HIST 312- Medieval Civilization (3 credit hours) MW 1:00-2:45 (UC 241)

Instructor: Craig M Nakashian Phone: 903-223-3136 Texas A&M University-Texarkana E-mail: [email protected] Office Hours: Mon: 10:00-12:00, 5-6 Office: UC 226 Wed: 10:00-11:00

Course description This course examines the history of Western Europe from roughly 800-1300. We will study intellectual, religious, social, cultural, and political changes during this time, including the creation of monarchies, constitutionalism, chivalry, and the rise of the Catholic church.

Texts Bennett, Medieval Europe, 11th Edition William Marshal, Georges Duby (Pantheon, 1985) Song of Roland, translated by Frederick Goldin (1978) Chretien de Troyes Arthurian Romances, (Penguin)

Assessment/Requirements

Each student will be expected to carry-out the following tasks:

1. Write analytical essays. 2. Write a final examination paper. 3. Participate in class activities.

Idea Sketches [20% of course grade; 4 points each; 20 points total]

Throughout the semester you will have the chance to submit a short (1-1 ½ page) paper analyzing materials to be discussed in class that day. You may continue submitting idea sketches until you reach twenty points. There are ten topics in total.

Brief Analytical Essays [45% of course grade; 15 points each; 45 points total]

These essays should be at least five to six pages (5-6) pages, and they MUST conform to the writing guide provided. The topics are listed in the days that they are DUE. Remember that these are ANALYTICAL essays. I want original arguments and interpretations of the questions. A summary of the reading is NOT acceptable. I will grade three of the essays listed, though you are welcome to submit more than that. If you do so, I will count your three best grades. There are eight essay options throughout the semester. These essays MUST be turned in on the day they are due, or before.

Medieval Simulation [15% of course grade; 15 points]

The medieval simulation will give you opportunity to take on a character from medieval history and play out a scenario. You will compete against your fellow students to see who would have done best in the complicated world of medieval politics!

Final Paper [20% of course grade; 20 points]

This will be a take-home examination requiring you to discuss the primary themes covered in the course. We will discuss possible final examination questions towards the end of the course. I will expect the paper to be roughly ten (10) pages (2500-3000 words).

Class Participation [Bonus!]

Discussion is vitally important. I will award points on your final grade based on how often you participate, and how valuable that participation is. Students can earn up to five points on the final grade. Participate!!

Grading Scheme [100 points total] My grading system is designed to put you in control of your final grade. For each assignment you complete you will accumulate points. The more points you accumulate, the higher your grade becomes. You can always tell how you are doing by comparing your point total to the scale below. The only way to lose points is by missing class.

A = 90 -100 B = 80 -89 C= 70 -79 D= 60 -69 F= 59 and less

Attendance Policy

Students are expected to attend EVERY class period prepared to discuss applicable materials. You will be allowed TWO (2) unexcused absences over the course of the semester, and for every absence beyond TWO (2), I will deduct ONE (1) point from your FINAL GRADE.

Failure to complete assignments on time and unexcused absences:

Unexcused failure to complete assignments on time will result in a grade of “no-credit” on that assignment.

Students with Disabilities

Students with disabilities may request reasonable accommodations through the A&M-Texarkana Disability Services Office by calling 903.223.3062.

Academic Honesty

Academic honesty is expected of students enrolled in this course. Cheating on examinations, unauthorized collaboration, falsification of research data, plagiarism, and undocumented use of materials from any source, constitute academic dishonesty, and may be grounds for a grade of "F" in the course and/or disciplinary actions. For additional information see the university policy manual.

Email Account: Upon application to Texas A&M University-Texarkana an individual will be assigned an A&M- Texarkana email account. This email account will be used to deliver official university correspondence. Each individual is responsible for information sent and received via the university email account and is expected to check the official A&M-Texarkana email account on a frequent and consistent basis. Faculty and students are required to utilize the university email account when communicating about coursework.

Class Etiquette:

Students are expected to be respectful of the instructor and their fellow students during any class activities. Therefore, the following rules of conduct will be followed, or a student may be asked to leave the class:

1) Electronic devices may NOT be used in this class. You want to take notes? Re-acquaint yourself with your paper and pencil.

2) Phones must be set to vibrate, or turned off completely, and cannot be used to make calls, send texts, etc, during class. Again do those activities on your own time, not our time.

3) Students are not allowed to bring food into the class. It is a distraction to the professor and other students. Drinks, however, are acceptable.

4) Students will be respectful of one another and the instructor during all class discussions. Insults, ad hominem attacks, and purposely inflammatory statements will not be tolerated. If you are unsure what constitutes any of these, please ask me before spouting off.

5) Finally…no sleeping in my class. Want to sleep? Go get a room.

Essay Grading

This is what I look for when grading your analytical essays. I'd like to thank Prof. Ted South at Western New England University, from whom I shamelessly stole most of these guidelines. All essays need to be in Times New Roman, 12-pt font and double-spaced.

Thesis - Does the essay have a clear thesis? You should be able to summarize the main point of your essay in one or two sentences; the whole purpose of the essay is to convince the reader of that main point. Be clear about what you are trying to prove, and let your reader know. - Is it a strong thesis? I am looking for interesting, original explanations of why things happen in history; avoid weak topics that focus on insignificant points or ones that are so obvious that they do not require detailed proof.

Arguments - Is the thesis supported by a sufficient number of logical arguments and sub-arguments? In order to convince the reader that your thesis is correct you will need to present several supporting arguments; some of those arguments may in turn require support of their own. - Does each argument contribute directly to your thesis? An essay this brief needs to remain sharply focused on your thesis; don’t wander off into other topics.

Evidence - Is each argument or sub-argument supported by convincing evidence? Remember that primary evidence is generally more convincing than secondary, and that the most convincing way to use primary evidence is to quote it directly. Be sure to explain all primary evidence as well. - Is all evidence correctly quoted and cited? If you paraphrase from any source, you must give the original author credit. If you copy from any source, you must use quotation marks and give a brief citation, either in parentheses after the quote [(Esler, Western World, p. 9); (Tacitus in Discovering…, p. 55)] or in a footnote. If you quote from a source that is not among the course readings, you must also give a complete citation in a bibliography. Note: failure to correctly cite paraphrases or quotes is plagiarism, and I will hammer for you it!

Clarity/Organization - Is the essay clearly organized and easy to follow? Does support for your thesis proceed logically from point to point, and is each point presented in a separate paragraph? Often the only way to keep a complex structure of arguments and sub-arguments organized is to outline it first. - Is the meaning of each sentence clear and easy to follow? When in doubt, keep it simple!

Writing Errors - Is the essay free from embarrassing errors in spelling and punctuation? Mistakes make you look dumb, which makes the job of convincing your reader much more difficult. In particular, watch for mistakes caused by homonyms (easily confused words) and apostrophes. Proofread! - Are all sentences grammatically correct? In particular, watch for sentence fragments, comma splices, fused sentences, and subject-verb disagreement.

Some Basic Writing Tips:

-Be as specific as possible in your introduction. Use your introduction to introduce us to your arguments and thesis. Do NOT use it to write broad, empty, and sweeping statements that are vague but not germane to the topic. For instance, if your assignment is to consider how Christianity changed the Roman empire, do not begin it with something like this, “Throughout the broad sweep of human history, religion has been an important factor of society.” While this may be true, it is general, vague, and tells us nothing. Instead, consider a beginning more like this, “Christianity’s growth in popularity in the Roman empire shifted the basic social relationship from one of citizen and emperor to one of worshipper and deity.” This is far better. It is to the point, it makes an argument, and it represents a clear indication of what you’ll be arguing.

-Furthermore, your introduction needs to introduce not just the topic, but your arguments and thesis as well. Tell the reader right up front what you intend to prove, and why. Do not leave your core points until the conclusion. Write this more like a prosecutor's opening statement, not a mystery novel.

-Your conclusion is NOT simply a rehashing of your introduction. While the conclusion does often restate the main points, it is far better to use it to actually draw conclusions. Consider what you have argued and draw some insight from it looking forward. Do not introduce whole new arguments, but make some new points. It is a tough balance, but it makes your paper much stronger and more compelling.

I REQUIRE that you familiarize yourself with those guidelines, as I will grade your essays with the assumption that you have done so.

COMPLETE COURSE SCHEDULE (Subject to change at instructor discretion)

W- Jan 21 Introduction. What is “Medieval”?

EARLY MIDDLE AGES- EUROPE REASSEMBLES

M- Jan 26 Carolingian Kingship and Government Bennett, pp. 80-101 Manorialism (Blackboard) Carolingian Society (Blackboard) Carolingian Government (Blackboard)

W- Jan 28 Christianity in Europe Monasticism (Blackboard) Monastic Life (Blackboard) Rule of Saint Benedict http://www.fordham.edu/halsall/source/rul-benedict.html

Idea Sketch- Using the Rule of Saint Benedict, explain both the purpose of monastic dedication and why it took the form that it did.

M- Feb 2 Culture of Germanic Society Bennett, pp. 101-130 Battle of Maldon (Blackboard)

Essay 1- What can the Battle of Maldon tell us about the culture and political realities of Anglo- Saxon England?

HIGH MIDDLE AGES- KNIGHTS, MONKS, and PEASANTS W- Feb 4 Church and State to c. 1050/Gregorian Reforms Bennett, pp. 169-187

M- Feb 9 Allies and Enemies: The Church and the Empire Gregory VII Letters and Concordant of Worms (Blackboard)

Idea Sketch- Discuss the arguments of each side, and explain if the differences were irreconcilable and why.

W- Feb 11 Anglo-Norman England Bennett, pp. 266-288 Domesday Book- http://www.fordham.edu/halsall/source/domesday1.html Bartlett, English Government (Blackboard) M- Feb 16 The Capetians in France Deeds of Louis the Fat (Blackboard)

Essay 2- Using The Deeds of Louis the Fat by Abbot Suger, explain how French kingship developed during the 12th century, and explain why it took this form.

W- Feb 18 The 1st Crusade Bennett, pp. 211-235 Urban II Speech at Clermont (read all five versions) http://www.fordham.edu/halsall/source/urban2-5vers.html

Essay 3- Using all of the versions of Urban II's speech at Clermont, discuss the most important elements of Crusading.

M- Feb 23 The Later Crusades and the Church Militant Bernard de Clairvaux, Rule for the Templars http://www.the-orb.net/encyclop/religion/monastic/bernard.html Capture of Lisbon, 1147- http://www.fordham.edu/halsall/source/cap-lisbon.asp Hostile View of Crusade, http://www.fordham.edu/halsall/source/1147critic.asp Bernard's Response, http://www.fordham.edu/halsall/source/bernard-apol.html Battle of Hattin, http://www.fordham.edu/halsall/source/1187hattin.html

Idea Sketch- Contrast the “Hostile” view of the 2nd Crusade with Bernard de Clairvaux’s response. Summarize each argument’s thesis, and discuss which was closer to reality.

W- Feb 25 Angevin England- Constitutional Government? Dialogus de Scaccario, Sections I-V http://www.fordham.edu/Halsall/source/excheq1.asp Magna Carta- http://www.fordham.edu/Halsall/source/mcarta.asp Holt, Magna Carta, 1-50 (Blackboard)

Idea Sketch- Briefly summarize and comment on J.C. Holt's analysis of Magna Carta.

M- Mar 2 Louis IX and Sacral Kingship Joinville’s Life of Saint Louis (Blackboard)

Essay 4- Discuss Louis IX's approach to kingship. What were the most important elements to his use of power?

W- Mar 4 Innocent III and the 4th Lateran Council 4th Lateran Council- Excerpts http://history.hanover.edu/courses/excerpts/344lat.html

Idea Sketch- What are the most important elements of the 4th Lateran Council, and what do they tell us about Innocent's priorities?

M- Mar 9 Friars and Monks Bennett, pp. 190-210 Life of Saint Francis (Blackboard)

Essay 5- What accounts for the formation and popularity of orders of friars. What does the life of men like St. Francis tell us about their appeal and purpose?

W- Mar 11 Towns and Commerce/Urban versus Rural Society Bennett, pp. 131-166 Life on an English Manor (Blackboard) Life in an English Village (Blackboard)

Idea Sketch- Discuss village life. What were the basic social groups, and how did they interact?

M- Mar 23 What is Chivalry? Kaeuper, Chivalry and Violence, (Blackboard) Maurice Keen, Chivalry (Blackboard)

Idea Sketch- Analytically contrast Kaeuper's and Keen's portrayal of chivalry.

W- Mar 25 Chivalry and the Crusade Song of Roland, pp. 1-163

Essay 6- What made a knight worthy as portrayed in the Song of Roland?

M- Mar 30 Chretien de Troyes I The Knight with the Lion (Yvain), 295-333

Idea Sketch- Choose one scene from today’s reading and analyze everything it can tell us about medieval society.

W- Apr 1 Chretien de Troyes II The Knight with the Lion (Yvain), 333 -380

Essay 7- How does the ideal of knighthood in Yvain differ from that of Roland?

M- Apr 6 Chivalry in the 12th century: Myth versus Reality I Duby, William Marshal, 3-79

W- Apr 8 Chivalry in the 12th century: Myth versus Reality II Duby, William Marshal, 79-153

Essay 8- Discuss William Marshal as an example of a "real" knight. What are his guiding principles? How does he compare with "ideal" knights like Yvain?

M- Apr 13 Architecture- Romanesque and Gothic Cathedrals Romanesque and Gothic Readings (Blackboard)

W- Apr 15 Architecture- Noble and Royal Castles Chepstow Castle (Blackboard) ***Assign Medieval Simulation Personalities***

Idea Sketch- Analyze Chepstow castle. What were its primary functions?

M- Apr 20 ***MEDIEVAL SIMULATION! THERE CAN BE ONLY ONE!

LATER MIDDLE AGES- EVE OF THE RENAISSANCE W- Apr 22 Government power in England Quia Emptores, http://www.fordham.edu/halsall/source/ed1-quia.html Statute of Mortmain, http://www.fordham.edu/halsall/source/ed1-mortmain.html

M- Apr 27 Government power in France and Germany St. Louis' letter to his son, http://www.fordham.edu/halsall/source/stlouis1.html Frederick II’s Statute to the Princes, http://www.fordham.edu/Halsall/source/fred2-princes.asp

W- Apr 29 The Avignon Papacy and Heresy Bennett, 297-321 Unam Sanctam, http://www.fordham.edu/halsall/source/b8-unam.html Wycliff, http://www.fordham.edu/halsall/source/1382wycliffe.html#reply

M- May 4 The Hundred Years War Bennett, 322-343 Froissart on Crecy- http://www.fordham.edu/Halsall/source/froissart1.asp

W- May 6 The Black Death, Peasants Revolt, and onward to the Renaissance! Huzzah! Bennett, 344-359 Boccaccio describes the Plague- http://www.fordham.edu/Halsall/source/boccacio2.asp Description of the Peasants Revolt- http://www.fordham.edu/Halsall/source/anon1381.asp