HIST 96W -2 Tuesday 1:00PM-3:50PM Spring 2015 Pub Aff 1329 Instructor: Kristina Markman Office Hours: Wednesdays 12:00AM-2:00PM or by appointment Office Location: Bunche 2169 E-mail: [email protected] Mailbox: Bunche 6272 HIST 96W-2 Introduction to Historical Practice Negotiating Difference: Gender, Ethnicity, and Religion in Medieval Europe Course Description In the Middle Ages, much like today, human beings created order by dividing the world into clearly delineated, and often opposing, social and cultural categories. This course explores processes of identity formation that structured medieval societies along lines of division and collaboration, inclusion and exclusion. We will begin by looking at the most omni-relevant and ubiquitous category of all—gender. Here we will examine gender roles and the normative prescriptions, beliefs, and context that gave them meaning. We will then move to the question of minorities and marginalized groups. Crucial to the self-definition of the medieval Christian in- group was its disidentification from out-groups such as Jews, Muslims, pagans, and Christian deviants. Turning to the topic of patterns of intercommunal discourse, in the second part of the course, we will examine how medieval people identified and treated minorities. Course Material Each week students will read both primary and secondary sources. Some of the primary sources are directly referenced by the secondary sources. During class meetings, students will be asked (1) to contextualize, analyze, and evaluate the assigned primary sources, (2) to examine how the authors of the secondary sources make use of primary sources to advance an argument, and (3) to reflect critically and creatively on the differences and similarities between the institutions that we are studying and those of the contemporary western world. Since this is a process-based learning course, students will be expected to make serious efforts to learn to think historically and communicate their ideas in writing. Note: This course is designed to introduce students to historical methods and practices. Students are not expected to have prior knowledge of medieval history. Relevant historical background will be provided by the instructor each week. 1 HIST 96W -2 Tuesday 1:00PM-3:50PM Spring 2015 Pub Aff 1329 Course Objectives • To familiarize students with the practice of history and the historical method. • To develop analytical and critical reading skills necessary for analyzing primary and secondary sources. • To develop skills essential to the research and writing of history. Students will learn how to choose a research topic, select appropriate sources, construct an annotated bibliography, and write a substantial research paper. • To develop the ability to frame historical questions and think critically about the significance of historical events. Course Requirement This course satisfies the UCLA the Writing II requirement. The assignments are crafted to improve writing proficiency and aid students to refine their ideas and prose. 25% Participation 2 absences is an automatic fail! Class meetings function as a seminar, providing students an opportunity for active learning and a forum to present ideas. Students are expected to have read the entire assignment carefully each week before the class meeting and be prepared to discuss it critically and creatively. Week 9 presentation is 10% of participation grade. 25% Reading Responses + Writing Workshops See “Weekly Assignment Schedule” Throughout the quarter students will complete 5 reading responses and 3 writing workshops. Reading Responses: Almost every week students will be expected to submit a 1-2 page (double-spaced) reaction paper based upon that week’s assigned readings. This is a NOT a summary. The reaction paper should: (1) analyze the primary sources within the appropriate historical context or (2) address the secondary sources by briefly mentioning the author’s thesis and then critically and analytically evaluating the author’s argument by considering the author’s evidence (primary sources), assumptions, and implications. Writing Workshops: Since this is an intensive writing course, three times throughout the quarter, instead of a reading response, students will participate in writing workshops. These assignments will be distributed in class. 2 HIST 96W -2 Tuesday 1:00PM-3:50PM Spring 2015 Pub Aff 1329 50% Final Paper See “Paper Guide” for details. Each student is required to submit a 12-15 page final research paper on a topic of their choice. The paper should present an analysis of one or more primary sources as well as a substantial literature review. This will be an ongoing 10-week project and will require the following: • Week 2: “Using YRL” assignment. • Week 3: Students are expected to have a preliminary idea for a paper topic. • Week 4: (5%) Students are expected to have chosen a paper topic, identified the primary sources which they will be using, and at least 3 secondary sources. • Week 5: Students must bring their primary sources to class or demonstrate their availability online. • Week 7: (15%) Annotated bibliography. • Week 9: (20%) Students will give a 5-minute presentation (10% of participation grade) to the class on their chosen paper topic and discuss their research progress. Formal outline (min. 8-10 pages) or rough draft and bibliography will be collected after the presentation. Students will receive instructor feedback no later than Week 10. • Finals week (June 9, 2015): (60%) Submission of final draft, complete with footnotes and bibliography via Turnitin.com All assignments are due in hard copy. Please use Chicago-Style Format. http://www.chicagomanualofstyle.org/home.html Late Assignments If you intend to be absent, you must e-mail me your assignment by 1PM on its due date. Late assignments will NOT be accepted without medical or other valid documentation. Late assignments may always be submitted for instructor feedback only. No credit will be given. Academic Integrity The punishments are severe, so don’t do it! For further information on Academic Integrity please visit http://www.deanofstudents.ucla.edu/integrity.html. Required Texts All required texts are available online through the course website under the appropriate week heading. Each week students are expected to read the “Primary Source Packet” designed by the instructor and the required secondary source(s). 3 HIST 96W -2 Tuesday 1:00PM-3:50PM Spring 2015 Pub Aff 1329 Students must have the reading on hand in class. Course Outline Week 1 (March 31, 2015): Introduction “The task of the historian is to complicate, not to clarify.”—J. Z. Smith 1. What does a historian do and how do they do it? 2. Theoretical Background: What is identity? What is alterity? 3. What are the “Middle Ages?” Europe c. 1000 Week 2 (April 7, 2015): Men, Part I A “machismo” culture? Knighthood and the chivalric ideal According to the Oxford English Dictionary, the term “machismo” refers to “The quality of being macho; manliness, male virility, or masculine pride; the display of this.” In the Middle Ages, manly virtues were essentially knightly virtues: courage, prowess, and loyalty, as well as strict observance of all pledges, and zeal in protection of those unable to defend themselves: the church, the poor, women, and children. Notions of secular masculinity were intimately tied to chivalry and courtliness, ideals that were popularized by medieval literature and exemplified in the crusade movement. What is chivalry? What is the chivalric code? What is the relationship between chivalry and theology? What were the crusades? What inspired or concerned those in the medieval West about the call to travel on crusade? How did the crusades and crusading ethos contribute to the popularization of ideas on masculinity and chivalry? What were the chanson du geste? How did courtly literature contribute to the formation of the chivalric ideal? In what ways did chivalry curb and/or encourage violence? Was violence a necessary expression of manhood? Required Readings Primary Secondary The Song of Roland, trans. Jessie Crosland (1999), select Arthur Brittan, excerpts. Masculinity and Power (1989), 1-14. Chretien de Troyes, Lancelot: The Knight of the Cart in Sources of The Making of the West, Vol. 1: to 1715, ed. K. J. Lualdi (2012), 220-226. Bernard of Clairvaux, “In Praise of the New Knighthood,” tr. 4 HIST 96W -2 Tuesday 1:00PM-3:50PM Spring 2015 Pub Aff 1329 Conrad Greenia, http://www.the- orb.net/encyclop/religion/monastic/bernard.html The Rule and Statutes of the Teutonic Knights, tr. Indrikis Sterns http://www.the- orb.net/encyclop/religion/monastic/tk_rule.html Nikolaus von Jeroschin, The Chronicle of Prussia, trans. Mary Fischer (2010), select excerpts. Week 3 (April 14, 2015): Men, Part II Pious Monks: Celibacy as the ultimate male accomplishment In the Middle Ages, much like today, there was no universal male experience. Exemplifying triumph over carnal weakness and temptation, clerical celibacy was as much a signifier of virile strength as military prowess and courage in battle. What is celibacy? Why did/does the clergy take a vow of celibacy? How does celibacy fit with medieval conceptions of masculinity? How was clerical masculinity defined? Was it in fact masculinity or did the vow of celibacy “emasculate?” Was celibacy the only criterion for “clerical manhood?” Required Readings Primary Secondary Odo of Cluny, The Life of Andrew Roming, “The Common Bond of Aristocratic Saint Gerald of Aurillac, Masculinity: Monks, Secular Men, and St Gerald of trans. Gerard Sitwell in Aurillac,” in Negotiating Clerical Identities: Priests, Soldiers of Christ: Saints Monks and Masculinity in the Middle Ages, ed. Jennifer D. and Saints’ Lives from Late Thibodeaux (2010), 39-56. Antiquity to the Early Middle Ages (1995), 293- 316, 326-332. Week 4 (April 21, 2015): Women, Part I Constructing sexuality [DUE: RESEARCH PROPOSAL + LIST OF SOURCES] 5 HIST 96W -2 Tuesday 1:00PM-3:50PM Spring 2015 Pub Aff 1329 In the Middle Ages, women were aligned with the body, while men were associated with the mind and spirit.