USU 1320: Introduction to the Humanities Comparing European , 600-1600 T/R, 3:00-4:15 Old Main 225

Teaching Staff for USU 1320-section 5

Instructor: Dr. Cogan Office: Old Main 321L Office Hours: T: 1:30-2:30; R: 4:15-5:00 and by appointment Email: [email protected] Phone: 435-797-1106

Graduate Assistant: Ian Keller [email protected] Mr. Keller will lead a series of workshops throughout the semester that will help you to build skills and succeed in this course. Check our Canvas page for the workshop schedule.

Undergraduate Teaching Fellows: Sam Jaggi [email protected] Jonathan Kuhl [email protected] Kelli Morrill [email protected] Nathan Stradinger [email protected]

Course Description The millennium between c. 600-1600 was not a period of cultural darkness, but one of great cultural vitality. This was a violent age, foreign in many ways from the modern world we now inhabit, but it was far from the “Dark Ages.” This course examines five separate episodes of cultural renewal, or , in Europe between the seventh century and the sixteenth century. We begin by building for ourselves a foundation of Classical knowledge before examining the cultural movements that relied on and built upon that knowledge. We will explore the Northumbrian Renaissance (England); the Carolingian Renaissance (France); the Ottonian Renaissance (); the High Medieval Renaissances; and the Western European Renaissance that spanned the fourteenth-sixteenth centuries. We will analyze what traits these episodes of cultural renewal had in common and the qualities that made them different. We will place each of these movements into their own individual context: where and when they occurred, and the factors that shaped them – intellectually, politically, economically, socially, and religiously.

What are the Humanities and Why Should We Care About Them? By Prof. Susan Shapiro

What are the Humanities? The Humanities are academic disciplines that study the human condition. The methods of the humanities are primarily critical and analytical, as distinguished from the mainly empirical (observation and fact-based) approaches of the natural . The sciences tend to ask “what happened?” while the humanities tend to ask “why did it happen and what does it mean?” The humanities disciplines try to understand the meaning, purpose, and larger context of an event or series of events.

What are some of the most important Humanities disciplines? The Humanities disciplines include: , , Languages, English, Classics, and Religious Studies. (This is not a complete list.) Each one of these disciplines has a separate field of study, but they all ask deep questions about human nature, human society, and human values, and they all share certain basic skills and methods.

What are some of these shared skills and methods? The Humanities disciplines share many skills, but three of the most important are: 1. Reading complex texts with comprehension and understanding. 2. Thinking creatively and critically. 3. Communicating clearly, accurately, thoughtfully, and persuasively. These are the skills that we will practice in this class.

I am an Engineering major; why do I need to take a Humanities class? If the Humanities will not directly help you land a job in your chosen field, why do you need to learn about them?

The Humanities disciplines will teach you how to learn new things more easily and to integrate them with that you already know; to respond intelligently and creatively to change. The Humanities will enable you to read with greater understanding, to think critically about information you receive and to communicate effectively with others.

These practical skills are tremendously valuable in a world of constant change. Do you also need specific skills and training in your chosen field? Of course you do. But a truly educated person can do more than just fulfill his or her function at work. An educated person can “think outside the box” and respond creatively to new challenges.

These are some of the skills that the Humanities can teach you, and that is why we ask you to take an Introduction to the Humanities class.

2 Course Goals

By the end of this course, students will: *Know more about the history of the European world and its significant literary and artistic works. *Understand that Europe and the Eastern Mediterranean were not static across time and space. *Be able to explain how the literary, artistic, and scientific knowledge of the Muslim world influenced certain areas of the European continent at specific times. *Understand how to read and interpret original sources about the periods we study. *Be able to demonstrate an ability to think critically and communicate effectively by papers based on historical texts.

Readings

Venerable Bede, The Ecclesiastical History of the English People (Penguin Classics) ed. DH Farmer. ISBN: 978-0140445657

Einhard and Notker, Two Lives of (Penguin Classics, 1969 edition) ISBN: 978- 0140442137

The Arabian Nights vol. I: Tales of 1001 Nights, Malcolm Lyons, ed. (Penguin Classics) ISBN: 9780140449389.

Giovanni Boccaccio, The Decameron, G.H. McWilliam, ed. (Penguin Classics) ISBN: 9780140449303.

William Shakespeare, A Midsummer Night’s Dream, Harold Brooks, ed. (Arden Shakespeare: Second Series), ISBN: 9781903436608

Clifford Backman, The Worlds of Medieval Europe (Oxford University Press, 2nd ed., 2008) ISBN: 978-0195335279 (Optional, but helpful for background of the medieval period)

Selected Readings from leading figures in and drama, including (but not limited to) , Aristophanes, Terence, Augustine, Hroswitha, and Desiderius Erasmus.

3 Assignments and Evaluation Methods

Student achievement of the course goals will be measured through book quizzes, unit quizzes and discussion group responses.

Essays: You will practice and improve your written communication skills by writing responses to specific prompts based on the readings. Rather than a term paper format, however, we will do this in class. On the appointed days (noted below in the Course Schedule), we will spend part of the class period taking an essay-based quiz on the book. Of the four essays, you may drop the lowest score.

Unit Quiz: You will take six quizzes throughout the semester, based on lecture content and the readings. These will be “objective” format: multiple choice, fill-in-the-blank, or matching exercises.

Discussion Groups: Discussion groups provide you an opportunity to discuss your ideas in a small group setting. On designated discussion group days, you should arrive to class with the readings already completed and ready to work with your group. In most instances, you will write a response to a question provided by the professor. Your grade for these sessions will depend on your engagement with your group and the quality of the work your group submits.

Performance: During the last week of the semester and the final exam period, the class will perform William Shakespeare’s A Midsummer Night’s Dream. Further instructions anon, but be warned: you will have to learn lines and deliver them with gusto! Costumes encouraged but not required. You will write a brief “Process Paper” to accompany your performance. Further details to follow when we begin the unit on Late Medieval Renaissances.

Essays (3 x 100 pts each) = 300 points Unit Quizzes (6 x 50 pts each) = 300 points Discussion Group Work (6 x 25 pts each) = 150 points Performance = 250 points Total = 1000 points

Grades will be calculated based on the following point totals: 930-1000 A 770-799 C+ 900-929 A- 730-769 C 870-899 B+ 700-729 C- 830-869 B 670-699 D+ 800-829 B- 600-669 D Below 600 F

4 Course Schedule

Classical Greece and Rome Week 1: Jan 7-9 Introducing the Hellenistic World Read: Aristotle: On the (read Books I, VII, & VIII) http://www.fordham.edu/Halsall/ancient/aristotle-politics1.asp

Plutarch on http://www.csun.edu/~hcfll004/plutbiog.html

Thomas Jefferson: I am an Epicurian http://www.csun.edu/~hcfll004/jefflet.html

Week 2: Jan 14-16 and Drama in Hellenistic Greece and Rome R: Unit Quiz 1 Read: Start: Bede, Ecclesiastical History of the English People

AND read all of the following:

Letter Home of a University Student, 44 BCE http://www.fordham.edu/Halsall/ancient/cicerojunior1.asp

Aristophanes, “Lysistrata” (Canvas)

Menander, “Family Values” Epitrepontes (read only Act I) http://www.utexas.edu/courses/classicalarch/readings/epitrepontes.html

Terence: The Brothers (Subject, Summary, Prologue, Act I) http://www.gutenberg.org/files/22188/22188-h/files/terence3_4.html#adelphi

Optional: Backman, Chapter 1: The Roman World at its Height

Early Medieval Renaissances

Week 3: Jan 21-23 Northumbrian Renaissance Read: Bede, Ecclesiastical History of the English People Optional: Backman, Chapter 4: Cloister and Culture

Week 4: Jan 28-30 T: Bede Discussion R: Quiz Day: Book Quiz Bede and Unit Quiz 2 Read: Finish Bede, Ecclesiastical History of the English People

5 Week 5: Feb 4-6 Carolingian Renaissance Read: Einhard and Notker, Two Lives of Charlemagne Optional: Backman, Chapter 6: The Carolingian Era

Week 6: Feb 11-13 Carolingian Renaissance, Einhard and Notker Discussion R: Quiz Day: Book Quiz Einhard and Notker and Unit Quiz 3 Read: Finish Einhard and Notker, Two Lives of Charlemagne High Medieval Renaissances

Week 7: Feb 18-20 T: Go to your Monday classes. R: Ottonian Renaissance Choose roles for next week’s dramatic reading

Read: The Plays of Hroswitha, Introduction http://www.fordham.edu/halsall/basis/roswitha-toc.asp AND Dulcitius http://www.fordham.edu/halsall/basis/roswitha-dulcitius.asp AND Gallicanus http://www.fordham.edu/halsall/basis/roswitha-gallicanus.asp

Optional: Backman, pp. 219-238

Week 8: Feb 25-27 Ottonian Renaissance: Dramatic Reading R: Unit Quiz 4

Week 9: Mar 4-6 High Medieval Renaissances: The Read: Tales of the 1001 Nights Optional: Backman, Chapter 11: Renaissances of the Twelfth Century

Week 10: Mar 10-14 SPRING BREAK

Week 11: Mar 18-20 T: Discussion (finish 1001 Nights prior to today’s discussion) R: High Medieval Renaissances: Europe; Quiz Day: Book Quiz on 1101 Nights and Unit Quiz 5 Read: Finish Tales of the 1001 Nights Optional: Backman, Chapter 13: Art & Intellect in the Thirteenth Century

Week 12: Mar 25-27 High Medieval Renaissances Read: Start reading Boccaccio’s Decameron

6 Late Medieval Renaissances

Week 13: Apr 1-3 R: Discussion on Decameron Read: Boccaccio’s Decameron

Week 14: Apr 8-10 Italian and Northern Renaissances T: Quiz Day: Book Quiz on Decameron and Unit Quiz 6; Group project on Leonardo Da Vinci’s “Mona Lisa” R: Northern Renaissance Read: Start reading William Shakespeare, A Midsummer Night’s Dream View: “Comedies with Joely Richardson” http://video.pbs.org/video/2329128402/

Week 15: Apr 15-17 Northern Renaissances Read: Shakespeare, A Midsummer Night’s Dream Rehearse: Midsummer Night’s Dream

Week 16: Apr 22-24 Performance Week: Midsummer Night’s Dream Turn in your Process Paper by Thursday, April 24 to get credit for your performance.

Final Exam: Tuesday, April 29, 1:30-3:20. There is no final exam for this course, BUT (!) we will use the time slot to finish our Midsummer performances, if necessary.

A Final Word:

Students with Disabilities: Students with ADA-documented physical, sensory, emotional or medical impairments may be eligible for reasonable accommodations. Veterans may also be eligible for services. All accommodations are coordinated through the Disability Resource Center (DRC) in Room 101 of the University Inn, (435) 797-2444 voice, (435) 797-0740 TTY, (435) 797-2444 VP, or toll free at 1-800-259-2966. Please contact the DRC as early in the semester as possible. Alternate format materials (Braille, large print or digital) are available with advance notice.

Honor Code: As stated in The Student Code, “Each student has the right and duty to pursue his or her academic experience free of dishonesty. The Honor System is designed to reinforce the higher level of conduct expected and required of all Utah State University students.” Upon admission to Utah State University, you agreed to abide by this Honor Code by signing the Honor Pledge, which reads: “I pledge, on my honor, to conduct myself with the foremost level of academic integrity.” Complete academic honesty is expected in this

7 course. Cheating on exams or plagiarism on written assignments will result in a failing grade and may result in further action according to University policy.

The Instructor of this course will take appropriate actions in response to Academic Dishonesty, as defined in the University’s Student Code:

Acts of academic dishonesty include but are not limited to: 1. Cheating: (1) using or attempting to use or providing others with any unauthorized assistance in taking quizzes, tests, examinations, or in any other academic exercise or activity, including working in a group when the instructor has designated that the quiz, test, examination, or any other academic exercise or activity be done “individually”; (2) depending on the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; (3) substituting for another student, or permitting another student to substitute for oneself, in taking an examination or preparing academic work; (4) acquiring tests or other academic material belonging to a faculty member, staff member, or another student without express permission; (5) continuing to write after time has been called on a quiz, test, examination, or any other academic exercise or activity; (6) submitting substantially the same work for credit in more than one class, except with prior approval of the instructor; or (7) engaging in any form of research fraud.

2. Falsification: altering or fabricating any information or citation in an academic exercise or activity.

3. Plagiarism: representing, by paraphrase or direct quotation, the published or unpublished work of another person as one's own in any academic exercise or activity without full and clear acknowledgment. It also includes using the sale of term papers or other academic materials.

Full text of the Student Code available at http://www.usu.edu/studentservices/pdf/StudentCode.pdf

Religious Observance: It is my policy to make every effort to reasonably and fairly accommodate all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. If you have a potential class conflict because of religious observance (including weddings), you must inform me of that conflict no later than the end of the second week of class: January 17.

8