History (hsru)1300-004, Fall 2006

Assignments

Reports on medieval sources are due Friday, 13 October (15%) and Tuesday, 21 November (20%) at the beginning of class. The first should be about 100 words (4-5 typed pages); the second about 1500 words (5-6 typed pages). The penalty for a late paper is 5% of the paper's grade each day. Late papers may be graded without comments. No paper will be accepted after 8 December 2006.

The assignments are to read a primary source and write a report on a topic from the source. The first step is to find a question or issue that can be answered or discussed using the source: the answer is your thesis, which should follow from the information found in the source. The report should consist therefore of the following elements:

(1) an introductory paragraph stating your topic and thesis (a question and answer, or an issue and an assertion). For instance, The Life of Charlemagne by his supporter Einhard could be used to examine literacy in the Carolingian world since Einhard states that Charlemagne promoted learning. One question is how such a policy would serve Charlemagne's interests; an answer or thesis could be that he encouraged reading, even though he could not read himself, because the powerful rulers and obedient subjects of the Bible and Roman history would be good models for his own subjects. A different thesis would be that he encouraged literacy among his nobles so that they could read his laws, which was especially important as the Carolingian empire grew too large to be governed by personal intervention. In a second instance, it could be asked what is revealed about daily life for the general populace in The Life of Charlemagne. The answer is less obvious, since the topic is not as close to Einhard's purpose of promoting Carolingian rule, but there are occasional references to the means of transportation, the effects of the seasons, the use of religious feasts to mark time, the divisions in society, types of food, the rules for marriage and so on.

(2) a very brief assessment of the source. The date, background and point of view of the author could be mentioned, but be selective. The point is to make clear the limits of the source for the topic; in effect, anything that bears on how you will use the material to discuss the topic; it is also important to be aware of the extent to which the source’s bias may affect the thesis. For instance, from The Letters of Abelard and Heloise, written in twelfth-century France, it would seem reasonable to use the source to write about the education of women, perhaps asserting that women had opportunities for education since Heloise knows Greek, Latin, the Bible and classical philosophy. It is important, however, in assessing the source to note that Heloise grew up in her uncle’s household in Paris, and he was an influential administrator in the cathedral, which governed the university of Paris at the time. Heloise therefore had special advantages, and the evidence from her life cannot be applied to women in general. In a second instance, from Joinville's Life of St. Louis, written about Louis IX, king of France, it would seem reasonable to assert that Louis was pious, just, courageous and, above all, generous, but in assessing the source we must note that Joinville was writing for the descendants of Louis. The generosity, justice and interest in good government could be exaggerated because Joinville may have wanted Louis’ heirs to behave in such a manner.

(3) the demonstration of the thesis using evidence from the source. This is the bulk of the paper. The usual method is to break the thesis into points that can be demonstrated by evidence and analysis; each point leads to the next; and the sum of all the points is an argument to convince the reader of the thesis. Evidence may be lists of examples from the source, paraphrases of important events, or direct quotations (although paraphrases or summaries are preferred for most references, except where the language of the source is itself important for the demonstration). Footnotes, endnotes or other citations are required for each quotation and any other references to the source, including paraphrases, examples or general points. Each point of evidence should be explained, then related to the thesis, and its implications spelled out. Depending on the topic, it may be necessary to anticipate objections to the argument. If there are points of evidence in the source that seem to be against the thesis, it is your responsibility to mention them and explain how in fact they are irrelevant or could be interpreted in other, less contrary, ways.

(4) a short conclusion.

Reliance on secondary literature or other primary sources is not required in the finished papers. For general points of fact or background, the translator’s introductions, dictionaries, surveys, etc., are suitable sources (e.g., The Dictionary of the Middle Ages, ed. Joseph R. Strayer, 13 vols. [1982-1989]). If such sources or other secondary literature is used, it must be cited in a suitable footnote or endnote and in a bibliography.

The papers will be judged on the originality and suitability of the topic and thesis, the logic and reasoning of the demonstration, and the use of the primary source. There are, however, formal requirements, such as the need for notes and grammatical writing, that may also affect the grade. Good grammar and spelling are essential in writing clear statements that can be understood by a reader. Thus, in practice, ungrammatical and misspelled essays are confusing and misleading, which is bound to make the argument less convincing.

The following sources are suitable for papers, but there are many others that you may use with permission. The source used for the second assignment must be different from the one used for the first assignment.

Procopius, The Secret History

Life of Burchard of Worms

Joinville, The Life of St. Louis

Jacques Fournier, Inquisition Records http://www.sjsu.edu/depts/english/Fournier/jfournhm.htm

The Travels of Marco Polo

The Book of Margery Kempe

Dino Compagni, Chronicle of Florence