DOCSLIB.ORG

History 1100 Extended Syllabus

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
History 1100 Extended Syllabus History 1100 Extended Syllabus Foundations of Western Civilization, Ancient and Medieval UTAH STATE UNIVERSITY Dr. Robert J. Mueller Fall Semester 2017 1 TABLE OF CONTENTS SECTION A: General Course Information 1. Required Reading . 3 2. Course Content & Outcomes . 3-4 3. Course Organization . 4 4. Discussion Grade. 4 5. Quizzes . 4-5 6. Writing Assignments . 5-6 7. Grade Breakdown . 6-7 8. Office Hours . 7 9. Academic Dishonesty . 7 10. Sexual Harassment . 7-8 11. Students with Disabilities . 8 12. Reading Assignments & Schedule . 8-9 SECTION B: Advice for Writing 1. The Essay . 11-15 2. Mueller’s Pet Peeves . 16 3. Proper Footnoting . 17-18 4. Plagiarism . 19 SECTION C: Unit Outlines and Word Lists Weeks 1 to 15 . 21-35 SECTION D: Maps 1. Suggestions for Map Identifications . 37 1 History 1100 Extended Syllabus Section A General Course Information 2 UTAH STATE UNIVERSITY HISTORY 1100: FOUNDATIONS OF WESTERN CIVILIZATION: ANCIENT TO MEDIEVAL Fall Semester 2017 Wednesdays, 5:15-7:45PM INSTRUCTOR: Dr. Bob Mueller OFFICE: USU, Tooele Regional Campus – Office 180 OFFICE PHONE & VOICE MAIL: (435) 797-9929 OFFICE HOURS: Tuesdays & Wednesdays, 3:00-5:00PM and by appointment. E-MAIL ADDRESS: [email protected] (This is the best way to get hold of me.) ---------------------------------------------------------------------------------------------------------------------------- 1. REQUIRED READING: McKay, Hill, Buckler, Crowston, Wiesner-Hanks, Western Society: A Brief History, (Bedford/St. Martin’s, 2010). [ISBN 978-0-312-68732-8] The History 1100 Reader (found on Canvas under “Course Materials”) 2. COURSE CONTENT & OUTCOMES: History 1100 is an introduction to the history of Western Civilization from the first appearance of urban settlements on the Eurasian continent to the upheavals of famine, plague and war in the Late Middle Ages. It covers the creation of a unique civilization -- one that combined traditions of the Near East, the Mediterranean and Northern Europe -- from the birth of those traditions, through their combination and to the beginning of their transportation to the Americas, Asia and Africa. This course also emphasizes the examination of primary sources as a method of developing the important skill of analysis. In discussion, in papers and on your quizzes, you will be asked to reach general conclusions through careful use of specific evidence. The lectures, readings and discussions for each week will concentrate on a particular society or societies designated in the syllabus, with an emphasis on comparing political, religious and social institutions to those of societies previously examined. By comparing and contrasting the same aspects of each society, you should be able to trace the development and transformation of ideas and institutions which we have come to identify as "Western," as well as to demonstrate a sound understanding of the fundamentally unique characteristics of each society you study. There will be four main outcomes when you finish this course: 1) You will become a stronger writer. I do not use midterms and finals to test how well you understand the lectures and readings. Instead I ask you to write a series of three term papers and take short quizzes. In Section B of this syllabus there is a detailed discussion about writing strong papers. 2) You will become a more critical thinker. The papers and terminology quizzes require you to use and develop the skill of analysis. Analysis is the ability to reach into a mass of material and pull out only what is relevant for a certain project or assignment. You will learn to have informed opinions backed up by evidence. 3) You will understand important facts about the civilizations of the Ancient Near East, Greeks, Romans and Europeans which will show why they are considered to be the foundation cultures of western civilization. 4) You will understand how societies change over a period of time. Western customs, religion, government, warfare, art and civil society changed dramatically between the time of the Mesopotamians and that of the Europeans. 3 3. COURSE ORGANIZATION: This course is a mixture of lecture and discussion. It is vitally important that you have the material assigned for the week done by our class meeting. Always bring your course reader, the History 1100 Reader, to class each week, because I will lead a discussion of certain primary source documents during the lecture. This is also a writing-intensive class; you will have to demonstrate the analytical skills you practice in the discussions on your writing assignments and your terminology quizzes. Remember that this is an Interactive Video Conferencing (IVC) course. We handle discussion a bit differently in such a class. I will ask questions of different sites during the lecture. Yes, this means I will occasionally ask you to talk, but I’m such a fun (and humble) guy that this should always be a distinct pleasure. If you are not at the site that is being questioned, please hold off answering unless I throw open the question to the whole class. Don’t worry, I’ll give all sites the chance to participate. Likewise, if you have a question during the lecture, I want you to ask it. But please wait for a pause in my lecture (I stop a lot to sip my coffee) and then ask away. Always remember to announce the following things when you address me or the class: 1) Your name 2) Your site This way I can keep track of who is talking and it gives our video technology time to turn on and focus on you. Yes, a camera will be on you when you speak in class. In this way I can see who is talking. 4. DISCUSSION GRADE: Ten percent (10%) of your grade will be based on your participation in the discussions in this class. That does not mean simply asking a question or two. I expect you to answer questions and make substantive comments in our weekly discussions, most of which will be based on the readings we do. I keep track of all the substantive comments you make on a control sheet, so make sure you clearly state your name and site before you make your comment. That will give me time to find your name and mark it. If you contribute regularly, you will earn a good discussion grade. If you do not contribute, you could lower your overall grade by as much as an entire grade level (meaning that a B+ grade on the rest of the course assignments could become a C+). The take-away message here is to take part in the discussions. To be able to do this effectively you need to keep up on the readings, especially the primary sources in the History 1100 Reader. 5. QUIZZES: There are seven quizzes worth a total of 300 points (or 30% of your total grade): two map quizzes and five terminology quizzes. Each map quiz is worth 25 points and each terminology quiz 50 points. The purpose of the quizzes is to see how well you are studying the course materials. I expect you to rely on your memory alone when taking these quizzes. You may not use any books, class notes or external websites when taking the quizzes. If you are found using any of these to assist you in taking a quiz you will be guilty of cheating and could fail the course. The two (2) map quizzes will be given in class. On each quiz I will give you a blank map of Europe and the Mediterranean Sea and ask you to find ten locations. Why do I do this? It is because maps are crucial to understanding the history of the ancient and medieval worlds. I want you to learn the location of two kinds of places. First, you need to know basic geographical features (such as, major rivers, mountains, islands, bodies of water and regions). Second, I want you to know how to locate important kingdoms, cities, regions and other political units. Maps of these geographical features and 4 places can be found in the textbook. A list of the possible locations I might ask on these quizzes is at the end of this syllabus. Check the “Grade Breakdown” section of this syllabus for the dates of the map quizzes. The five (5) terminology quizzes will focus on important terms taken from the lecture outlines/word lists in Section C of this syllabus. The quizzes are taken on Canvas and are each timed for 15 minutes, so make sure you do your studying before the quiz. You may take the quizzes any time over a particular one or two day period but you only get one chance to take the quiz. I will not grant any extensions or do-overs for any reason. Please consult the “Grade Breakdown” section below for the days on which each quiz may be taken. Quizzes are computerized and cannot be made up, so please make sure you take them on the days they are available. Remember that quizzes are supposed to be done from memory. Do not make use of any course materials or internet web sites when taking the quizzes. And you may not cut and paste into the quiz answers which you may have written before the quiz began. 6. WRITING ASSIGNMENTS: There are three (3) term papers required for this course. Each of the papers will be worth 200 points (20% of your overall grade) and must be on the respective topics below. For each paper you will be expected to write an essay of no less than 1500 words (about 5-6 full pages). You may write more (to a maximum of 2250 words), but papers of less than 1500 words will adversely affect your grade.
Load more

Recommended publications
  • Appendix 1: Monastic and Religious Foundations in Thirteenth-Centur Y
    APPENDIX 1: MONASTIC AND RELIGIOUS FOUNDATIONS IN THIRTEENTH-CENTURY FLANDERS AND HAINAUT Affiliation: Arrouaise Name Date of Foundation MenlWomen Eeckhout c. 1060/1146 Arrouaise Men Choques 1120/1138 Arrouaise Men Cysoing 855/1132 Arrouaise Men Phalernpin 1039/1145 Arrouaise Men Saint-Jean Baptiste c. 680/1142 Arrouaise Men Saint-Ni colas des Pres 1125/1140 Arrouaise Men Warneton 1066/1142 Arrouaise Men Zoetendale 1162/1215 re-founded Men Zonnebeke 1072/1142 Arrouaise Men Affiliation: Augustinian Canons Name Date of Foundation MenlWomen Saint-Aubert 963/1066 reforrned Men Saint-Marie, Voormezele 1069/1110 reforrned Men Saint-Martin, Ypres 1012/1102 reformed Men Saint-Pierre de Loo c. 1050/1093 reformed Men Saint-Pierre et Saint-Vaast c. 1091 Men Affiliation: Beguines Name Date cf Foundation MenlWomen Aardenburg 1249 Wornen Audenarde 1272 Wornen Bardonck, Y pres 1271/1273 Wornen Bergues 1259 Wornen 118 WOMEN, POWER, AND RELIGIOUS PATRONAGE Binehe 1248 Wornen Briel, Y pres 1240 Wornen Carnbrai 1233 Wornen Charnpfleury, Douai 1251 Wornen Damme 1259 Wornen Deinze 1273 Wornen Diksrnuide 1273 Wornen Ijzendijke 1276 Wornen Maubeuge 1273 Wornen Cantirnpre, Mons 1245 Wornen Orehies 1267 Wornen Portaaker (Ghent) 1273 Wornen Quesnoy 1246 Wornen Saint-Aubert (Bruges) 1270 Wornen Sainte-Elisabeth (Courtrai) 1242 Wornen Sainte-Elisabeth (Ghent) 1234 Wornen Sainte-Elisabeth (Lilie) 1244/1245 Wornen Sainte-Elisabeth (Valeneiennes) 1239 Wornen Ter Hooie (Ghent) 1262 Wornen Tournai 1241 Wornen Wetz (Douai) 1245 Wornen Wijngaard (Bruges) 1242 Wornen Affiliation: Benedictine Name Date oJ Foundation Men/Women Anehin 1079 Men Notre-Darne d'Avesnes 1028 Wornen Bergues Saint-Winoe 1028 Men Bourbourg c. 1099 Wornen Notre-Darne de Conde e.
    [Show full text]
  • Castellan Comes in Two Editions: One with Red and Blue Keeps and That Will Be Easy for Your Opponent to Complete
    Strategy Playing With 3 or 4 Players TM First and foremost: try not to leave almost-finished courtyards Castellan comes in two editions: one with red and blue Keeps and that will be easy for your opponent to complete. The more cards he rules in English only, and the other with yellow and green Keeps and has in his hand, the more dangerous rules in five languages. he is! By combining the red/blue and the yellow/green sets, you can play Beware the temptation to spend Castellan with three or four. (So if one of your friends already has this your whole hand at once. You only Score: 6 game, you should buy the other version!) get one new card at the end of each There are very few rule changes for multi-player games: turn. This means that if you use most Determine the starting player randomly. Turns pass to the left. or all of your cards together to get a If you cannot use a piece, hand it to the player to your left. super-build turn, your hand will be The game changes a great deal (and becomes longer) if the players down to a single card until a “draw can negotiate and make deals about where they will build. We extra card” symbol comes up. A recommend against deal-making unless everyone is familiar with Become the master of the castle . single card may not give you good the game. options . but you must still play a A courtyard with As far as strategy goes: in a multi-player game, it is harder to plan Your Mission card every turn.
    [Show full text]
  • 1 the Nature and the Identity of the Constitution During the Minority Of
    The Nature and the Identity of the Constitution during the Minority of Henry III (1216-1227) Submitted by Stephen Michael Gates to the University of Exeter as a thesis for the degree of Masters by Research in Law in June 2014 This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. Signature: ………………………………………………………….. 1 Abstract This thesis investigates the nature of the thirteenth-century constitution by focusing on the minority of Henry III. It is argued that Henry’s succession to the throne was a demonstration of the complicated interaction between hereditary right, designation, and election. It is argued that the distribution of power within the government was, for the most part, ill-defined and varied throughout the minority’s course. It is also argued that there was a fundamental uncertainty about when the minority would end and what role Henry himself would play during the minority. Taken together, it is argued, these demonstrate that Henry’s minority was more of a political settlement than a constitutional settlement. This does not mean that England had no constitution during the thirteenth century but merely that it was more sensitive to the political dynamics of the time than perhaps modern constitutions are and that, compared to modern constitutions, it was much less well defined and lacking a clear unified philosophy.
    [Show full text]
  • The Wettins and the Issue of Inheritance of the Polish-Lithuanian State Throne in the Context of the Constitution of May 3, 1791: Position of the Lithuanian Nobility
    Open Political Science, 2019; 2: 86–95 Research Article Ramunė Šmigelskytė-Stukienė* The Wettins and the Issue of Inheritance of the Polish-Lithuanian State Throne in the Context of the Constitution of May 3, 1791: Position of the Lithuanian Nobility https://doi.org/10.1515/openps-2019-0009 received July 15, 2019; accepted October 15, 2019. Abstract: The article analyses attitudes of the Lithuanian nobility towards the inheritance of the throne of the Polish- Lithuanian Commonwealth (the Commonwealth) in the period of the Four-Year Sejm (1788-1792). Thorough analysis of historiography and research of narrative sources amplifies the position of the Lithuanian nobility towards the issue of inheritance of the throne of the Commonwealth as it was reflected in the political literature of 1787-1789 period. Analysis of the documents produced by the February and November dietines (Pol. sejmiks), 1790 of the Grand Duchy of Lithuania (the GDL) reveals changes in the position of nobility towards selection of the successor to the throne with the king still alive. It was established, that in supporting the idea of a hereditary throne, Lithuanian political writers suggested different strategies in realizing this idea and proposed as candidates for the throne representatives of ruling dynasties of several states: Russia, Prussia, Saxony and Great Britain. Changes in the position of nobility were significantly influenced by the activism of patriotic-reformist faction, which proposed the very idea of a hereditary throne and a candidate from the dynasty of Wettins: the GDL districts (Pol. powiats), having ignored the question of throne inheritance in the February dietines of 1790, in November of the same year agreed to the selection of Elector of Saxony as the successor to the King of Poland and the Grand Duke of Lithuania Stanislaw August.
    [Show full text]
  • Michael Kohlhaas
    MICHAEL KOHLHAAS By Heinrich Von Kleist On the banks of the Hafel, about the middle of the sixteenth century, lived a horse-dealer, named Michael Kohlhaas. He was the son of a schoolmaster, and was one of the most honest, while at the same time he was one of the most terrible persons of his period. Till his thirtieth year this extraordinary man might have passed as a pattern of a good citizen. In a village, which still bears his name, he held a farm, on which, by means of his business, he was enabled to live quietly. The children whom his wife bore him, he brought up in the fear of God to honesty and industry; and there was not one among his neighbours who had not felt the benefit of his kindness or his sense of justice. In short, the world might have blessed his memory had he not carried one virtue to too great an extreme. The feeling of justice made him a robber and a murderer. He was once riding abroad, with a string of young horses, all sleek and well-fed, and was calculating how he should expend the profit which he hoped to make in the markets--apportioning part, like a good manager, to gain further profit, and part to present enjoyment--when he came to the Elbe, and found, by a stately castle in the Saxon dominion, a toll-bar, which he had never seen on this road. He at once stopped with his horses, while the rain was pouring down, and called to the toll-taker, who soon, with a very cross face, peeped out of window.
    [Show full text]
  • The Story of King Constant
    The Story of King Constant translated by Eugene Mason In parentheses Publications Old French Series Cambridge, Ontario 2001 Now telleth the tale that once upon a time there lived an Emperor of Byzantium, the which town is now called Constantinople, but in ancient days it was called Byzantium. In days long since there reigned in this city an Emperor; a Paynim he was, and was held to be a great clerk in the laws of his religion. He was learned in a science called astronomy, and knew the courses of the stars, the planets and the moon; moreover, in the stars he read many marvels; he had knowledge of many things which the Paynims study deeply, and had faith in divinations, and in the answers of the Evil OneÑthat is to say, the Adversary. He knew, besides, much of enchantments and sorceries, as many a Paynim doth to this very day. Now it chanced that the Emperor Muselin fared forth one night, he and a certain lord of his together, and went their ways about this city of Constantinople, and the moon shone very clear. They heard a Christian woman, travailing of child, cry aloud as they passed before her house; but the husband of this dame was set in the terrace upon his roof, and now he prayed God to deliver her from her peril, and again he prayed that she might not be delivered. When the Emperor had listened to his words for a long time, he said to the knightÑ ÒHave you heard this caitif who prays now that his wife may not be delivered of her child, and again that she may be delivered? Surely he is viler than any thief, for every man should show pity to woman, and the greater pity to her in pain with child.
    [Show full text]
  • The First Ancestor to Immigrate to England Was Otho Geraldium, Duke
    The Garretts – Before America Page 1 Before America Prior to Lord John Garrett immigrating to America, his ancestors had lived in England for six centuries. But, the name was not always Garrett. Before they called themselves Garrett, they used the names Garrad, Garrard, and Gerard. Before that it was Gerald, and before that it was Geraldini (sometimes spelled Gherardini). In between the Geraldinis and the Gerald’s, sons where named after their father first name rather than the last name.. So, if a Walter had a son that he called John, John was known a John FitzWalter, Fitz meaning “the son of”. Using this naming convention, my ancestors were the progenitors of the FitzGeralds. The Geraldini Ancestors The first ancestor to immigrate to England was Otho Geraldini. Otho was from Tuscany (now Italy) and he was a Duke. His move was made in two steps -- first to Normandy in the first quarter of the 11th Century and then to England in 1041 AD. So from Otho (Geraldini) we have a progression of names such as: Walter FitzOtho, Gerald FitzWalter, William FitzGerald, and William FitzWilliam. Two prominent branches were the FitzGeralds and the Geralds. The FitzGeralds branch of the family went to Ireland. The Geralds became Garrard, Garrett, etc. Otho was from Italy, born around 1006 AD. He was a Florentine and a member of the Geraldini family. Sometime between 1016 and 1035 Otho went from Tuscany to Normandy (France) in the caravan of the Anglo-Saxon King Canut (Cnut or Canute) who had passed through Florence on his way home from a pilgrimage to Rome.
    [Show full text]
  • Power, Monarchy and Nobility on the Frontiers of the Crown of Aragon
    POWER, MONARCHY AND NOBILITY ON THE FRONTIERS OF THE CROWN OF ARAGON. THE DISPUTE BETWEEN JAMES I AND BLASCO DE ALAGÓN FOR THE TOWN OF MORELLA (1231-1239) VICENT ROYO PÉREZ UNIVERSIDAD DE ZARAGOZA SPAIN Date of receipt: 5th of March, 2019 Date of acceptance: 15th of November, 2019 ABSTRACT This article analyses the conflict that arose between King James I and the noble Blasco de Alagón for the possession of the town of Morella, on the frontier of the Crown of Aragon. Our intention is to analyse this episode to know the discourses, practices and exercise of the power of the monarchy and the nobility in the middle decades of the thirteenth century. To do so, attention is focussed on the chronicle of James I and the documents that were produced during the dispute. However, we also have to consider the silences in the respective sources, as these are highly significant for understanding the actions of the two protagonists and their concept of power. KEYWORDS Power, Monarchy, Nobility, Frontier, War. CAPITALIA VERBA Potestas, Monarchia, Nobilitas, Limes, Bellum. IMAGO TEMPORIS. MEDIUM AEVUM, XV (2021): 307-334 / ISSN 1888-3931 / DOI 10.21001/itma.2021.15.10 307 308 VICENT ROYO PÉREZ 1. Introduction1 The figure of King James I has drawn the interest of historians for many decades. The monarch played a vital role in the history of the Crown of Aragon and, due to that, he has been studied from different perspectives that delve into a wide range of aspects of his personal life and reign.2 Of all his deeds, one that has received greater attention has been the conquest and creation of the Kingdom of Valencia in the mid thirteenth century.
    [Show full text]
  • H-France Review Volume 17 (2017) Page 1
    H-France Review Volume 17 (2017) Page 1 H-France Review Vol. 17 (February 2017), No. 34 James Naus, Contesting Kingship: The Capetian Monarchs of France and the Early Crusades. Manchester, U.K.: Manchester University Press, 2016. xiv + 163 pp. Figures, notes, bibliography, and index. $105 U.S. (cl). ISBN 978-0719090974 Review by Jay Rubenstein, University of Tennessee-Knoxville In Constructing Kingship, James Naus turns on its head one of the standard questions about the crusades. Historians have usually asked, “Why did monarchs like Louis VII and Louis IX decide to risk their kingdoms and lives by going on crusade?” Naus wonders instead, essentially, “What took the French kings so long?” Because of what Naus terms “the new crusading economy of status,” the advantages of going on crusade for kings far outweighed the potential drawbacks. Indeed, a decision not to go to Jerusalem carried such a risk as to put a monarch’s legitimacy, his claim to sacral status, in jeopardy. Naus divides this argument into two halves: crisis and response. The first half, crisis, paradoxically grows out of the success of the First Crusade, in which no king participated. Chapter one, “Framing the Capetian Miracle,” opens with a consideration of the theoretical basis of Frankish kingship. Working from Carolingian traditions, early Capetian monarchs built their rule on claims to sacrality, an idea developed and promoted in collaboration with a number of monastic houses, notably Fleury and Saint- Denis. In an age of aggressive and at times brutal castellans, this sense of sacrality was one of the key traits that elevated an increasingly weak monarch above his subjects.
    [Show full text]
  • The Southworth Genealogy
    cs n\ ftT3 The Southworth Genealogy. ROYAL DESCENTS OF MRS. CHARLES HATHAWAY, NEE CORA SOUTHWORTH ROUNTREE, OF EAST ORANGE, N. J. PEDIGREE I. Royal Descent of jB|@KBSSBBIS@HPSBHS99BSBBEK@p[' from the Saxon Kings of England, and their ancestors, Cerdic and Odin. I. WODIN, or ODIN (Roman, Othinus), whom some antiquarians claim to have descended from the eldest son of the patriarch Noah, made himself master of a considerable part of the North of Europe in the third century, and died in what is now Sweden. By his wife, Frea, or Frigga, he had six sons, the fifth of whom was, II. BELDEG, sometimes called Balder, who married JVanna, a daugh­ ter of Gewar, and had son III. BRANDIUS, or BRANDO, who had son IV. FROODIGARIUS, or FROETHGAR, who had son V. WIGGA, who had son VI. GEWESIUS, or GEWISCH, who had son i The Southworth Genealogy VII. EFFA, or ESTA, who had son VIII. EFFA, (the second) who had son IX. ELISEUS, who had son X. CERDIC, the first King of the West Saxons; died in 534, after having reigned about thirty-three years. He had two Sons, Chelwolf, who died during the life time of his father, and whose great-grandson, Kentwin, was the seventh King of the West Saxons, and XI. KENRIC, or CYNRIC, who succeeded to the Crown in 534 upon the death of his father. He died in 560, having reigned twenty- six years. He had two sons, the second of whom Cuthwulf, (died 572) left son, Cearlik, who wrested the Kingdom from Cheaulin, his uncle, in 592, and was fourth king of West Saxons.
    [Show full text]
  • Two Letters Written to the Castellan, Hans Zeiss. Allstedt, 22Nd July
    Two Letters written to the Castellan, Hans Zeiss. Allstedt, 22 nd July 1524 [First Letter] To his brother Johann Zeiss, administrator of Allstedt, in the name of most beloved Christ . 1 I wish you the pure and undeceived fear of God. Today I wanted to act to avoid a nasty end to the troubles which surround us and also give you some advice for the future so that we can avoid anything happening without being foreseen, and for you to present this to the princes with your own advice, so that no one can act in any way harmfully, although all the tyrants are exerting themselves to root out the Christian belief. Johannes Reichart 2 gave the poor fugitive people an answer that was quite mischievous, quite in the old manner of the officials in the administrations of the princes. So the fugitives came and asked me what kind of gospel we were preaching? Did we want to sacrifice those who suffer for the sake of the Christian belief, sacrifice them horribly upon the butcher’s block? And so I replied that all this had been done quite without my knowledge, and that, as soon as I was informed about it, I was ready to do for them whatever I could. And just as I had finished talking to the fugitives, Hans Reichart came towards me out of the print-shop. So I said to him: what game are you playing? Is this how you want to comfort the people who have had to flee because of the gospel? Did you not think what kind of trouble this would cause? And he replied that you had ordered him to say these things, and that if the official at Sangerhausen or from some other district visits Allstedt, then we have to hand over the people to him.
    [Show full text]
  • 1 Saint William, King David, and Makhir
    SAINT WILLIAM, KING DAVID, AND MAKHIR: A CONTROVERSIAL MEDIEVAL DESCENT Nathaniel L. Taylor Pre-publication MS of article subsequently published in The American Genealogist 72 (1997), 203-21 In 1965 Dr. Arthur J. Zuckerman published an article on the bizarre custom of a ritual injury (a blow to the throat) inflicted annually on a representative of the Jews by Christian authorities in the city of Toulouse in the ninth century.1 A remarkable feature of this article was his proposition that the leader of the Jewish communities in the area in 868 (the year to which he dates a somewhat ambiguous fragmentary letter dealing with the custom) was none other than the local Frankish count, or marquis, Bernard; by extension, Zuckerman stated that the known aristocratic Frankish lineage of that count Bernard was identical to a dynasty of Jewish leaders in the city of Narbonne. The implications of this postulated alias did not attract much attention among historians until it was showcased in a book-length study published in 1972: A Jewish Princedom in Feudal France, 768-900.2 Princedom was widely reviewed in historical journals, and the thesis met with unanimous skepticism, if not outright rejection.3 Notwithstanding that the thesis has I would like to thank Charles M. Hansen, FASG, for his comments on a draft of this article, and especially David H. Kelley, FASG, and Don Charles Stone, for our ongoing dialogue on the subject. This article was inspired by discussions carried on, in part, over the Internet, in the Usenet newsgroup soc.genealogy.medieval. 1 "The Nasi of Frankland in the Ninth Century and the Colaphus Judaeorum in Toulouse," Proceedings of the American Academy for Jewish Research 33 (1965), 51-82, based on one part of his Ph.D.
    [Show full text]