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In Medieval Europe

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In Medieval Europe 1 HIST H121-F33/H295-034 Creating Medieval Monsters: Constructions of the ‘Other’ in Medieval Europe Fall 2014 MWF 11:30-12:20 Room TBA Dr. Sara M. Butler Office: Bobet Hall 422 Office Phone: 865-2099 Office Hours: TBA. Course Description Since 9/11, persecution of the “other” has been a theme of daily life in twenty-first century America, greatly encouraged by a government that labels enemies “terrorists.” Students need to gain a greater appreciation of how current events can trigger persecution that very quickly spirals out of control. In the hopes of demonstrating that biases rarely spring from tangible sources and that demonization is a common response to unhappiness rooted in our own daily lives, this course will examine a much earlier period of demonization. By examining the ideology of community and marginality in the High Middle Ages, an era that has earned the title of a “persecuting society,” students will have the opportunity to view how a community of medieval Christians, feeling threatened by both external and internal forces, protected Christian community by lashing out at those on the margins. The goal of this course is to explore the various ways that minorities were demonized, literally turned into “monsters” in the medieval discourse, in order to create a strong sense of unity within Christendom, in the hopes of finding solutions or alternatives to modern-day persecution. A study of the persecution of minorities will include a wide variety of groups, but focus specifically on: Jews, lepers (a much larger group than one would think in this period), Muslims, heretics or religious non-conformists, the possessed, homosexuals or sexual nonconformists, witches, and women. Learning Outcomes 1) Critical Thinking: Student completing this FY Seminar should be able to (a) formulate questions about the subject matter, (b) distinguish facts from assumptions and inferences, (c) take a position, and (d) show proficiency in the critical reading of texts, including discerning major arguments, salient points, and underlying assumptions and biases. 2) Written Communication: Students completing this FY Seminar should be able to (a) reflect on issues in writing, (b) formulate and defend a position in writing, (c) compare and contrast approaches to the subject, (d) apply the content of readings or class discussions to personal 2 experience, and (e) respond to questions or prompts presented by the instructor, or other writing tasks. 3) Oral Communication: Students completing this FY Seminar should be able to (a) reflect on issues orally, (b) formulate and defend a position in class debate, (c) contribute meaningfully to class discussions, (d) make effective oral presentation, responding clearly and logically to questions posed by the instructor or classmates, and (e) lead a class discussion of peers, or other oral communication tasks. 4) Information Literacy: Students completing this FY Seminar should (a) demonstrate the ability to evaluate information and (b) appropriately incorporate information into an assignment. 5) Compassionate Engagement with the World: Students completing this FY Seminar should (a) demonstrate the ability to recognize issues of justice and injustice inherent in a topic, and (b) recognize multiple sides to an issue. Required Readings Joan Young Gregg (ed.), Devils, Women and Jews: Reflections on the Other in Medieval Sermon Stories (New York, 1997). ISBN: 0791434184. (retail price: $31.95) All other readings will be available on Blackboard. Please print out all readings from Blackboard and bring the appropriate reading to class on discussion days. Grade Distribution Reading Responses 30% Participation 20% Short Papers (2) 30% (15% each) Take-home Exam 20% Assignment Descriptions a) Reading Responses: Students need to learn how to write. You will only improve in your writing by writing frequently. Students will generally be reading two selections per week. Every time you read, you will be required to write a brief and casual reflection on the readings before you arrive in class to discuss it. In order to help you write more effectively, I have designed a “Reading Response Form” that is available on Blackboard. b) Participation: As a seminar, students are required to participate in class discussions. Yes, I realize that some students are shy and do not like speaking in front of their peers; however, I am asking you to overcome this. Please realize that other students are not terribly good at writing, but I do not exempt them from the writing assignments. Participating in class discussion is an essential part of the university classroom experience. I will do everything in my power to make our classroom a comfortable and welcoming environment. As a gage to your participation: Superlative Participation: frequent & unsolicited, but quality contributions to class 3 discussion Good Participation: at least one good comment / insight at every class c) Short Papers: Students will be required to write TWO short papers (that is, 5 pages of double- spaced type, Times New Roman 12 pt font, normal margins). All papers must be handed in through SAFE-ASSIGN on Blackboard electronically, but also in hard-copy at class time. PAPER #1: Due October 3 Find a current example of persecution (find something in the newspaper, on the internet, in a magazine). Research it to discover its roots and write a short paper highlighting how the Middle Ages set the stage for this persecution (this can be understood broadly: perhaps the Middle Ages developed the tools for persecution, not necessarily the persecution of that group itself). PAPER #2: Due November 7 This paper will be a creative assignment. Students are asked to write an exemplum, or a series of exempla, that persecutes the “other” (see the Joan Young Gregg book of exempla). The goal of this assignment is to demonstrate an awareness of patterns of persecution in the medieval period and to understand the general strategies (rhetorical, thematic, literary, etc.) employed by exempla to promote hatred. Each student is required to have his/her exemplum critiqued by another student in the class before handing in the paper. d) Take-home Exam: Due any time before December 15 at noon. Write a thoughtful response to the following question: What were the most crucial factors leading to the development of a persecuting society? Was this development inevitable? You will graded on your ability to draw on a broad variety of class lectures, discussions, readings, and documentaries, as well as constructing a logical and persuasive argument. Attendance Policy 1. Attendance will be taken orally at the beginning of every class – if you are not present when attendance is taken, you will be considered absent. In general, for a class that begins at 11:30, I expect each student to be seated and preparing for class at 11:27 so that we may begin promptly at 11:30. 2. Each student is permitted to miss class three times without explanation. After that, the student’s grade will be adjusted by 3 percent for each missed class. 3. I cannot, in good conscience, give a passing grade for the course to a student who has missed more than 12 classes, regardless of how well that student has done on class assignments. This rule will apply also in medical circumstances. This is not distance learning. Extensions and Late Work Policy If you need an extension, please ask for one in advance (“in advance” means at least 2 full days before it is due). Late papers will be penalized a full letter grade per day. For example, if your paper would have received an “A” on the deadline, the next day it will receive a “B.” 4 Grading Scale A 95-100 Superlative A- 90-94 Excellent B+ 86-89 Very good B 83-85 Good B- 80-82 Fairly Good C+ 76-79 Very satisfactory C 73-75 Satisfactory C- 70-72 Almost satisfactory D+ 65-69 Minimal pass D 60-64 Minimal pass F below 60 Fail Electronics Policies 1. Turn your cell phones off when you are in class. 2. Computers are not to be used during class time. You may use paper and a pen to take notes. Notice to Students with Disabilities If you have a disability and wish to receive accommodations, please contact Derek Bridges, Director of Disability Services at 504-865-2992. If you wish to receive test accommodations (e.g., extended test time), you will need to give the course instructor an official Accommodation Form from Disability Services. The Office of Disability Services is located in Marquette Hall 112. Departmental Statement on Plagiarism “Plagiarism – the use of another person’s ideas or wording without giving proper credit – results from the failure to document fully and accurately. Ideas and expressions of them are considered to belong to the individual who first puts them forward. Therefore, when you incorporate ideas or phrasing from any other author in your paper, whether you quote them directly or indirectly, you need to be honest and complete about indicating the source to avoid plagiarism. Whether intentional or unintentional, plagiarism can bring serious consequences, both academic, in the form of failure or expulsion, and legal, in the form of lawsuits. Plagiarism is a violation of the ethics of the academic community.” William G. Campbell, Stephen V. Ballou, and Carole Slade, Form and Style: Thesis, Reports, Term Papers, 6th ed. (Boston: Houghton Mifflin, 1982), p. 52. For more information on plagiarism and how to avoid it, go to: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml In the event of cheating or plagiarism, the University’s policy is an automatic “F” on the course. The second time you are caught cheating or plagiarizing, you will be expelled from the University. 5 Where to Find Help with your Writing Writing across the Curriculum, Bobet Rm.
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