Overview

Welcome to the Middle Ages, a period which covers some ten or more centuries in lands as far apart (and yet connected) as Baghdad and the British Isles, Spain and Scandinavia. Although it often appears quite alien to the twenty-first century, the medieval period was the incubator for much in our own contemporary society—not least of which is the very idea of getting a university education. Turbulence and peace produced a cultural synthesis of three rather divergent streams: Roman, Christian, and Germanic. Nor were these elements mixing together in a vacuum; cultures distant in both time and geography influenced European affairs—at a minimum as some Other that Europe shied away from but more often as an intriguing option to explore or exploit. Thus Christendom, for better or worse, was forged. Although much of contemporary culture endeavors to distance itself from Christian antecedents, it was the cultivation and rejection of medieval forms and values that generated the succeeding cultures. We (and I emphasize your part here) are going to look at both of these, the survivors and the losers, in all arenas: cultural, political, artistic, theological, economic, military, and not least at all, the personal. This class is going to ask you to read some, write a bit, and think a great deal. As the breakdown further below indicates, you will have a variety of fora in which to showcase your understanding of the Middle Ages.

One basic goal of this course, an in-depth analysis of 1000+ years of history in fifteen weeks, is obviously an impossibility. Our solution to this problem will be, in the first portion of the course, to set up the foundational elements of the Middle Ages, to appreciate the structures and mentalities that informed a great many medieval persons and phenomena. In the latter part of the course, we will rely on this foundational material to then dive deeply into several different aspects of the High Middle Ages, especially what some have called “the Long Twelfth Century”. We will do this via studies by leading scholars and even more so via the very words of medieval folk themselves in some exemplary primary sources.

Course Goals

The goals (or should I say fruits?) of a history course are as numerous as the books which historians produce. Some have already been hinted at above. At the broadest level, though, historical study encourages and hones critical analysis of the questions which most concern us. And these issues are themselves countless, but they mostly center on the relations of people—with one another, with themselves, and possibly with the supernatural. We will be asking “why?” rather a lot: Why did they think that? Why did they assume such a thing? Why does the past appear simultaneously alien and similar? Even as we ask these questions, others lie implicitly underneath: why do I think what I think? What are my prejudices and assumptions? How does my heritage sway my conclusions?

Grading & Assignments

Exams: The exact format has yet to be determined, but you can be sure they’ll kick like a mule. The first will be worth 14% of the course grade; the second, 16%; and the final, 20%. (Sounds of cheering...)

Quizzes: There will be an indeterminate number of pop quizzes throughout the semester so as to confirm that students are staying on track with the reading assignments. You can expect an indeterminate number of five-minute quizzes, chock-full of multiple-choice / true-false / fill in the blank types of questions. (Overall: 10% of course grade)

Paper: Ten pages, double-spaced, in the Chicago/Turabian style of citation, based heavily on primary sources, and full of original analysis. The preliminary assignments (i.e., the proposal, the bibliography, etc.) are not optional, and they will be graded. See the "New Decalogue" in Canvas™ for further guidelines. (Piece of cake...and a mere 25% of the course grade!)

Note: there will be a low threshold of tolerance for grammatical errors and all other transgressions which a simple proofreading should catch. Remove these yourself so I won’t have to remove hard-earned points. Remember, the spell-checker is not your friend! For further guidance, consult the menu options under General Policies and the writing guides. In short, stay well away from the Homonym Crimes and the Pet Peeves.

Participation: Students must be ready to participate in classroom discussions, especially during those portions of each class period when we will be bringing our readings under close scrutiny. Students should assume, for purposes of assessment, that they start with nothing in this category and are working their way to a cumulative grade. In addition, the performance on quizzes will influence this grade as well, since they indicate your commitment to doing the necessary readings. (15%)

And the Rest...Be certain to read my “General Policies” page as well for further information on how your performance in the course will be assessed.

Lecture & Reading Schedule

Reading assignments are to be done before you come to class. The plan is that each class will proceed in two discrete parts: roughly 2/3 as presentation of material by the professor, sometimes linked to the day's assigned readings. The remaining third will focus directly via discussion on the days's reading. Yes, there is a lot of reading to do. Welcome (back) to doing History at Longwood. Give yourself plenty of time to do the reading, not just pass your eyes over the pages. As needed, there will be small guides to each week's reading in the appropriate Canvas modules.

If your professor comes to believe that the class is not taking this task seriously, pop quizzes will begin to rain down...

Required Texts:
  ♦ Miri Rubin, Oxford Very Short Introduction to the Middle Ages
  ♦ Galbert of Bruges, The Murder, Betrayal, and Slaughter of the Glorious Charles
  ♦ Peter Abelard & Heloïse, The Letters

Date	Topic	Reading Assignment
16 Jan	Introduction to course Opening Discussion	♦ Become familiar with this syllabus & the course’s general policies ♦ Rosenthal excerpt, 1-8 (Canvas) ♦ Guide: Approaching Medieval Documents
21 Jan	Late Antiquity / Forms of History	♦ Rubin, 1–19 ♦ Devereaux, Part I: Words
23 Jan	Rise of Christianity	♦ Rubin, 59–64 ♦ Eusebius: The Conversion of Constantine ♦ Ambrose: A Bishop’s Qualities, 1–43 ♦ Theodoret, Ambrose v. Theodosius the Great ♦ Sermon: On the Conversion of the Pantheon
28 Jan	Asceticism: Martyrs, Saints, & Monasticism	♦ Rubin, 64–75 ♦Macarius of Egypt & Pachomius ♦ Excerpts: 530 Rule of St Benedict
30 Jan	♦ Heirs of Rome: Byzantium & Islam	Devereaux, Part II: Institutions
31 Jan (Fri)	♦ Paper Topic Proposal Due
4 Feb	Heirs of Rome: Western Kingdoms	♦The Battle of Badr (see Canvas comments as well) ♦ Three Accounts: Battle of Poitiers (732) ♦ Gregory of Tours: Clovis
6 Feb	Infrastructures: Continuity v. Rupture	♦ Rubin, 99–109 ♦ Devereaux, Part III: Things
11 Feb	Snow Day...
13 Feb	Justice, Hierarchy, Sin & Penance	♦ Ho, “The Legitimacy of Medieval Proof”
18 Feb	The Carolingian Moment	♦ Pepin's Rise to Kingship (Annals of Lorsch) ♦ Letter(s) of Boniface, #47 ♦ Charlemagne: a Character Sketch
20 Feb	Carolingian Fade / Viking Horizons	♦ Annals of Fulda: The Battle of Fontenoy ♦Viking Ravages ♦ Frank, “Viking Atrocity and Skaldic Verse”
25 Feb	First Exam
27 Feb	Encastellation	♦ Feudal Agreement: at the Internet Medieval Sourcebook or alternately at Paul Hyam's pages at Cornell ♦ Bachrach: “The Social Origins of the Angevin Castellanate to 1040”
4 March	Feudal Society	♦ Stephen Lane’s review of Fiefs and Vassals ♦ Charter of Homage & Fealty
6 March	♦ Cluniac Monasticism / Gregorian Reform ♦ Paper Bibliography Due	♦ Foundation Charter of Cluny
10–14 March	Spring Break
18 March	Ottonian Recovery / Investiture Conflict	♦ Excerpt : “The Age of Cluny”
20 March	More Investiture... / Norman Expansionism	Graham Loud on Norman Italy
25 March	The First Crusade	♦ Urban’s Speech at Clermont: versions by Fulcher of Chartres and Robert the Monk ♦ Events at Antioch (the Gesta version): Capture, Holy Lance, and Victory ♦ Capture of Jerusalem: Fulcher of Chartres
27 March	Second Exam
1 April	Capetians & Anglo-Normans	Galbert: Introduction (xvii-xx, xxx-xlv)
3 April	Capetians & Plantagenets	Galbert: 2-45
8 April	Urban Renewal	Galbert: 45-93
10 April	Renaissance of the Twelfth Century	Galbert: 93-158
15 April		Galbert: 158-190
17 April	Cistercian Ideals vs. Scholasticism’s Nouvelle Vague	Abelard & Heloise: The Calamities, 1–46
22 April	Marriage and Chivalry: Politics as Usual?	Abelard & Heloise: 49–85
24 April	Later Crusades	Saladin's Capture of Jerusalem The Sack of Constantinople (I.M.S. sections IV and V)
25 April	♦ Paper Due by 5pm
29 April	The Papal Monarchy	Letters by Innocent Re the Fourth Crusade The Fourth Lateran Council: Canons # 1, 3, 8-11, 16, 21, 51, & 66
1 May	Looking Ahead
TBA	Final Exam

Academic Honesty

Sadly, every year a few students attempt to submit work which is not their own. This act is, of course, the crime of plagiarism. Do not test your luck in this arena. The eventual odds are against you, and the penalties are unpleasant. Any student who submits plagiarized work will automatically fail the entire course. Previous students have found that I do not negotiate this point. If you're not sure what constitutes academic dishonesty, consult the student handbook, ask your instructors, or see my links to the problem. My AI policy runs parallel to my plagiarism policy: they are basically the same intellectual crime of using someone else's words as if they were your own.

All other forms of cheating will be penalized to the fullest extent of university policies.

Contacting Dr. Isaac

• Office: Ruffner 226A
• Telephone: 395-2225
• e-mail: isaacsw@longwood.edu
• Office Hours:  MWF 11:00–noon; TR 1:00-1:50
• Feel free to drop in at anytime; if I can’t see you during the set office hours, I will gladly set up an appointment at your convenience. I am available most afternoons as well if you just want to come by.