Course Description

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What do we really know about the medieval world? History Channel series on barbarians, vague memories of knights in high school history classes, and clichéd King Arthur movies have all left impressions upon most of us about what Europe was like between 500 and 1500 C.E.. But how useful are the clichés? For example:

• Were the “Dark Ages” really all that dark?
• How barbaric were the barbarians?
• Did knights beat up serfs and rescue maidens?
• Did Rome fall?
• Was William really a conqueror?
• What started the Crusades?
• Why do we call it “The Black Death?

This survey course tackles some of these clichés and stereotypes by exploring the history of the medieval Mediterranean world through the eyes of people who lived through the Middle Ages. With a particular focus on the blending of Roman tradition with Germanic, Celtic and Semitic culture, we will examine the rise of the world’s largest monotheistic religions (Christianity and Islam) and the political, social and economic shifts that characterized urban and rural Mediterranean and European life in the thousand years between 500 and 1500 C.E.

In addition to surveying major events and trends in medieval history, students will be introduced to a systematic process for creating historical arguments using primary sources (documents created by people who lived during the time period under examination).

Readings and Texts

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The reading for this course comes in two forms: a textbook, which students can purchase from the bookstore or Amazon.com, and excerpts from primary sources made available by the instructor. The syllabus indicates whether a primary source reading is posted in the OnCourse Resources folder. Students are expected to bring assigned readings and the textbook to each class meeting.

Textbook: Cruz, Jo Ann Hoeppner Moran, and Richard Gerberding. Medieval Worlds: An Introduction to European History, 300-1492. 1st ed. Wadsworth Publishing, 2003.

Expectations and Assignments

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Assigned Readings and Absences

You are expected to complete assigned readings by the date on which the readings appear in the syllabus. You should attend lecture and participate in discussion regularly.

You may miss three classes without penalty. I will deduct 1 participation point for each additional absence (see grading below). Note that this policy does not distinguish “excused” from “unexcused” absences–such a distinction puts me in a role I don’t want to play. SPECIAL H1N1 CAVEAT: H1N1 (“swine”) flu guidelines suggest remaining out of school for 24 full hours beyond the last fever.

Assignment Description

Constructing and presenting a valid historical argument—or an argument in almost any setting, academic or otherwise—consists of several steps. We’ll use a history-oriented way of thinking about those steps to help organize the readings from this class:

1. 5Ps: Describing a primary source by applying the 5Ps (more on the 5Ps)
2. Evidence Matrix (EM): Extracting and categorizing individual pieces of historical evidence from a primary source
3. Evidence Questions (EQ): Learning to ask the right detailed historical questions—and to answer those questions—by tying individual pieces of evidence to secondary sources and contextual information
4. Broad Historical Question (BHQ): Asking a more broadly-based historical question—and finding preliminary answers to that question—by combining the smaller questions drawn from individual pieces of historical evidence
5. Historical Synthesis (HS): Learning how to effectively synthesize steps 1-4 in order to present and organize the explanation of a historical question using cited evidence
6. Revision Workshop (WK): Applying peer and instructor review to refine the evidence in the face of questions and counterarguments.

Assignments in this course divide the art of argumentation into these five individual steps, each of which contributes to the completion of a successful final paper. Assignments will introduce students to each new step one by one and demonstrate the piece-by-piece process historians use to analyze small excerpts from historical texts in service of a larger big-picture argument.

Each of the five required assignments will consist of the steps you have encountered before, plus one additional new step. You will receive letter grades only on the steps of each assignment that you’ve encountered at least once before. I will provide a simple satisfactory-effort/unsatisfactory-effort grade for components in an individual assignment based on the newly introduced step. This assignment system allows me to acknowledge the level of effort you invest in attempting new skills without requiring instant mastery of those new skills.

Grading

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Grades are based on discussion participation, workshop responses and assignment submissions. There will be no midterms or finals.

Assignment points: Each newly introduced step will be graded based on effort only and awarded 1 point. Each previously introduced step will be graded and worth 5 points.

You will be allowed to revise your assignment in class on its due date. I will grade the assignment as though the revisions are part of the original submission. I will also assign workshop points based on how effectively student applies in-class peer/instructor feedback to assignment. In order to qualify for workshop points, you must submit your assignment on time to the OnCourse Assignment page and bring a printed copy of your assignment with you. You’ll use the printed copy during the workshop portion of class and hand it in at the end of class.

Demonstrable improvement throughout the semester will be rewarded. Late penalties: Assignments handed in after the first 15 minutes of class will be considered late and will be penalized (10% of assignment point value if handed in during class, 15% if handed in after class plus 5% per day assignment is late)

Participation points: Students who attend regularly but do not contribute to class discussions will not earn full participation points. Demonstrable improvement throughout the semester will be rewarded. Class disruptions, such as audible talking or cellphones ringing, will lead to deductions from the participation grade.

You may miss three classes without penalty. I will deduct 1 participation point for each additional absence (see grading below). Note that this policy does not distinguish “excused” from “unexcused” absences–such a distinction puts me in a role I don’t want to play. SPECIAL H1N1 CAVEAT: H1N1 (“swine”) flu guidelines suggest remaining out of school for 24 full hours beyond the last fever.

Important Dates

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Student’s Conduct

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Personal conduct

I expect you to treat course participants and instructional staff with respect. Respect is not the same as agreement: it means using respectful language when stating your ideas, asking questions or disagreeing with others. In class it means avoiding disruptive behavior (talking to other students outside of discussion, using laptops or cellphones for unrelated work). Please try to remember to turn off cellphones before class.

Academic conduct

“Plagiarism—A student must not adopt or reproduce ideas, words, or statements of another person without appropriate acknowledgment. A student must give credit to the originality of others and acknowledge an indebtedness whenever he or she does any of the following:

1. Quotes another person’s actual words, either oral or written;
2. Paraphrases another person’s words, either oral or written;
3. Uses another person’s idea, opinion, or theory; or
4. Borrows facts, statistics, or other illustrative material, unless the information is common knowledge.”

(Quoted from Code of Student Rights, Responsibilities, and Conduct, Part III, Student Misconduct, Academic Misconduct)

This is the grossest form of academic dishonesty. Plagiarism will result in an automatic failing grade in the course. The case will also be forwarded to the appropriate administrators for disciplinary action.

Teacher’s Conduct

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This syllabus has thus far emphasized what you are supposed to do, but I have responsibilities too. I will treat you with respect, encourage a comfortable classroom environment, and return your assignments with constructive comments in a timely fashion. I will be in class as scheduled, on time, and in my office during office hours, barring unforeseen circumstances (notice will be posted in case of unavoidable absence). I will answer email promptly (within 24-36 hours, again barring unforeseen circumstances) and am happy to schedule additional office hours to discuss your work, any difficulties you may be having or to answer any questions you may be worried about asking in class. I’m happy to talk more about the class but you need to take the first steps and ask.

If you have a learning disability, a time conflict, or another issue that may impact your involvement in the course, please come see me as soon as possible. You are encouraged to make an appointment with me to discuss papers and/or issues raised in class.