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Syll13001 History OF European Civilization I
History of European Civilization I (HIST 13001)
University of Chicago
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THE UNIVERSITY OF CHICAGO
History 13001- 02 Constantin Fasolt Autumn 2016 Office: HMW 602 MW 1:30–2:50, Cobb 107 Office hour: Wednesdays 3:30–5:0 0 Phone: 702- 7935 icon@uchicago
HISTORY OF EUROPEAN CIVILIZATION I
SYLLABUS
This course has two main purposes. One is to give you a broad perspective on the history of European Civilization from antiquity to the age of the religious wars by reading selected primary sources in English translation. The other is to teach you how to draw sound arguments about the history of European Civilization from those readings.
In order to achieve the first of these purposes, you need to understand the readings. We will discuss them in detail in class. If there is something you do not understand (whatever the reason may be), there are three things you need to do. The first is to ask. The second is to ask. And the third is to ASK.
In order to achieve the second of these purposes, you need to keep the following three questions in mind: 1. What does the document actually say? 2. What can you learn from this document about the past even if it does not actually say so? 3. What can you not expect this document to tell you?
There are many things you can do to answer these questions. The most important are: read the text closely; look up the meaning of terms with which you are not familiar; try to imagine what was uppermost on the writer's mind—and what was not on the writer's mind; try to imagine what was on the mind of the people for whom this text was written—and what was not on their mind; pay attention to differences and similarities from one text to another; read a historical account of the period in question; trace connections between the writer's thinking and the circumstances of that writer's time and place; take detailed notes on what you read, so that you can document what you believe you have understood and refer back to your notes when you no longer remember what you understood when you were reading it; speak your mind freely in class, and respect others for speaking their mind freely, too.
For a more detailed statement of the purposes of this course and the assumptions on which it is based, along with guidance to class discussion, paper writing, and the nature of historical study, read my Guide for Students of "History of European Civilization." I have put it up on the web at home.uchicago/~icon/teach/guideciv. I will also hand out hard copies in class.
REQUIREMENTS
There are three main requirements:
1) Class participation (20%): prepare for class by studying the assigned readings; attend all classes; turn off your cellphones; and participate in discussions.
Attendance is required. If there is some reason why you cannot attend class, let me know what it is and you'll be excused. I do not offer make-up classes for students who do not attend a class, for whatever reason.
I have given a title to each set of readings in order to indicate the main topic of discussion. I have also suggested study questions. Prepare yourself to answer these questions in class discussion.
Whenever it seems appropriate, I will give an informal lecture. By "informal" I mean that my lecture will not be prefabricated, but that I will be doing the talking and that you are free to ask questions at any point. I will use these lectures to address specific issues that have arisen in our class at this particular point. These issues vary from time to time and class to class, and they depend a great deal on the progress we have previously been able to make. I may, for example, explain the historical context for the readings assigned that day; or the relationship between these readings and the readings we did before; or give you an overview of the history we have covered so far; or talk about the underlying themes of the course; or show you by example how you can get more information about the past out of a specific document than may seem possible at first sight; or tell you about the life of a particular figure; and so on.
Depending on the point we have reached, I may begin the class with such an informal lecture. I may also begin by giving you a few minutes to think about some question concerning the readings, and then start discussing your answers. You may ask whatever questions you like, and I will focus your attention on salient passages. I may ask you direct questions about specific passages in the readings. If I do not understand what you are saying, I will ask you to clarify it, or I will repeat what you said in my own words and give you a chance to correct what I said. I will also ask for your opinions on what other members of the class have said.
The most serious threat to the success of a course as squarely based on reading and discussing primary sources as this one is that students do not read the assignments. That divides the class into students who know what they are talking about and free riders. Free riders benefit from the work of the other class members without having done any work themselves.
In order to minimize that threat I expect you to do the readings as required. If you haven't been able to do the readings, just tell me that you haven't done the readings before class begins. That way I'll know who has done the readings and who hasn't, and I won't embarrass you by calling on you. But please be honest and don't try to pull the wool over my eyes. If you try to cheat, and I find out by accident that you haven't done the readings, I will ask you to leave the room for the remainder of that class.
get an A- if I receive it within 24 hours after the time the paper is due, a B+ if I receive it within 48 hours, a B within 72 hours, and so on. Missed papers will be given zero points.
I will consider requests for an extension until the last class in the week before the paper is due.
Email your final take-home examination to me no later than 4 PM on Wednesday of finals week. The grade for late submissions will be lowered by a full grade for every 24-hour increment past the due date. Because grades for the final need to be submitted on very short notice, I will not consider requests for an extension. Because most students never pick up the graded copies of their finals, I will make no comments on the finals unless you specifically ask me to do so.
I will calculate your grade for the course by combining the three partial grades for class participation, the papers, and the final exam. The easiest way for you to raise your grade for the course overall is to make good contributions to class discussion. If you receive a failing grade for any one of the three partial grades, you will receive a failing grade for the whole course.
I reserve the right to adjust the overall grade upwards or downwards in order to take account of special circumstances.
I do not give a grade of INC for this course. You will get your grade at the end of the quarter, and the grade will reflect what you have done by that time.
READINGS
Most of the readings will be taken from the following books, listed in the order in which we will use them:
The Bible. You may use any translation you like. I recommend Michael D. Coogan, ed., The New Oxford Annotated Bible: New Revised Standard Version with the Apocrypha , 4th ed. (New York: Oxford University Press, 2010), ISBN 0195289560, call number BS191.5 2010 N49 Regenstein Reference Collection 1st floor and 4th floor RWC 1 = Arthur W. H. Adkins and Peter White, eds., The Greek Polis , University of Chicago Readings in Western Civilization, vol. 1 (Chicago: University of Chicago Press, 1986), ISBN 0226069354, call number CB245 1986 vol. 1 RWC 2 = Walter Emil Kaegi and Peter White, eds., Rome: Late Republic and Principate , University of Chicago Readings in Western Civilization, vol. 2 (Chicago: University of Chicago Press, 1986), ISBN 0226069370, call number CB245 1986 vol. 2 Augustine, The Confessions , trans. Maria Boulding, O.S. (Hyde Park, NY: New City Press, 1997), ISBN 978- 1565481541 Benedict, The Rule of St. Benedict in English , ed. O.S. Timothy Fry (Collegeville, Minnesota: The Liturgical Press, 1982), ISBN 0814612725, call number BX3004 1982 Beowulf: A Verse Translation: Authoritative Text, Contexts, Criticism, ed. Daniel Donoghue, trans. Seamus Heaney, Norton Critical Editions (New York: Norton, 2002), ISBN 0393975800 , call number PR1583 2002 RWC 4 = Julius Kirshner and Karl F. Morrison, eds. Medieval Europe. University of Chicago Readings in Western Civilization, vol. 4 (Chicago: University of Chicago Press, 1986), ISBN 0226069435, call number CB245 1986 vol. 4
Jocelin of Brakelond, Chronicle of the Abbey of Bury St. Edmunds , trans. Diana Greenway & Jane Sayers, World's classics (Oxford: Oxford University Press, 1989), ISBN 0 199554935 , call number BX2595 1989 Peter Abelard, The Letters of Abelard and Heloise , trans. Betty Radice, rev. by M. T. Clanchy (Harmondsworth: Penguin, 2004) ISBN 0140448993, call number PA8201 2003 Jean Joinville and Geoffroi de Villehardouin. Chronicles of the Crusades. Trans. M. R. B. Shaw. Penguin classics. (Harmondsworth: Penguin Books, 1963), ISBN 0140441247, call number D151. MAKE SURE YOU BUY THIS TRANSLATION BY Margaret R. B. SHAW, not the translation by Caroline Smith, which is also published by Penguin. RWC 5 = Eric Cochrane and Julius Kirshner, eds. The Renaissance. University of Chicago Readings in Western Civilization, vol. 5 (Chicago: University of Chicago Press, 1986), ISBN 0226069451, call number CB245 1986 vol. 5 Niccolò Machiavelli. The Prince. Trans. Harvey Mansfield, Jr. 2nd ed. (Chicago: University of Chicago Press, 1998), ISBN 0226500446, call number JC143 199 8 Martin Luther. On Christian Liberty. Trans. W. A. Lambert. (Augsburg: Fortress Press, 2003), ISBN 0800636074, call number BR332 G7 2003 John Locke, A Letter Concerning Toleration , ed. James Tully (Indianapolis: Hackett Publishing Company, 1983), ISBN 091514560X, call number BR1610 1983
I have asked the Seminary Co-op Bookstore to make these books available for purchase. I have also asked Regenstein Library to keep them on reserve.
I will add a few other readings from sources that are available online.
You are free to use other editions than the ones I have assigned. If you do, you assume the responsibility for making sure that the differences between the assigned edition and the one you are using will not interfere with your ability to complete the assignments I have given you.
For each of the classes on the syllabus below, I have pointed you to the corresponding pages in William H. McNeill, History of Western Civilization: A Handbook , 6th ed. (Chicago: University of Chicago Press, 1986). You are not required to read these pages. I merely recommend them to you as a good starting point to learn more about the context in which your reading assignments were written.
SCHEDULE OF CLASSES
(1A): Introduction to the Course Sep. 26
(1B): The Chosen People Sep. 28 Take a close look at the table Canons of the Hebrew Bible on p. 2187 of our edition, and read the following selections: Genesis , chaps. 1–4:16 (i., chapter 1, chapter 2, chapter 3, and chapter 4 up to verse 16). From the creation of the world to the mark of Cain
- Genesis 6–9:17. The flood and the new covenant
- Genesis 11:1–9. The tower of Babel
(3A): The Roman Empire Oct. 10 Aristides, To Rome , RWC 2:182–206; Epictetus, Encheiridion , RWC 1:331– 47 Study questions: What is the difference between the Roman Empire and a Greek polis? What is it that Aristides admires about Rome? What does Epictetus mean by "nature"? How do Epictetus's ideas about the proper way to achieve happiness and freedom differ from those of Aristotle? With whom is Aristides more likely to agree, and why: with Aristotle or with Epictetus? McNeill, Handbook , pp. 103–184, esp. 129– 172
(3B): The Conversion of the Roman Empire to Christianity Oct. 12 Augustine, Confessions , pp. 14, 17–23, 33–52, 58–9, 84–6, 90–3, 96–102, 111–20, 132–6, 145– 57 (1, 1–10, 2– 10, 3–7, 4–2, 5, 5–14, 6–6, 6–16, 7–5, 7–21, 8– 12), ca. 64 pages Study questions: What are the main stages in Augustine's life, from his birth to his conversion to Christianity? What are the reasons why he wants to convert? What are the reasons why he does convert? What made Augustine so miserable? What did he try to do in order to achieve peace of mind? Why did it not work? McNeill, Handbook , pp. 184– 207
(4A): Barbarian Kingship Oct. 17 Beowulf , pp. 3–78 (the entire text of the poem). MAKE SURE YOU READ THE TRANSLATION BY HEANEY, ISBN 0393975800 Study questions: What kind of human association do the Geats have? How do people introduce themselves to each other? What makes for a good ruler? Why does one's reputation matter? What rules do Grendel and his mother break? What kind of religion does Beowulf have? McNeill, Handbook , pp. 207–219, 243– 248
(4B): The Carolingian Empire Oct. 19 Einhard, The Life of Charlemagne , RWC 4:38– Study questions: What are the differences between the empire of Charlemagne and the ancient Roman Empire? What are the similarities? What are the differences between Charlemagne and Beowulf? What is the basis for Charlemagne's success? What are the consequences of his rule for European history? McNeill, Handbook , pp. 219–241, 243– 248
FIRST PAPER IS DUE
(5A): The Papacy Takes Charge Oct. 24 Regino of Prüm, On the Breakdown of the Carolingian Empire (888–892), RWC 4:55–66; Papal Election Decree (1059), Emperor Henry IV and Pope Gregory VII (1074–1081), Pope Urban II (1095), Concordat of Worms (1122), Innocent III annulling Magna Carta (1215), and Eyewitness Account of the Fourth Lateran Council (1215), RWC 4:105–7, 139 –63, 169–70, 367– Study questions: Why did the Empire of Charlemagne fall apart? What are the problems that Regino of Prüm describes? What is the relationship between Charlemagne and Emperor Henry IV? Why do Popes Gregory VII and Urban II take action? What action do they propose to take? Who opposes them, and why? Why does Pope
Gregory VII believe he has the right to depose temporal rulers? How does the crusade fit into the plans of the papacy? What happened at the Fourth Lateran Council? What kind of power did Pope Innocent III exercise at the Fourth Lateran Council? McNeill, Handbook , pp. 243–325, esp. 263–265, 278– 300
(5B): Monks Oct. 26 Jocelin of Brakelond, Chronicle of the Abbey of Bury St. Edmunds, pp. vi–vii, 3–30, 41–48, 58–61, 64–70, 76–77, 81–83, 94–106; Rule of St. Benedict , Prologue and chapters 1–5, 16, 23, 33, 54, 58, 62–65 (available in a different translation online at ccel/ccel/benedict/rule.pdf) Study questions: What does it mean to be a monk? What does it mean to be an abbot? What is an obedientiary? What is a sacrist? What is a cellarer? What makes a good monastery? What is the relationship between the abbot, the convent, the town, the knights, the king, and the pope? McNeill, Handbook , pp. 243–325, esp. 263–265, 278– 300
(6A): Serfs Oct. 31 The Manor of Alwalton and documents on serfdom, RWC 4:81–84. A more complete version of the Manor of Alwalton is available at fordham/halsall/source/alwalton.html Study questions: What happened to the wife of Gilon Lemaire? What happened to Godwin, and why? How much land is in a hide, a virgate, and a rood? What is a demesne? What is a shilling worth? What are the differences between Thomas le Boteler, the rector of the church of Alwalton, Hugh Miller, and Henry, son of the miller? How many people live in Alwalton overall? What are the rights and properties of the abbot of Peterborough? What is the total value of labor rendered to the abbot of Peterborough annually? What is the total value of the money paid to him? McNeill, Handbook , pp. 243– 256
(6B): Scholars Nov. 2 The Letters of Abelard and Heloise, Letters 1 and 2, pp. 3–55. Study questions: Why does Abelard become a scholar? What does Abelard study? Who is fighting whom about what? What is the role of kinship and family? What is the role of honor and shame? Why does Heloise not want to marry Abelard? What is Heloise's attitude towards God? Do Heloise and Abelard value pride (like knights) or humility (like monks)? Are Abelard and Heloise a threat to established society? McNeill, Handbook , pp. 267–325, esp. 300– 325
(7A): Knights Nov. 7 Joinville, Life of Saint Louis , pp. 163–210; 240–76; 317–53. MAKE SURE YOU READ THE TRANSLATION BY M. R. B. SHAW, ISBN 0140441247. Study questions: What makes King Louis different from Beowulf? What makes him different from Charlemagne? How does he govern his kingdom? What makes him a saint? What is his attitude towards the church? Why does he go on crusade? What is his relationship to Joinville like? How do Christians interact with Saracens? McNeill, Handbook , pp. 267–325, esp. 275– 300
think about religion? What does Machiavelli think about the differences between the people and the prince? McNeill, Handbook , pp. 325–372, esp. 334– 345
(9B): The Protestant Reformation Nov. 23 Luther, Christian Liberty (the whole text); Luther, Letter to Pope Leo X , RWC 5:325–33 (in some editions of Christian Liberty , the Letter to Pope Leo X is included); The Twelve Articles of the Peasants , RWC 5:333–8; Luther, Admonition to Peace , RWC 5:339– 57 Study questions: What does Luther mean by "faith"? What does he regard as the purpose of law? What does he mean by "Christian liberty"? How does it differ from plain old liberty? How does Luther view the relationship between temporal lordship and spiritual lordship? Why does he object to the papacy? What are the goals of the peasants? Why is Luther angry with them? Why is Luther angry with the princes? How does Luther view the relationship between Christianity and justice? What does Luther think about freedom of opinion? What does he think about natural law? McNeill, Handbook , pp. 372–421, esp. 379– 390
(10A): The Catholic Reformation Nov. 28 The Council of Trent and The Diary of Giambattista Casale , RWC 5:386– 426 Study questions: What is the problem Pope Paul III is trying to solve? Is it any different from the problems faced by Pope Urban II or Pope Innocent III? How does the Council of Trent differ from the Fourth Lateran Council? What were the Council's chief decisions? How do they relate to Luther's sola fide, sola gratia, sola scriptura? Do they make for changes in the Catholic Church? Who was Giambattista Casale? How did the Council of Trent change his life? Who was Carlo Borromeo? Who were his enemies? Who are Jesuits, and what was their role in Milan? What happened to Casale because of the plague? McNeill, Handbook , pp. 372–421, esp. 390– 401
(10B): What Now? Nov. 30 Montaigne, Of Cannibals , RWC 5:285–296; John Locke, Letter Concerning Toleration Study questions: What is Montaigne's attitude towards the cannibals? What are his standards of judgment? What does he have to say about nature, truth, and reason? What are the main subjects of Locke's Letter? What does Locke mean by toleration? How does he distinguish between church and state? To whom does he refuse to grant toleration, and why does he refuse it? McNeill, Handbook , pp. 372–421, esp. 372–274, 392– 409
Syll13001 History OF European Civilization I
Course: History of European Civilization I (HIST 13001)
University: University of Chicago
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