzes or other similar exercises, totaling 1,000 - 3,000 words, 50 - 70%

Examination: Formal Formal exam or class test, as specified in the course guide, 20 - 40 %

Group/tutorial participation and contribution

Class participation demonstrating preparation and involvement, worth 10%

Other: (please specify) Specific instructions about the weighting, timing and word limits of all assessment tasks will be found in the course guide available within the first two weeks of semester.

Assumed Knowledge none


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Callaghan Campus Timetable HIST1050 MEDIEVAL & EARLY MODERN EUROPE Enquiries: School of Humanities and Social Science Semester 1 - 2008 Lecture Monday 12:00 - 13:00 [MCTH] Commences

Week 1 and Lecture Tuesday 10:00 - 11:00 [BASDEN] Commences

Week 1 and Tutorial Monday 11:00 - 12:00 [V111] Commences

Week 2 or Monday 10:00 - 11:00 [GP2-16] Commences

Week 2 or Tuesday 11:00 - 12:00 [W238] Commences

Week 2 or Tuesday 12:00 - 13:00 [W238] Commences

Week 2 or Tuesday 14:00 - 15:00 [GP1-30] Commences

Week 2 or Monday 13:00 - 14:00 [GP1-30] Commences

Week 2 Online Tutorial Registration: Students are required to enrol in the Lecture and a specific Tutorial time for this course via the Online Registration system. Refer - http://studinfo1.newcastle.edu.au/rego/stud_choose_login.cfm NB: Registrations close at the end of week 2 of semester. Studentmail and Blackboard: Refer - www.blackboard.newcastle.edu.au/ This course uses Blackboard and studentmail to contact students, so you are advised to keep your email accounts within the quota to ensure you receive essential messages. To receive an expedited response to queries, post questions on the Blackboard discussion forum if there is one, or if emailing staff directly use the course code in the subject line of your email. Students are advised to check their studentmail and the course Blackboard site on a weekly basis. Important Additional Information Details about the following topics are available on your course Blackboard site (where relevant). Refer - www.blackboard.newcastle.edu.au/, go into Course Outline (click on the ‘Course Outline’ button in the sidebar), and see the document called ‘Important Additional Information’.

• Written Assignment Presentation and Submission Details • Online copy submission to Turnitin • Penalties for Late Assignments • Special Circumstances • No Assignment Re-Submission • Re-marks & Moderations • Return of Assignments • Preferred Referencing Style • Student Representatives • Student Communication • Essential Online Information for Students


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OVERVIEW OF LECTURES AND TUTORIALS NB.: F. stands for Film

Week Beginning

Lecture A Lecture B Tutorials

1) Feb 18 Introduction Essays and Essay Writing no tutorial

2) Feb 25 Foundations of Europe - Civilization-vs-Barbarians? including F. The Western Tradition, 17: ‘The Dark Ages’

New Empire including F. The Western Tradition, 18: ‘Age of Charlemagne’

A) Introduction

3) Mar 3 The Rise of Islam - F. Islam, Empire of Faith, 1: ‘The Messenger’

Islam and Europe B) Charlemagne

4) Mar 10 Vikings and Other Invaders F. Viking Saga, 2: ‘Eastward Trail’ C) Islam

5) Mar 17 Feudalism, Governance, Monarchies and Parliaments

Religion and the Church in the Middle Ages

D) Vikings

6) Mar 26 (Wed)

week of Easter Break (no classes) week of Easter Break (no classes) week of Easter Break (no classes)

7) Mar 31 Byzantium, the East and the Crusades

F. Crusades, 1: ‘Pilgrims in Arms’ E) Monks & Monasteries

8) Apr 7 Towns, Economy and Intellectual Life

F. The Day the Universe Changed, 2: ‘Medieval Conflict: Faith & Reason’

F) First Crusade

-- Mid-Semester Break Mid-Semester Break Mid-Semester Break

-- Mid-Semester Break Mid-Semester Break Mid-Semester Break

9) Apr 28 14th-Century Disasters - Plague, Famine, War and Revolts

F. History’s Turning Points, 5: ‘The Black Death’ F. The Western Tradition, 23: ‘The Late Middle Ages’

G) Universities

10) May 5 Women in Medieval Society Heresy in the Medieval World H) Black Death

11) May 12 Renaissance Renaissance F. The Day the Universe Changed, 3: ‘Point of View’ (‘Scientific Imagination in the Renaissance’)

I) Joan of Arc

12) May 19 Columbus and the New World F. Columbus & the Age of Discovery, 1: ‘Columbus’s World’

Columbus and the New World J) Renaissance

13) May 26 Pre-Reformation Religious Reformers and The Reformation

The Reformation K) Columbus and the New World

14) Jun 2 Early-Modern Religious Conflicts, including F. The Western Tradition, 29: ‘The Wars of Religion’

Conclusion; Exam Preparation L) Luther and the Printing Press

Exams - Tues Jun 10 to Fri Jun 27 (three weeks)

Mid-Year Recess - Sat Jun 28 to Sun Jul 20 (three weeks)


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ASSESSMENT GUIDE OVERVIEW OF ASSESSMENT Exam - 2 hours - 30% Tutorial Participation - 10% Tutorial Presentation and Report - Presentation: 10 mins, 10%; Report: 500 words, 5% - 15% Tutorial Reading Journal - 1000 words - 15% - due May 28 Research Essay - 2000 words - 30% - due May 12 To pass this course it is necessary to obtain 50 marks or more overall. No assessment item is compulsory, however not completing any one, and particularly a major one, will severely affect your marks and grade overall. The exception to this is class attendance: students missing more than three tutorials without good reason face the possibility of failing the course. Reading Doing History depends on reading. All the assessment in this course is therefore built on this principle. A lecture will introduce you to a topic, with a survey or overview, but that is all; it will by no means tell you everything you could know or need to know about a topic. Tutorials are useful for delving into a topic in more detail, for discussing further reading that gives a deeper understanding of the topic, and for airing and developing ideas and conclusions about the topic and questions relating to it. In a research essay, more reading still will allow you to develop more firm ideas and conclusions about a topic, by giving you an even more deep understanding of it. Historians read both primary and secondary material. Primary material is the record or evidence of the past, because it was produced at or close to the time of what it describes or depicts (and without the primary records we could not study or know anything about the past). Secondary material is historians’ analysis, interpretation and explanation of primary evidence and its significance, undertaken in order to try to explain or draw conclusions about the past, as History. (Historians usually do this also in the light of modern knowledge gleaned from the work of other historians who have done as they are doing.) The two types of sources, primary and secondary, are fundamentally different. The distinction is, firstly, one of time of writing; but it is also to do with intentions behind the writing, and methods in doing it. An author of primary evidence usually is simply presenting his personal account or picture of his time. The historian, producing secondary material, pulls apart a range of primary material, and contextualizes it (with the help of existing secondary material) in order to construct some modern understanding the past. So doing History is not about finding and reporting ‘facts’ or ‘information’. It is a process of investigating, analysing and concluding. It is not possible to come adequately to conclusions on the basis of only two or three sources. Using a good mix of both primary and secondary material is necessary. It is necessary to look at primary sources yourself, to come to your own understanding of them. It is necessary to use a range of secondary materials, to understand the complexities, different opinions and interpretations, and historical questions and debates, that different historians have engaged in, about the primary evidence. This helps you to form, deepen and tighten your own ideas, conclusions and arguments. A Note on the Internet Do not use web sites or online encylopedias (eg. Wikipedia) for History at university. They are usually not suitable. The publishers of scholarly, academic books and journals use a refereeing process to make sure of the quality of their publications: qualified, practicing academics read, review and referee all work by their peers that is being proposed for publication, to make sure it is of high quality and value. No such standards and refereeing processes are applied to most material on the web; it is difficult to know if articles and sites posted have been academically scrutinized, and are of good scholarly quality. It is therefore safer and better to use scholarly books and journals available through the University Library.


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DETAIL OF ASSESSMENT ITEMS Referencing Written Work With the exception of the exam, your written assessment items (essay, tutorial presentation report, tutorial reading journal) must include referencing where appropriate to all the sources you have used in your essay. This includes sources from which you have gathered any information that is deeper than an obvious general-knowledge type of information. It includes sources for any quotations you use. It includes sources of any historical understandings, interpretations or arguments that you make use of. History at the University of Newcastle prefers you to use the style of referencing known as ‘Chicago’, for referencing your sources. A simple guide to this referencing system is included in the History Department’s guide, How to Write a History Essay. This guide is included in the HIST1050 Course Reader, and is part of the essential reading for Tutorial A. It is also available in the Course Documents section of the HIST1050 Blackboard Course (in the folder called ‘Essay Writing’). In basic terms, Chicago style requires numbered footnotes, following a certain format, throughout the assignment, and a bibliography at the end. A footnote reference provides the name of the author of the source, the source’s title, the place and date of publication, and usually a page number or selection of page numbers. All word processing programmes have ways of inserting automatically numbered footnotes easily. A bibliography is a list of all the sources you have used throughout the paper, providing author, title and publication information for each source. The list is given in alphabetical author, according to the authors’ last names (or titles for works without authors and for edited collections). Whether you use the Chicago style or not, the style you choose must be one of footnotes, not in-text, in-parenthesis references (eg., not Harvard style). Whichever style you use for your footnotes and bibliography, you must do it correctly and consistently. Inadequate or incorrect referencing to the work of others may be viewed as plagiarism, and may result in reduced marks or failure. Further information on referencing and general study skills can be obtained from: Infoskills: www.newcastle.edu.au/services/library/tutorials/infoskills/index.html Exam The exam is worth 30% of your assessment for this course. It will be a formal exam of two hours, in the Semester One Exam Period of June 10 to June 27. The date will be available once the University has worked out the Exam Timetable. You should be prepared to attend the exam at any time within the Exam Period. The exam questions will cover lecture content, but you will also be able to draw on reading you have done for tutorials, to showcase what you have learnt throughout the course. Further details about the structure and content of the exam will be given during the lecture programme, particularly in the final lecture for the course. Tutorial Preparation and Participation Attendance at tutorials is compulsory, which means that you can be penalized for missing tutorials without good reason and documentation. Students missing more than three tutorials without good reason face the possibility of failing the course. Marks are also given for involvement in the tutorial discussion; this is worth 10% of your assessment. To prepare for a tutorial, and for participating in the discussion, read to begin with the ‘Essential Reading’ (those readings provided in the Course Reader). Think about the suggested discussion questions that are provided for each topic in the Tutorial Guide below. You should also look at a selection from the ‘Further Reading’.


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To participate in tutorial discussion, you need simply to talk about your opinions, ideas or conclusions about the topics and questions, especially in the light of your reading. Tutorials are not about having answers that may be ‘right’ or ‘wrong’. They are for group discussion and debate, and even for further questions. They are where you can voice any ideas, opinions or questions, whether derived from your reading or arising spontaneously out of the discussion. You are not expected to ‘know’ anything, only to show you have been reading and thinking about the topic. Tutorial Presentation and Report The tutorial presentation and report are worth 15% of your assessment. Ten marks for the presentation and five marks are for the report. You will select a topic for your tutorial presentation and report at the first tutorial in Week 2. Make sure you have looked through the Tutorial Guide in this Course Outline, and selected two or three topics that you would be prepared to do your presentation on. You may not present on the same topic that you do your essay on. You will do the presentation at the tutorial assigned for your topic. Your report will be due at the tutorial the following week. Your presentation should be no longer than ten minutes. It should contain your reflections on the tutorial topic, based on your reading. You may use the tutorial discussion questions as a guide for preparing your presentation and report; it is up to you if you would like to focus on just one or two of the questions, or consider all of them, or offer your own reflections about a different aspect of the topic. When there is more than one person presenting at the same tutorial, it is a good idea to divide up questions or aspects in advance. The report has a word limit of 500 words (not including bibliography). It should be a summary of your presentation, but also incorporate any further ideas or reflections you have had on the topic, as a result of the tutorial topic. It must also include a properly formatted bibliography of the sources to which you referred, to prepare your presentation (not counted in the word limit). Tutorial Reading Journal The Tutorial Reading Journal is worth 15% of your assessment. It is due on Wednesday May 28. Throughout the semester you will be doing reading for the tutorials, drawn from the tutorial reading lists. For three of the tutorials you will need to keep a journal of notes. The journal should not cover topics on which you do your presentation and your essay. It must cover three different topics. For each of the three entries, write about three hundred words (no more than 1000 words total for all three), reflecting on your reading, and the conclusions you draw from your reading. Include also a correctly formatted bibliography for each of the three weeks, listing what you have read and are referring to in the journal entry (not included in the word count). You may use the tutorial discussion questions as a guide for your reflections; it is up to you if you would like to focus on just one or two of the questions, or consider all of them, or offer your own reflections about a different aspect of the topic. Note that you should be taking similar notes for all tutorials, in order to prepare for them adequately, and so contribute to the group discussions in the tutorials themselves. The notes might be only in your head, rather than formally written down, but they mean that you are not only reading, but also taking in what you read and thinking about it critically.


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Research Essay The research essay has an upper word limit of 2000 words. It is worth 30% of your assessment. It is due on Monday May 12. For details on how and where to submit your essay, see the Additional Information document in the ‘Course Outline’ section of the HIST1050 Blackboard Course. Learning to write good research essays is a fundamental part of History at university. Be thinking about your essay from the start of the course. Writing an essay is not an exercise in finding and reporting ‘facts’ or ‘information’. The research component requires you to read a good deal, and to conisider, analyse, compare and contrast what you have read. The component of preparing and writing your essay requires you to form your own conclusions about your essay question, drawing on the research you have done, and organize, present and argue these conclusions in writing. We will be discussing and practicing these techniques throughout the course, in tutorials. But remember that doing it for your essay will take time and care. Start as early as you can. The essay question options follow. To spread demand for library books, no more than ten students will be permitted to do any one essay question. You will select a question for your essay at the first tutorial in Week 2. Make sure you have looked through the questions in advance, and selected two or three that you would be prepared to do your essay on. You may not do your essay on the same topic that you do your tutorial presentation and report on. Essay Question Options The essay questions are based on the tutorial topics. You can use the reading lists from the appropriate tutorials for your research. You can also use the Library catalogue, the Library’s Bonus facility, and the online journal databases to find your own resources (as demonstrated in the lectures in Week 1). B) Charlemagne To what extent did Charlemagne restore the “Roman Empire” in Western Europe? (Hint: You need to define what you mean by “Roman Empire”, and then evaluate the features of Charlemagne’s enterprise against it. Perhaps he created something entirely new?) C) Islam Why did the establishment of Islam during the lifetime of the Prophet Muhammad necessitate the shedding of much blood? Were theological or other factors behind the violence? (Hint: There are two parts of the question. You need to consider the first part in the light of the second. Think also about the relationship between religion and the society in which it is practised.) D) Vikings “Once the prejudices and exaggerations of the primary sources are recognized, the raids can be seen not as an unprecedented and inexplicable cataclysm, but as an extension of normal Dark Age activity, made possible and profitable by special circumstances.” Peter Sawyer, The Age of the Vikings. Do you agree with Sawyer that Viking interaction with Western Europe in the 8th, 9th and 10th centuries can be considered “an extension of normal Dark Age activity”? (Hint: You should read Sawyer and also the Wormald article. Make sure you define what you mean by “normal Dark Age activity”, and locate the Vikings actions and achievements within it.)


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E) Monks and Monasteries “The monastery [was] an island within a society that it preferred to ignore...” (Giovanni Miccoli) In the light of your reading about the role of monasteries in medieval society, explain why you agree or disagree with this statement. (Hint: The object of this question is to consider the monastic rule which advocated seclusion from the world, with the reality of living monasticism in feudal and urban society. Could monasteries afford to remain isolated from the rest of society?) F) First Crusade To what extent was the First Crusade “a papal grab at European political domination”? Was it a spiritual enterprise in any sense? (Hint: You need to evaluate the reasons why the pope called the crusade within the context of Church politics and those of the Holy Roman Empire at the time; and think about the motives of ALL involved – pope and crusaders.) G) Universities “[The townsmen] seized and imprisoned all scholars on whom they could lay hands, invaded their inns, made havoc of their goods and trampled their books under foot.” Anonymous Account of a Student Riot at Oxford, 13th Century To what extent were riots, like the one at Oxford, inspired by the privileges granted medieval universities? (Hint: Consider the structure of the university and its privileges, and then think about other factors (subjects studied, student lifestyles, etc). You may focus on one specific riot to illustrate your argument.) H) Black Death “The Black Death was just one of many catastrophes to hit Europe in the 14th century, so was not solely responsible for the economic, social and religious changes of the late middle ages.” Discuss. (Hint: You’ll need to consider other factors, like famine, over-expansion, politics, etc. in evaluating the role of the plague in changing Europe in the late middle ages.) I) Joan of Arc “The woman, erroneously called the Maid, has … contrary to the divine law, and to the decency becoming her sex, worn the dress of a man, a thing abominable before God; and in this state she joined our adversary … giving him … to understand that she was sent as a messenger from Heaven …” The Chronicles of Enguerrand de Monstrelet, Vol. 1, 588. As this extract from the letter of the King of England notes, Joan’s wearing of men’s clothing profoundly troubled her contemporaries. What part did Joan’s male attire play in her trial and execution? (Hint: You must consider other possible factors, such as her visions, her role in the war, etc., in your answer.)


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J) Renaissance Humanism ‘If we are to call any age golden, it is beyond doubt that age which brings forth golden talents in different places. That such is true of this our age [no one] will hardly doubt.’ Marsilio Ficino, from a letter to Paul of Middleburg, 1492. Do you think that Renaissance humanism made the fifteenth century a ‘golden’ age? K) Columbus and the New World “[The island] contains gold and spices and large ships and merchandize and [I am told] … I should steer west-south-west to find it, and I think this is right, for if I am to believe the indications of all these Indians and those I have on board – I do not know their language – this is the island of Chipangu of which such marvellous tales are told and which in the globes that I have seen and on the painted map of the world appears to lie in this region.” 24 October 1492, Digest of Columbus’s Log-Book in The Four Voyages, 73. What did Columbus expect to find in the “Indies”, and how did his reports reflect the objectives of the voyage rather than the reality of what was in the Caribbean? (Hint: You need to consider the objectives of the voyage, the influences on Columbus’s thinking, and how he described what he found to the Spanish monarchs.) L) Luther and the Printing Press “The Reformation message could not have been spread effectively without the printing press.” Explain why you agree or disagree with this statement. (Hint: You need to consider other 16th-century media and then compare the efficacy the printing press alongside them.)


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USEFUL GENERAL TEXTS

Anderson, Roberta, and Dominic Aidan Bellenger. Medieval Worlds: A Sourcebook. New York: Routledge, 2003 [Excellent collection of documents] Bennett, Judith M. and C. Warren Hollister, Medieval Europe: A Short History. 10th ed. Boston, Mass.: McGraw-Hill, 2006 Frankforter, A. Daniel. 2003. The Medieval Millennium: An Introduction. 2nd ed. Upper Saddle River, N.J.: Prentice Hall, 2003. [Another textbook] Barber, Malcolm. The Two Cities: Medieval Europe, 1050-1320. London & New York: Routledge, 1992. Brooke, Christopher. Europe in the Central Middle Ages 962-1154. 2nd ed. London: Longman, 1987. Collins, Roger. Early Medieval Europe 300-1000. 2nd ed. London: Palgrave, 1999. Fossier, Robert, ed. The Cambridge Illustrated History of the Middle Ages. Cambridge: Cambridge University Press, 1997. Frankforter, A. Daniel. The Medieval Millennium: An Introduction. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2003. Hay, Denys. Europe in the Fourteenth & Fifteenth Centuries. 2nd ed. London: Longman, 1989. Holmes, George, ed. The Oxford history of Medieval Europe. Oxford: Oxford University Press, 1988. Keen, Maurice. The Penguin History of Medieval Europe. 1968. Reprint Harmondsworth: Penguin, 1991. Kinder, Hermann, & Werner Hilgemann. The Penguin Atlas of World History, Volume I: From the Beginning to the Eve of the French Revolution. Harmondsworth: Penguin, 1978. Koenigsberger, H.G. Medieval Europe 400-1500. London: Longman, 1987. Koenigsberger, H.G., et al. Europe in the Sixteenth Century. 2nd ed. London: Longman, 1989. Le Goff, Jacques. Medieval Civilization 400-1500. Translated by Julia Barrow. Oxford: Blackwell, 1988. Linehan, Peter, and Janet L. Nelson. The Medieval World. London: Routledge, 2001. A superb collection of survey articles by leading authorities. MacKay, Angus, and David Ditchburn. Atlas of Medieval Europe. London: Routledge, 1997. Mundy, John H. Europe in the High Middle Ages 1150-1309. 2nd ed. London: Longman, 1991. Shahar, Shulamith. The Fourth Estate. A History of Women in the Middle Ages. London & New York: Routledge, 1990. Strayer, Joseph R. Dictionary of the Middle Ages. New York: Scribner, 1982-1989, 13 volumes.


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TUTORIAL GUIDE AND READING LISTS

A) INTRODUCTION (WEEK 2) Discussion Suggestions • Assessment tasks. • How do tutorials operate, and what do I have to read each week? • Choose topic for tutorial presentation and essay. • Discuss questions about writing History essays. The tutorial this week will be an introductory session, discussing important sections of the Course Outline. Also, at this tutorial you will sign up for topics for your tutorial presentation and report and for your research essay. You cannot do them both on the same topic. Make sure you have looked through the Tutorial Guide and the Essay Questions in this Course Outline, and selected two or three topics that interest you, for each assessment task. As some topics are extremely popular, you may not be able to have your first preferences. Essential Reading HIST1050 Course Outline. University of Newcastle, School of Humanities and Social Science (History) guide: How to Write a History Essay. R. Marius and M. Page, A Short Guide to Writing about History (New York: Longman, 2002), 16-35 (Ch. 1, ‘The Essay in History). Further Reading See the documents in ‘Course Documents’, in Blackboard, by C. J. England, on writing undergraduate History essays.


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B) CHARLEMAGNE (WEEK 3) Discussion Suggestions • What had Charlemagne achieved to deserve the imperial title? • How important was his alliance with the papacy? • What kind of empire do you think Charlemagne aimed to create: Roman? Christendom? Europe?

And what did he create? • Would you agree with Kenneth Clark’s claim that Charlemagne saved Western Civilization? Essential Reading Secondary Bennett, Judith M. and C. Warren Hollister, Medieval Europe: A Short History. 10th ed. Boston, Mass.: McGraw-Hill, 2006, Ch. 5. Primary From the Internet Medieval Sourcebook: http://www.fordham.edu/halsall/basis/einhard.html

• Excerpt from Einhard, The Life of Charlemagne “Charlemagne’s Correspondence.” In The Western Tradition. Volume One: From the Ancient World to Louis XIV. 5th ed. Edited by Eugen Weber. Lexington, Mass: D. C. Heath, 1995: 220-27. Further Reading Primary Internet Medieval Sourcebook: Charlemagne http://www.fordham.edu/halsall/sbook1h.html - Charlemagne Secondary Brown, Peter. The Rise of Western Christendom. Triumph and Diversity, AD200-1000. 2nd ed. Oxford & Malden, MA: Blackwell, 2003. Ch. 19. Brown, R. Allen. The Origins of Modern Europe. The Medieval Heritage of Western Civilization. Woodbridge: Boydell Press, 1996: Chs. 2 & 3. Bullough, Donald A. Carolingian Renewal: Sources and Heritage. Manchester: Manchester University Press, 1991. Ch. 1. Charlemagne: Empire and Society. Ed. Joanna Story. Manchester & New York: Manchester University Press, 2005. Clark, Kenneth. Civilization. A Personal View. London: BBC, 1969. Ch. 1. Collins, Roger. Charlemagne. Toronto: University of Toronto Press, 1998. Folz, Robert. The Coronation of Charlemagne, 25 December 800. Translated by J. E. Anderson. London: Routledge, 1974. See especially chs. 8 & 9.


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Frankforter, A. Daniel. The Medieval Millennium: An Introduction. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2003: Ch. 5. Ganshof, F. L. The Carolingians and the Frankish Monarchy. London: Longman, 1971. See especially Ch. 4. James, Edward. The Origins of France: From Clovis to the Capetians, 500-1000. London: Macmillan, 1982. King, P. D. Charlemagne. London: Methuen, 1986. Le Goff, Jacques. Medieval Civilization 400-1500. Translated by Julia Barrow. Oxford: Blackwell, 1988: 37-43. Logan, F. Donald. A History of the Church in the Middle Ages. London & New York: Routledge, 2002: 71-80. Wilson, Derek. Charlemagne: The Great Adventure. London: Hutchinson, 2005. Winston, Richard. Charlemagne: From the Hammer to the Cross. London: Constable, 1969.


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C) ISLAM (WEEK 4) Discussion Suggestions • What relationship did Islam have with other faiths, namely Judaism and Christianity? • Did the new Islamic faith “oppress” Arab women? • Explain the meaning of jihad. Did the Quran promote war and conflict? • What does the rise of Islam tell us about the relationship between religion and politics? Essential Reading Secondary Armstrong, Karen. Islam: A Short History. London: Phoenix, 2000: Ch. 1. Primary Documents from the Internet Medieval Sourcebook: http://www.fordham.edu/halsall/sbook1d.html#Islamic%20Expansion%20and%20Empires%20-%20to%20750%20CE

• Al-Baladhuri: The Battle of the Yarmuk (636) and After • Tarik’s Address to his Soldiers, 711 CE • Pact of Umar, 7th C?: The Status of Non-Muslims under Muslim Rule

Further Reading Primary Islam: From the Prophet Muhammad to the Capture of Constantinople. Edited & Translated by Bernard Lewis. London: Macmillan, 1976. Islam: From the Prophet Muhammad to the Capture of Constantinople. Edited & Translated by Bernard Lewis. London: Macmillan, 1976. Wolf, Kenneth Baxter. Conquerors and Chroniclers of Early-Medieval Spain. Liverpool: Liverpool University Press, 1990. Internet Medieval Sourcebook: Islam, esp. Muhammad and Foundations - to 632 CE; Islamic Expansion and Empire - to 750 CE; The Abbasid Caliphate - after 750 CE; Al-Andalus: Muslim Spain http://www.fordham.edu/halsall/sbook1d.html Secondary Adamec, Ludwig W. Historical Dictionary of Islam. Lanham: Scarecrow Press, 2001. Bennett, Judith M. and C. Warren Hollister, Medieval Europe: A Short History. 10th ed. Boston, Mass.: McGraw-Hill, 2006, Chs 4, 7 and 9 (or 9th edition, Chs 5, 7 and 10). Berkey, Jonathan. The Formation of Islam: Religion and Society in the Near East, 600-1800. New York: Cambridge University Press, 2002. Brown, Peter. The Rise of Western Christendom: Triumph and Diversity, AD 200-1000. 2nd ed. Oxford & Malden, MA: Blackwell, 2003. Ch. 12. Collins, Roger. Early Medieval Spain: Unity in Diversity (400-1000) 2nd ed. 1995.


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Collins, Roger. The Arab Conquest of Spain, 710-797. Oxford: Blackwell, 1989. ———. Early Medieval Europe 300-1000. 1st ed. Basingstoke: Macmillan Education, 1991. Fletcher, Richard. The Cross and the Crescent: Christianity and Islam from Muhammad to the Reformation. London: Allen Lane, 2003. Frankforter, A. Daniel. The Medieval Millennium: An Introduction. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2003: 83-93. Lapidus, Ira M. A History of Islamic Societies. 2nd ed. Cambridge: Cambridge University Press, 2002. Lewis, Bernard. The Arabs in History. 6th ed. Oxford & New York: Oxford University Press, 1993. Ch. 2 Lippman, Thomas W. Understanding Islam: An Introduction to the Muslim World. 2nd ed. New York: Meridian, 1995. Logan, F. Donald. A History of the Church in the Middle Ages. London & New York: Routledge, 2002. Ch. 3. Sonn, Tamara. A Brief History of Islam. Malden, MA: Blackwell, 2004.


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D) VIKINGS (WEEK 5) Discussion Suggestions

• Why were the Vikings so successful? • Compare the primary sources – do they provide us with different images of Vikings? • Why do so many sources suggest that the Vikings were motivated solely by the desire to plunder and

destroy? • Were the Viking invasions of Eastern and Western Europe simply “an extension of normal Dark Age

activity”? Essential Reading Secondary Collins, Roger. Early Medieval Europe 300-1000. 2nd ed. London: Palgrave, 1999. Ch. 19. Primary “The Vikings.” In The Western Tradition. Volume One: From the Ancient World to Louis XIV. 5th ed. Edited by Eugen Weber. Lexington, Mass: D. C. Heath, 1995: 229-34. “The Vikings in England.” In Portraits and Documents: The Early Middle Ages 871-1216. Edited by Derek Baker. London: Hutchinson, 1966: 25-30. From the Internet Medieval Sourcebook: http://www.fordham.edu/halsall/source/843bertin.html

• Three Sources on the Ravages of the Northmen in Frankland, c. 843-912 Further Reading Primary Internet Medieval Sourcebook: External attacks http://www.fordham.edu/halsall/sbook1i.html - External Attacks Secondary Allen Brown, R. The Origins of Modern Europe: The Medieval Heritage of Western Civilization. 1972. Woodbridge: Boydell, 1996: 95-103. Brønsted, Johannes. The Vikings. Translated by Kalle Skov. Harmondsworth: Penguin, 1965. See especially Ch. 2 & the epilogue. Bennett, Judith M. and C. Warren Hollister, Medieval Europe: A Short History. 10th ed. Boston, Mass.: McGraw-Hill, 2006: Ch. 6 (or 9th edition, Ch. 7). Jones, Gwyn. A History of the Vikings. Revised ed. Oxford: Oxford University Press, 1984. Logan, F. Donald. A History of the Church in the Middle Ages. London & New York: Routledge, 2002: 80-88. _________. The Vikings in History. 2nd ed. London: Routledge, 1991. Chs. 1 & 2. Loyn, H. R. Anglo-Saxon England and the Norman Conquest. 2nd ed. London: Longman, 1991.


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Lund, Neils. “Allies of God or Man? The Viking Expansion in a European Perspective.” Viator 20 (1989): 45-59. Page, R. I. Chronicles of the Vikings. Records, Memorials and Myths. Toronto: University of Toronto Press, 1995. Richards, Julian D. Viking Age England. Gloucestershire: Tempus, 2004. Sawyer, Peter. The Age of the Vikings. 2nd ed. London: Edward Arnold, 1971. __________. Kings and Vikings: Scandinavia and Europe, AD 700-1100. London: Routledge, 1992. __________. “Ohthere and Viking Age Trade.” In Two Voyagers at the Court of King Alfred. Edited by Niels Lund. York: Sessions, 1984: 43-55. Wormald, C. Patrick. “Viking Studies: Whence and Whither?” In The Vikings. Edited by R. T. Farrell. London: Phillimore, 1982: 128-48.


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E) MONKS & MONASTERIES (WEEK 7) Discussion Suggestions • What were the main features of St. Benedict’s rule? • Explain the function of the monastery in medieval society. • Was it a religious, social or political institution? Essential Reading Secondary Lawrence, C. H. Medieval Monasticism. Forms of Religious Life in Western Europe in the Middle Ages. 3rd ed. London: Longman, 1989: Ch. 7. Primary “Rule of Benedict.” In The Western Tradition. Volume One: From the Ancient World to Louis XIV. 5th ed. Edited by Eugen Weber. Lexington, Mass: D. C. Heath, 1995: 258-62. Documents from the Internet Medieval Sourcebook: http://www.fordham.edu/halsall/sbook1s.html#Western%20Monasticism%20-%20After%20A.D

• Foundation Charter of Cluny, 910 • Regulations of the Property of Cluny, 1150 • William of St. Thierry: A Description of Clairvaux, c. 1143 • Two Accounts of the Early Career of St. Bernard, c. 1150

Further Reading

Primary Internet Medieval Sourcebook: http://www.fordham.edu/halsall/sbook1e.html - Monasticism to A.D. 900 http://www.fordham.edu/halsall/sbook1s.html - Western Monasticism - After A.D. 900 Secondary Barber, Malcolm. The Two Cities: Medieval Europe, 1050-1320. London & New York: Routledge, 1992. Ch. 6. Bouchard, Constance Brittain. Sword, Miter and Cloister: Nobility and the Church in Burgundy, 980-1198. Ithaca, N. Y.: Cornell University Press, 1987.

Duckett, Eleanor Shipley. The Gateway to the Middle Ages: Monasticism. 1938. Reprint, New York: Dorset, 1961. Ch. 3. Duffy, Eamon. The Stripping of the Altars: Traditional Religion in England 1400-1580. New Haven: Yale, 1992. Harvey, Barbara. Living and Dying in England 1100-1540: The Monastic Experience. Oxford: Oxford University Press, 1993. Bennett, Judith M. and C. Warren Hollister, Medieval Europe: A Short History. 10th ed. Boston, Mass.: McGraw-Hill, 2006, Chs 3 and 8 (or 9th edition Chs 4 and 9).


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Lawrence, C. H. Medieval Monasticism. Forms of Religious Life in Western Europe in the Middle Ages. 2nd ed. London: Longman, 1989. See especially Ch. 2. Miccoli, Giovanni. “Monks.” In The Medieval World. Edited by Jacques Le Goff. London: Collins and Brown, 1990: 37-73. Milis, Ludo J. R. Angelic Monks and Earthly Men: Monasticism and its Meaning to Medieval Society. Woodbridge: Boydell, 1992. Especially chs. 3 & 4. Southern, Richard W. Western Society and the Church in the Middle Ages. London: Penguin, 1970. Swanson, R. N. Church and Society in Late Medieval England. Oxford: Blackwell, 1989 or 1993. Ch. 5.


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F) FIRST CRUSADE (WEEK 8) Discussion Suggestions • What was a crusade? • What were the goals of the First Crusade? • Why did Europeans of all social groups respond so overwhelmingly to Alexius’s appeal? • Could the crusades be considered as a “barbarian invasion of the East”? Essential Reading Secondary Finucane, Ronald C. Soldiers of the Faith: Crusaders and Moslems at War. New York: St. Martins Press, 2004. Ch. 1.

Primary Documents from the Internet Medieval Sourcebook: http://www.fordham.edu/halsall/sbook1k.html#The%20First%20Crusade

• Urban II (1088-1099): Speech at Council of Clermont, 1095, Five Versions of the Speech • Ekkehard of Aurach: On the Opening of the First Crusade

The Crusades: Idea & Reality 1095-1274. Edited by Louise & Jonathon Riley-Smith. London, 1981: 37-40. Chartres, Foucher de. Chronicle of the First Crusade. Edited by Martha Evelyn McGinty. Philadelphia: University of Pennsylvania Press, 1941: 11-18. Further Reading Primary Internet Medieval Sourcebook: http://www.fordham.edu/halsall/sbook1k.html - The First Crusade Secondary Asbridge, Thomas S. The First Crusade: A New History. London: Free Press, 2004. Barber, Malcolm. The Two Cities: Medieval Europe, 1050-1320. London & New York: Routledge, 1992: 119-26. Bull, Marcus. “The Pilgrimage Origins of the First Crusade.” History Today 47 (March 1997): 10-15. ________ “The Roots of Lay Enthusiasm for the First Crusade.” History 78 (1993): 353-72. The Crusades: The Essential Readings. Edited by Thomas F. Madden. Oxford: Blackwell, 2002. Erdmann, Carl. The Origin of the Idea of Crusade. Princeton, N. J.: Princeton University Press, 1977. Ch. 9, 10 & 11, but especially Ch. 10. Finucane, Ronald C. Soldiers of the Faith: Crusaders and Moslems at War. New York: St. Martins Press, 2004.


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France, John. “Patronage and the Appeal of the First Crusade.” In The First Crusade. Origins and Impact. Edited by Jonathon Phillips. Manchester: Manchester University Press, 1997: 5-20. Frankforter, A. Daniel. The Medieval Millennium: An Introduction. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2003: 173-89. Gabrieli, Francesco. Arab Historians of the Crusades. Selected and Translated from the Arabic Sources. Translated by E. J. Costello. London: Routledge, 1969. Hamilton, Bernard. The Crusades. Phoenix Mill: Sutton, 1998. Hindley, Geoffrey. A Brief History of the Crusades. London: Robinson, 2004. Bennett, Judith M. and C. Warren Hollister, Medieval Europe: A Short History. 10th ed. Boston, Mass.: McGraw-Hill, 2006: Chs 9, 10 and 11 (or 9th edition, Chs 10, 11 and 12). Maier, Christoph T. Crusade Propaganda and Ideology: Model Sermons for the Preaching Cross. Cambridge: Cambridge University Press, 2000. The Oxford History of the Crusades. Edited by Jonathan Riley-Smith. Oxford: Oxford University Press, 2002. Phillips, Jonathon. “Who Were the First Crusaders?” History Today 47 (March 1997): 16-22. Riley-Smith, Jonathon. The First Crusaders, 1095-1131. Cambridge: Cambridge University Press, 1997. Riley-Smith, Jonathon. What Were the Crusades? Basingstoke: Macmillan, 2002.


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G) UNIVERSITIES (WEEK 9) Discussion Suggestions • What kind of institution was the medieval university? • Describe the subjects studied by medieval students. • How would you describe the relationship between “town and gown”? • How did medieval university life differ from our modern experience? Essential Reading Secondary Barber, Malcolm. The Two Cities: Medieval Europe, 1050-1320. London & New York: Routledge, 1992. Ch. 17. Primary From the Internet Medieval Sourcebook: ‘13th-14th Century Scholasticism’ http://www.fordham.edu/halsall/sbook1r.html#13th-14th%20Century%20Scholasticism

• Robert de Courçon: Statutes for the University of Paris, 1215 • Rules of the University of Paris, AD 1215 • Statutes of Gregory for the University of Paris 1231 • Frederick II: Lictere Generales, establishing the University of Naples, 1224 • Medieval Students' Songs [12th C] • Jacques de Vitry: Life of the Students at Paris, 13th C • Rupert, Count Palatine: Foundation of the University of Heidelberg, 1386

Further Reading Primary “Life at a Medieval University.” In Discovering the Western Past. A Look at the Evidence, 4th ed. Edited by Merry E. Wiesner, Julius R. Ruff & William Bruce Wheeler. Boston: Houghton Mifflin, 2000: 150-75. Internet Medieval Sourcebook: 13th-14th Century Scholasticism: Educational Institutions http://www.fordham.edu/halsall/sbook1r.html - 13th-14th Century Scholasticism Internet Medieval Sourcebook: Economic Life: The Rise of Towns http://www.fordham.edu/halsall/sbook1j.html - The Rise of Towns Secondary Baldwin, John W. The Scholastic Culture of the Middle Ages 1000-1300. Lexington, Mass.: D. C. Heath, 1971. Bennett, Judith M. and C. Warren Hollister, Medieval Europe: A Short History. 10th ed. Boston, Mass.: McGraw-Hill, 2006: 246-49 and 307-20 (or 9th edition, 248-51, 308-22). Cobban, Alan B. English University Life in the Middle Ages. London: UCL Press, 1999. Cobban, A. B. The Medieval English Universities: Oxford and Cambridge to c.1500. Aldershot: Scholar Press, 1988. Ch. 7.I.


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Dales, Richard C. The Intellectual Life of Western Europe in the Middle Ages. 2nd ed. Leiden: E. J. Brill, 1992. See especially chs. 8, 10 & 11. Frankforter, A. Daniel. The Medieval Millennium: An Introduction. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2003: 208-28. Karras, Ruth Mazo. “Sharing Wine, Women and Song: Masculine Identity Formation in the Medieval European Universities.” In Becoming Male in the Middle Ages. Edited by Jeffrey Jerome Cohen and Bonnie Wheeler. New York: Garland, 1997: 187-202. Kibre, Pearl. Scholarly Privileges in the Middle Ages: The Rights, Privileges and Immunities of Scholars and Universities at Bologna, Padua, Paris and Oxford. London: Mediaeval Academy of America, 1961. Le Goff, Jacques. Intellectuals in the Middle Ages. Translated by Teresa Lavender Fagan. Cambridge, Mass: Blackwell, 1993. Ch. 1. Logan, F. Donald. A History of the Church in the Middle Ages. London & New York: Routledge, 2002. Ch. 12. Piltz, Anders. The World of Medieval Learning. Revised ed. Translated by David Jones. Totowa, N.J.: Barnes & Noble, 1981. See especially pp. 125-49. Rubenstein, Richard E. Aristotle’s Children: How Christians, Muslims, and Jews Rediscovered Ancient Wisdom and Illuminated the Dark Ages. Orlando: Harcourt, 2003. Rudy, Willis. The Universities of Europe, 1100-1914. Cranbury, N. J.: Associated Universities Press, 1984. Ch. 1. The University and the City: From Medieval Origins to the Present. Edited by Thomas Bender. New York: Oxford University Press, 1988. Chs. 1 & 2.


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H) BLACK DEATH (WEEK 10) Discussion Suggestions • In the absence of scientific knowledge about the nature of the disease, what did people believe

caused the deadly plague? • Outline the other crises facing Europeans in late middle ages. • What was the economic impact of the Black Death? • Did the plague change people’s religious attitude? Essential Reading Secondary Frankforter, A. Daniel. The Medieval Millennium: An Introduction. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2003: 300-25. Primary “The Famine of 1315” & “The Black Death.” In The Middle Ages, Vol. I: Sources of Medieval History. 4th ed. Edited by Brian Tierney. New York: Knopf, 1983: 329-35. From: http://www.uvawise.edu/history/wciv1/civ1ref/peasvolt.htm

• The English Peasant Revolt, 1381, from Froissart's Chronicles From the Internet Medieval Sourcebook: http://www.fordham.edu/halsall/sbook1j.html#Rural%20Life

• Anonimalle Chronicle: English Peasants' Revolt 1381 Further Reading Primary Internet Medieval Sourcebook: The ‘Calamitous’ 14th Century http://www.fordham.edu/halsall/sbook1w.html - Calamitous Century The Black Death: A Chronicle of the Plague Compiled from Contemporary Sources. Edited by Nohl, Johannes. Reprint, London: Unwin Books, 1961. (This is a collection of primary documents relating to various outbreaks of plague from the mid-14th century onwards.) Secondary Aberth, J. “The Black Death in the Diocese of Ely: The Evidence of the Bishop’s Register.” Journal of Medieval History 21 (1995): 275-88. ______. From the Brink of the Apocalypse: Confronting Famine, War, Plague and Death in the Later Middle Ages. New York: Routledge, 2001. Before the Black Death: Studies in the “Crisis” of the Early Fourteenth Century. Edited by Bruce M. S. Campbell. Manchester: Manchester University Press, 1991. The Black Death. Translated and edited by Rosemary Horrox. Manchester and New York: Manchester University Press, 1994.


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The Black Death: The Impact of the Fourteenth-Century Plague. Edited by D. Williman. Medieval and Renaissance Studies, vol. 13. Binghampton, N. Y.: Centre for Medieval and Renaissance Studies, 1982. The Black Death: A Turning Point in History? Edited by W. B. Bowsky. Huntington, N. Y.: R. E. Krieger Publishing Co., 1978. Byrne, Joseph P. The Black Death. Westport, Conn.: Greenwood, 2004. Cantor, Norman F. In the Wake of the Plague: The Black Death and the World it Made. New York: Free Press, 2001. Gottfried, Robert S. The Black Death: Natural and Human Disaster in Medieval Europe. New York: Hale, 1983. Hatcher, John. “England in the Aftermath of the Black Death.” Past and Present 144 (1994): 3-35. Herlihy, David. The Black Death and the Transformation of the West. Cambridge, Mass.: Harvard University Press, 1997. Bennett, Judith M. and C. Warren Hollister, Medieval Europe: A Short History. 10th ed. Boston, Mass.: McGraw-Hill, 2006: Ch. 13 (or 9th edition, Ch 14). McNeill, W. H. Plagues and Peoples. New York: Anchor, 1976. Ch. 4. Ziegler, Philip. The Black Death. London: Collins, 1969.


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I) JOAN OF ARC (WEEK 11) Discussion Suggestions • What were women’s position and expected roles in medieval society? • What role did Joan play in the 100 Years War? • Did Joan’s belief in her “voices” make her a heretic? • Would you say that she was tried and executed for political, religious or social reasons? Essential Reading Secondary Tarbin, Stephanie. “‘Pucelle de Dieu’ or ‘Wicche of Fraunce’: Fifteenth-Century Perceptions of Joan of Arc.” In Venus and Mars: Engendering Love and War in Medieval and Early Modern Europe. Edited by Andrew Lynch and Philippa Maddern. Nedlands: University of W. A. Press, 1995:119-46. Primary “Joan of Arc.” In Women and Writing in Medieval Europe: A Sourcebook. Edited by Carolyne Larrington. London: Routledge, 1995: 181-84. Monstrelet, Enguerrand de. The Chronicles of Enguerrand de Monstrelet. 2 vols. Translated by Thomas Johnes. 1867. Reprinted Millwood, N. Y.: Kraus Reprint Co., 1975. Vol. I, 588-90. From the Internet Medieval Sourcebook: http://www.fordham.edu/halsall/sbook1v.html#Women's%20Roles - Women’s Roles: Women in Politics

• Joan of Arc: Letter to the King of England, 1429 • The Trial of Joan of Arc, 1431 • Johan Nider: on Joan of Arc

Further Reading Primary Internet Medieval Sourcebook: Sex and Gender http://www.fordham.edu/halsall/sbook1v.html Secondary Barstow, Anne Llewellyn. Joan of Arc: Heretic, Mystic, Shaman. Lewiston: Edwin Mellen, 1986. Bullough, Vern L. and James Brundage. Sexual Practices and the Medieval Church. Buffalo, N. Y.: Prometheus Books, 1994. Ch. 5. Crane, Susan. “Clothing and Gender Definition: Joan of Arc.” Journal of Medieval and Early Modern Studies 26 (1996): 297-320. Duby, Georges. France in the Middle Ages 987-1460: From Hugh Capet to Joan of Arc. Translated by Juliet Vale. Oxford: Blackwell, 1991. Fresh Verdicts on Joan of Arc. Edited by Bonnie & Charles T. Wood. New York: Garland Publishers, 1996. Hanawalt, Barbara A. “Trial Transcript, Romance, Propaganda: Joan of Arc and the French Body Politic.” Modern Language Quarterly 57 (1996): 605-31.


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Bennett, Judith M. and C. Warren Hollister, Medieval Europe: A Short History. 10th ed. Boston, Mass.: McGraw-Hill, 2006: 346-56 (or 9th edition, 346-56). Joan of Arc: Historical Overview and Bibliography. Edited by Gail Patterson. New York: Nova Sicence Publishers, 2002. Pernoud, Régine. Joan of Arc: By Herself and her Witnesses. London: Macdonald, 1964. Society at War: the Experience of England and France during the Hundred Years War. Edited by Allmand, C.T. Edinburgh: Oliver & Boyd, 1973. (The introduction offers a good overview of the One Hundred Years War.) The Trial of Joan of Arc, Being the Verbatim Report of the Proceedings from the Orleans Manuscript. Trans. by Scott, W.S. London, 1956. Vale, M. G. A. Charles VII. London: Eyre Methuen, 1974. Ch. 3. Warner, Marina. Joan of Arc: the Image of Female Heroism. London: Vintage, 1991. Especially chs. 6 & 7. (You may also use the first U.S. edition of this book, New York: Knopf, 1981.) Wood, Charles T. Joan of Arc and Richard III: Sex, Saints and Government in the Middle Ages. New York: Oxford University Press, 1991. Ch. 7.


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J) RENAISSANCE HUMANISM (WEEK 12) Discussion Suggestions • Definition: what do we mean by the term “Renaissance Humanism”? • How are the ideals of humanism reflected in the documents? • Would you say that humanistic ideals encouraged a rise of the “individual” (as opposed to a medieval

focus on the “community”)? • To what extent was humanism gendered (i.e. how did ideas of “Renaissance man” differ from those of

“Renaissance woman”)? • Did Renaissance people differ from Medieval people? • Did the Renaissance represent a break with the past? Essential Reading Secondary Brown, Alison, The Renaissance (London; New York: Longman, 1999), Part 3 (Chapters 8-12) Primary From: Francis Petrarch, Familiar Letters (Hanover Historical Texts Project): http://history.hanover.edu/texts/petrarch/pet11.html

• [Second of two letters] To Marcus Tullius Cicero From the Internet Medieval Sourcebook: http://www.fordham.edu/halsall/source/vergerius.html

• Petrus Paulus Vergerius: The New Education (C.1400) From: http://cscs.umich.edu/~crshalizi/Mirandola/

• Excerpt from Giovanni Pico Della Mirandola, Oration On The Dignity Of Man From: http://www.idehist.uu.se/distans/ilmh/Ren/ren-revival-ficino.htm

• Marsilio Ficino [letter] to Paul of Middelburg, 1492, from Marsilio Ficino, Opera omnia, Basel, 1576, reprinted Turin, 1962, p. 944 (974 in revised edition).

From The History Guide: http://www.historyguide.org/intellect/rabelais.html

• Excerpt from Rabelais, Gargantua And Pantagruel Further Reading Primary Pico Della Mirandola, Giovanni, On the Dignity of Man. Giovanni Pico della Mirandola, On the Dignity of Man, trans. by Charles Glenn Wallis, in On the Dignity of Man; On Being and the One; Heptaplus, trans. by Charles Glenn Wallis, Paul J.W. Miller, and Douglas Carmichael, with an introduction by Paul J. Miller (Indianapolis: Hackett Publishers, 1998), pp. 3-34; or online at: http://cscs.umich.edu/~crshalizi/Mirandola/


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Secondary Bennett, Judith M. and C. Warren Hollister, Medieval Europe: A Short History. 10th ed. Boston, Mass.: McGraw-Hill, 2006: Ch. 15 (or 9th edition, Ch. 16) Burke, Peter. The European Renaissance: Centres and Peripheries. Oxford: Blackwell Publishers, 1998. Ch. 5. Burke, Peter. The Italian Renaissance: Culture and Society in Italy. Rev. edn. Cambridge: Polity Press, 1987. Burke, Peter. The Renaissance. 2nd edn. New York: St Martin’s Press, 1997. The Cambridge Companion to Renaissance Humanism. Ed. Jill Kraye. Cambridge: Cambridge University Press, 1996. Early Modern Europe: An Oxford History. Ed. Euan Cameron. Oxford: Oxford University Press, 2001: 63-81. Gilmore, Myron. P. The World of Humanism, 1453-1517. New York: Harper & Row, 1952. Hunt, Jocelyn. The Renaissance. London: Routledge, 1999. Hunt, Lynn et.al. The Challenge of the West. People and Cultures form 1320 to the Global Age. Lexington, Mass.: D.C. Heath & Co., 1995. Ch. 14. Kelley, Donald R. Renaissance Humanism. Boston: Twayne Publishers, 1991. Koenigsberger, H.G. Early Modern Europe 1500-1789. London: Longman, 1987. Ch. 1. Kristeller, Paul Oskar. Renaissance Thought II: Renaissance Thought and the Arts: Collected Essays. Princteon, NJ: Princeton University Press, 1980. Monahan, Arthur P. From Personal Duties Towards Personal Rights: Late Medieval and Early Modern Political Thought, 1300-1600. Montreal: McGill-Queens University Press, 1994. Part 1. Nauert, Charles G. Humanism and the Culture of Renaissance Europe. Cambridge: Cambridge University Press, 1995. The Renaissance: Basic Interpretations. Ed. Karl H. Dannenfeldt. Lexington, Mass.: Heath, 1974. “The Renaissance Man and Woman.” In Discovering the Western Past. A Look at the Evidence, 4th ed. Edited by Merry E. Wiesner, Julius R. Ruff & William Bruce Wheeler. Boston: Houghton Mifflin, 2000: 225-47.


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K) COLUMBUS AND THE NEW WORLD (WEEK 13) Discussion Suggestions • What were the objectives of Columbus’s voyage to the east? • How did Columbus regard the land and inhabitants of the islands he visited? • To what extent were his views coloured by Polo’s and Mandeville’s accounts? • Would you describe Columbus as a “hero” or a “villain”? Essential Reading Secondary Phillips, William D, Jr, and Carla Rahn Phillips. The Worlds of Christopher Columbus. Cambridge & New York: Cambridge University Press, 1992: 155-75. Primary From: Internet Medieval Sourcebook: Documents on Columbus, under Maritime Exploration and Conquest: www.fordham.edu/halsall/sbook1z.html - Maritime Exploration and Conquest

• Christopher Columbus: Extracts from Journal • Columbus’s Letter to The King and Queen of Spain, 1494? • Marco Polo: The Glories Of Kinsay [Hangchow] (C. 1300)

From Project Gutenberg:: www.gutenberg.org/dirs/etext97/tosjm10h.htm

• The Travels of Sir John Mandeville, by Sir John Mandeville Further Reading Primary The Four Voyages of Christopher Columbus. Edited by J.M. Cohen. Harmondsworth: Penguin, 1969. Internet Medieval Sourcebook: Documents on Columbus, under Maritime Exploration and Conquest: http://www.fordham.edu/halsall/sbook1z.html - Maritime Exploration and Conquest Secondary Axtell, James. “Columbian Encounters: 1992-1995.” William and Mary Quarterly 52 (1995): 649-96. Bitterli, Urs. Cultures in Conflict: Encounters Between European and Non-European Cultures, 1492-1800. Cambridge: Polity Press, 1989. Ch. 1. Elliot, J.H. Imperial Spain 1469-1716. Reprinted ed. Harmondsworth: Penguin, 1990. Fernández-Armesto, Felipe. Columbus. Oxford: Oxford University Press, 1992. Flint, Valerie. The Imaginative Landscape of Christopher Columbus. Princeton, NJ: Princeton University Press, 1992. Hulme, Peter. Colonial Encounters: Europe and the Native Carribean 1492-1797. London: Methuen, 1986: 1-43. Kadir, Djelal. Columbus and the Ends of the Earth: Europe’s Prophetic Rhetoric as Conquering Ideology. Berkeley: University of California Press, 1992.


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Koning, Hans. Columbus: His Enterprise: Exploding the Myth. New York: Monthly Review Press, 1991. “Pagans, Christians, and Muslims in the Mental World of Columbus”. In Discovering the Western Past. A Look at the Evidence, 4th ed. Edited by Merry E. Wiesner, Julius R. Ruff & William Bruce Wheeler. Boston: Houghton Mifflin, 2000: 248-84. Phillips, William D. The Worlds of Christopher Columbus. Cambridge & New York: Cambridge University Press, 1992. Ch. 2 & 3. Restall, Matthew. Seven Myths of the Spanish Conquest. New York: Oxford University Press, 2003. Sale, Kirkpatrick. The Conquest of Paradise: Christopher Columbus and the Columbian Legacy. New York: Plume, 1990. Ch. 4 & 5. Todorov, Tzvetan. The Conquest of America: The Question of the Other. Trans. By Richard Howard. Norman: University of Oklahoma Press, 1999.


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L) LUTHER AND THE PRINTING PRESS (WEEK 14) Discussion Suggestions • What were Martin Luther’s main grievances about the Catholic Church? • What media did reformers, like Luther, use to get their message across to the different groups in German

society? • How important was the printing press in the success of the Protestant Reformation? Essential Reading Secondary Cameron, Euan. The European Reformation. Oxford: Oxford University Press, 1991. Ch. 7. Eisenstein, Elizabeth L. The Printing Revolution in Early Modern Europe. Cambridge: Cambridge University Press, 2005. Ch. 6. Primary “The Spread of the Reformation.” In Discovering the Western Past. A Look at the Evidence, 4th ed. Edited by Merry E. Wiesner, Julius R. Ruff & William Bruce Wheeler. Boston: Houghton Mifflin, 2000: 285-308. Further Reading Cameron, Euan. The European Reformation. Oxford: Oxford University Press, 1991. Ch. 7. Collinson. Patrick. The Reformation. London: Weidenfeld & Nicholson, 2003. Davis, Natalie Zemon. “Printing and the People.” In Society and Culture in Early Modern France. Cambridge: Polity, 1987: 189-226. Edwards, Mark U., Printing, Propaganda, and Martin Luther. Berkeley: University of California Press, 1994. Eisenstein, Elizabeth L. The Printing Revolution in Early Modern Europe. Cambridge: Cambridge University Press, 2005. Ch. 6. Febvre, Lucien & Henri-Jean Martin. The Coming of the Book: The Impact of Printing 1450-1800. London: N.L.B., 1976. (You may also use another edition, London: Versom, 1990.) Füssel, Stephan. Gutenberg and the Impact of Printing. Trans. Douglas Martin. Aldershot: Ashgate, 2005. Gawthrop, R. & G. Strauss. “Protestantism and Literacy in Early Modern Germany.” Past and Present 104 (1984): 31-55. The German Reformation. Edited by C. Scott Dixon. Oxford: Blackwell, 1999. Green, Vivian. The European Reformation. Phoenix Hill: Sutton Publishing, 1998. Holborn, Louise. “Printing and the Growth of the Protestant Movement in Germany from 1517-1524.” Church History 2 (1942): 1-15. (This is rather old but a useful brief account – use in conjunction with more recent research.)


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Houston, R. A. Literacy in Early Modern Europe: Culture and Education 1500-1800. London: Longman, 1988. Johnston, Pamela & Bob Scribner. The Reformation in Germany and Switzerland. Cambridge: Cambridge University Press, 1993. Lindberg, Carter. The European Reformations. Oxford: Blackwell, 1996. Man, John. The Gutenberg Revolution: The Story of a Genius and an Invention that changed the World. London: Review, 2002. Ozment, Steven. Protestants. The Birth of a Revolution. New York: Doubleday, 1992. Ch. 3. Pettegree, Andew. “Printing and the Reformation: The English Exception.” In The Beginnings of English Protestantism. Ed. Peter Marshall & Alec Ryrie. Cambridge & New York: Cambridge University Press, 2002. Scribner, R. W. For the Sake of Simple Folk: Popular Propaganda for the German Reformation. Cambridge: Cambridge University Press, 1981. ________. “Oral Culture and the Transmission of Reformation Ideas.” In The Transmission of Ideas in the Lutheran Reformation. Edited by Helga Robinson-Hammerstein. Dublin: Irish Academic Press, 1989: 83-104. The Transmission of Ideas in the Lutheran Reformation. Ed. Helga Robinson-Hammerstein. Dublin: Irish Academic Press, 1989.


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IMPORTANT UNIVERSITY INFORMATION Alteration of this Course Outline No change to this course outline will be permitted after the end of the second week of the term except in exceptional circumstances and with Head of School approval. Students will be notified in advance of any approved changes to this outline. Plagiarism University policy prohibits students plagiarising any material under any circumstances. A student plagiarises if he or she presents the thoughts or works of another as one's own. Without limiting the generality of this definition, it may include:

· copying or paraphrasing material from any source without due acknowledgment; · using another's ideas without due acknowledgment; · working with others without permission and presenting the resulting work as though it was

completed independently. Plagiarism is not only related to written works, but also to material such as data, images, music, formulae, websites and computer programs. Aiding another student to plagiarise is also a violation of the Plagiarism Policy and may invoke a penalty. For further information on the University policy on plagiarism, please refer to the Policy on Student Academic Integrity at the following link - http://www.newcastle.edu.au/policylibrary/000608.html The University has established a software plagiarism detection system called Turnitin. When you submit assessment items please be aware that for the purpose of assessing any assessment item the University may -

· Reproduce this assessment item and provide a copy to another member of the University; and/or · Communicate a copy of this assessment item to a plagiarism checking service (which may then

retain a copy of the item on its database for the purpose of future plagiarism checking). · Submit the assessment item to other forms of plagiarism checking

Written Assessment Items Students may be required to provide written assessment items in electronic form as well as hard copy. Extension of Time for Assessment Items, Deferred Assessment and Special Consideration for Assessment Items or Formal Written Examinations Students are required to submit assessment items by the due date, as advised in the Course Outline, unless the Course Coordinator approves an extension of time for submission of the item. University policy is that an assessment item submitted after the due date, without an approved extension, will be penalised. Any student:

1. who is applying for an extension of time for submission of an assessment item on the basis of medical, compassionate, hardship/trauma or unavoidable commitment, or 2. whose attendance at or performance in an assessment item or formal written examination has been or will be affected by medical, compassionate, hardship/trauma or unavoidable commitment,

must report the circumstances, with supporting documentation, to the appropriate officer following the instructions provided in the Special Circumstances Affecting Assessment Procedure - Policy 000641. Note: different procedures apply for minor and major assessment tasks. Please go to the Policy at http://www.newcastle.edu.au/policylibrary/000641.html for further information, particularly for information on the options available to you.


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Students should be aware of the following important deadlines: · Requests for Special Consideration must be lodged no later than 3 working days after the due date

of submission or examination. · Requests for Extensions of Time on Assessment Items must be lodged no later than the due date

of the item. · Requests for Rescheduling Exams must be received in the Student Hub no later than ten working

days prior the first date of the examination period

Your application may not be accepted if it is received after the deadline. Students who are unable to meet the above deadlines due to extenuating circumstances should speak to their Program Officer in the first instance. Changing Your Enrolment The last date to withdraw from this course without financial or academic penalty (called the HECS Census Dates) is 31st March 2008. Students may withdraw from a course without academic penalty on or before the last day of semester. Any withdrawal from a course after the last day of semester will result in a fail grade. Students cannot enrol in a new course after the second week of semester/trimester, except under exceptional circumstances. Any application to add a course after the second week of semester/trimester must be on the appropriate form, and should be discussed with staff in the Student Hubs. To check or change your enrolment online, please refer to myHub - Self Service for Students: https://myhub.newcastle.edu.au Student Hubs The Student Hubs are a one-stop shop for the delivery of student related services and are the first point of contact for students on campus. The four Student Hubs are located at: Callaghan campus • Shortland Hub: Level 3, Shortland Union Building • Hunter Hub: Student Services Centre, Hunter side of campus City Precinct • City Hub & Information Common: University House, ground floor in combination with an Information Common for the City Precinct Ourimbah campus • Ourimbah Hub: Administration Building Faculty of Education and Arts Website http://www.newcastle.edu.au/faculty/education-arts/ The Dean of Students Resolution Precinct Phone: 02 4921 5806 Fax: 02 4921 7151 Email: [email protected] Deputy Dean of Students (Ourimbah) Phone: 02 4348 4123 Fax: 02 4348 4145 Email: [email protected]


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Various services are offered by the University Student Support Unit: http://www.newcastle.edu.au/study/studentsupport/index.html Web Address for Rules Governing Undergraduate Academic Awards http://www.newcastle.edu.au/policylibrary/000311.html Web Address for Rules Governing Postgraduate Academic Awards http://www.newcastle.edu.au/policylibrary/000306.html Web Address for Rules Governing Professional Doctorate Awards http://www.newcastle.edu.au/policylibrary/000580.html Students with a Disability or Chronic Illness The University is committed to providing a range of support services for students with a disability or chronic illness. If you have a disability or chronic illness which you feel may impact on your studies, please feel free to discuss your support needs with your lecturer or course coordinator. Disability Support may also be provided by the Student Support Service (Disability). Students must be registered to receive this type of support. To register please contact the Disability Liaison Officer on 02 4921 5766, or via email at: [email protected] As some forms of support can take a few weeks to implement it is extremely important that you discuss your needs with your lecturer, course coordinator or Student Support Service staff at the beginning of each semester. For more information related to confidentiality and documentation please visit the Student Support Service (Disability) website at: www.newcastle.edu.au/services/disability