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Course Criteria
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3.00 Credits
This seminar investigates the visual and material culture of the Crusader states found between 1099 and 1500 from Jerusalem to Syria, Constantinople, Greece, and the islands of the Aegean. Focusing on manuscript and icon painting, sculpture, and church and military architecture of the Frankish states, it also addresses the related production of Armenian Cilicia, the Byzantine Empire, Cyprus, Greece, the Balkan kingdoms, Europe, and the Islamic Near East and North Africa, concluding with a consideration of the nineteenth- and twentieth-century fascination with the Crusades and the recent flowering of scholarship on Crusader art. Recommended background: at least one 200-level course in the history of art and visual culture or in a related field such as history or religion. Enrollment limited to 15. [W2] R. Corrie.
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3.00 Credits
Edward Gibbon's classic Decline and Fall is the most famous work of history written in English. This course uses it as an introduction to the problem of the collapse of complex, premodern societies and specifically the end of the Roman West. Changing historical explanations for the fall of Rome are a microcosm of Western historiography. Students also explore basic questions on the nature of history and historians. Enrollment limited to 15. Instructor permission is required. (European.) (Premodern.) [W2] M. Jones.
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3.00 Credits
This seminar concentrates on Dark Age Britain (circa 400-800 C.E.). This period is a mystery wrapped in an enigma. Ignorance and obscurity offer one advantage to students: the sources are so few that they may be explored in a single semester. The course is designed to present typical kinds of early medieval evidence (saints' lives, chronicles, annals, charters, poetry, genealogy, archeology), introduce students to their potentials and difficulties, and then set a series of problems that requires application of these materials to gain an answer. Enrollment limited to 15. Instructor permission is required. (European.) (Premodern.) [W2] M. Jones.
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3.00 Credits
This research seminar introduces students to the range of academic skills necessary to conduct research and write scholarly papers on topics in ancient Roman law. In addition to considering the actual substance and procedures of Roman law, students explore different methodologies that consider Roman law and the relationship of Roman law to the historical and social contexts in which Roman law evolved. Prerequisite(s): Classical and Medieval Studies/History 100, 102, 108, or 109. Enrollment limited to 15. [W2] M. Imber.
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3.00 Credits
This seminar explores the causes of the Catilinarian crisis in the year 63 B.C.E., and the consequences of Catiline for the Roman Republic. Students read and analyze the primary sources for the political career of Rome's great failed rebel, study the complex context of Roman politics during the thirty years between Sulla's and Caesar's successful dictatorships, and the careers and ambitions of Rome's prominent political and military leaders (Pompey, Crassus, Caesar, and Cicero), all of whom played critical roles in theCatilinarian crisis. Finally, students study and critique the often contradictory scholarly assessments of the Catilinarian crisis. Prerequisite(s): one 100-level course in classical and medieval studies or history, and one 200-level course in classical and medieval studies or history. Enrollment limited to 25. (European.) (Premodern.) [W2] M. Imber.
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3.00 Credits
Romance was the most popular literary genre of the later Middle Ages. Originating in France in the twelfth century, this highly adaptable form quickly became an international phenomenon, with numerous examples found across Europe and the British Isles. Many romances tell tales of amorous exploits, exotic travels, and quests for knowledge; the celebration of chivalric ideals is a central theme. But many of these tales seem to question and sometimes undermine the very ideals they otherwise espouse: courtly love mingles with sexual adventurism, for instance, and loyalty to one's lord often results in alienation or death. Students read a selection of romances from France and Britain (all texts are in modern English translation or manageable Middle English) with an eye toward how they variously articulate and deconstruct the notion of chivalry. Prerequisite(s): one English course. Enrollment limited to 15. Instructor permission is required. (Pre-1800.) [W2] S. Federico.
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3.00 Credits
The saints of the Christian church were not only central to the belief system of the European Middle Ages, they also provided an opportunity for rich and varied narrative and cultural constructions. The saints' legends found in the medieval English collection that is the focus of this course sometimes reveal more about the hopes and fears of the people by and for whom they were composed than about the saints themselves, but they are no less interesting for that reason. Translation of a chosen text, historical investigation, and creative rewriting all play a part in the process of acquainting students with the nature of narrative and the continuing hold the saints have upon our imagination. Prerequisite(s): English 206. Not open to students who have received credit for Classical and Medieval Studies/English 395Q. Not open to students who have received credit for CM/EN 395Q. Enrollment limited to 15. Instructor permission is required. (Pre-1800.) [W2] Staff.
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3.00 Credits
The most popular forms of literature in the Middle Ages, including chivalric epic, courtly romance, hagiography, and fabliaux, work from specific assumptions regarding normative gender roles. The qualities of a perfect knight, for example, include certain types of gendered behavior, including casual promiscuity with women and an appetite for violence with men. This course examines literary representations of medieval gender roles in relation both to their origins (often in Church teachings) and their manifestations in the social world. Students read a number of late medieval poems, prose treatises, and excerpts from legal and theological documents. Readings are in (manageable) Middle English or in Modern English translation. Prerequisite(s): one English course. Enrollment limited to 15. Instructor permission is required. (Pre-1800.) [W2] S. Federico.
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3.00 Credits
J. R. R. Tolkien, in his double roles as popular writer and Oxford medievalist, taught countless numbers of readers to appreciate many of the central themes of medieval literature. These overarching themes-including the relationship between the natural and the supernatural spheres, the struggle between good and evil, and the morally ambivalent status of monsters and magicians-are largely found in early Celtic and Norse mythology. In this course students analyze these myths in an attempt to better understand where Tolkien' s Hobbi t is coming from, and how the novelist adopted and adapted medieval material for his modern audience. All texts are read in modern English. Enrollment limited to 30. S. Federico.
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3.00 Credits
Discoveries of "apocryphal gospels" - some only in the last few years - have uncovered lost traditions and beliefs of the early church, illuminating the complex process by which early medieval orthodox Christianity emerged from earlier diversity. Early Christians held widely divergent views of Jesus, the apostles, and other early leaders-traditions that were lost in the emerging orthodoxy. Who were these early leaders How did they come to be perceived so differently Why were so many of these ideas suppressed Readings consist of several apocryphal gospels, including those of Thomas, Peter, Judas, and Mary, and several canonical Gospels for comparison. Staff.
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