Room: Nance Boyer 3009
Section 0748: TTh, 2-3:15 p.m.
Instructor: Douglas Catterall
Office: 634 South Shepler Tower
Office Hours: TTh, 1-2 and 3:30-4:30 p.m.; W, 10 a.m.-12 p.m.; and by appointment
work telephone: 581-2949
Goals and Approach:
This is a course that thinks of history in terms of how people interacted with one another, as opposed to focusing mainly on events, a particular period of years, a single country, or even a single culture. One of the main ways in which people had contact with one another was through maritime zones, usually defined by major bodies of water, and that is why the focus of this course is the Mediterranean Sea and the cultures that grew up along it. Chronologically we will move from the fall of the Roman empire through to the end of the 18th century, a period in which interactions in the Mediterranean often meant Muslim societies of North Africa and the Near/Middle East that occupied the territory that nowadays collectively comprises the countries of Morocco, Algeria, Tunisia, Libya, Egypt, Isreal/the Palestinitan Authority, Lebanon, Syria, and Turkey, trading, fighting, sharing ideas with, and migrating to those portions of the Mediterranean now occupied by Spain, France, Italy, the states of the Balkan peninsula, and Greece. These peoples also ventured into the Black Sea to states where we now find countries such as Bulgaria, Romania, the Ukraine, Georgia, etc. and we will discuss their activities there as well, albeit to a lesser extent.
To cover this fairly large region we will focus on answering
1) How and why did the Iberian peninsula
(where the countries of
Spain, Portugal, and Andora are now located) become host to
multi-cultural and multi-ethnic societies and why did this come to an
end in the 16th century?
2) How did Italian city-states,
especially those with a maritime
presence, become powerful not only in Italy but across the
Mediterranean and into the Black Sea region what caused the decline in
3) To what extent did religious and
ethnic as opposed to political
conflict define relations between Muslims and Christians and how did
Muslim and Christian societies approach the challenge of organizing
societies with a dominant culture and many sub-cultures?
4) What drove slavery in the
Mediterranean, i.e. who benefited and
5) How did religion and the state mix in
the Mediterranean world?
6) What were the major intellectual
forces stirring in the region?
We also focus on a limited number of places to answer these
questions in order to make our task more manageable:
1) the Iberian peninsula, with an
emphasis on those regions that we now identify as Spain, from the 5th
through to the 16th century.
2) the Italian city-state of Genoa, from
the 10th to the 16th century.
3) the slave trade as conducted by Italian states and the Barbary states, from the 16th into the 18th century.
4) Venetian/Greek/Turkish interactions on
the Island of Crete, from the 17th into the 18th century.
This course will provide you with opportunities to improve in the following three areas of intellectual endeavor:
In this course you will improve your knowledge of the events, historical actors, and transformational trends that unfolded in Southern Europe c. 700-1750 and pertained to the development of socities and communities in the Mediterranean. In particular you will learn about 1) major changes in intellectual endeavor and their broader influences on European societies; 2) some of the crucial shifts in religious belief and practice and their broader impact on Europe, North Africa, and the Middle East; 3) the basics of the social, economic, and political events of this era; 4) an understanding of the political and social institutions of the major states in the region; and 5) a better sense for how peoples in the region interacted with one another. You will gain information on these topics by reading, evaluating, discussing, and writing about the books and in-class readings assigned for the course and by writing the various papers and shorter writing assignments as well as the final examination that the course requires.
Historical Thinking and Research Skills:
Since this is a seminar in which our main goal will be to understand how different historians have tried to understand complex historical phenomena, you will improve your ability to evaluate conflicting interpretations of past events and issues. You will do this in two ways: 1) by contributing to discussions
in class, which is a major component of the course grade, and 2) by writing/composing the various papers, projects, in-class essays, and final examination that form the writing component of the course. All of the papers in this course are tied in some way to the research process that historians typically use. In order to write these papers you will thus learn how to engage closely with primary and secondary source materials. We will also discuss how historians have tried to relate their work to that of other historians (historiography); how they have used sources to explore the past (methodology); and how historians deal with the complex task of defining change, continuity, and the causes behind each. Thus, you will be thinking about how to conduct, organize, and present research by examining and discussing how others have done these things and you will gain a knowledge of the terms and categories that historians use when they practice their craft. In addition, you will have the opportunity to experience the research process as you write your primary and secondary source-based papers.
Texts and Other Aids
Major Secondary Works:
Robert C. Davis, Christian Slaves, Muslim Masters: White Slavery in the Mediterranean, the Barbary Coast, and Italy, 1500-1800 (New York: Palgrave/Macmillan, 2003)
Steven A. Epstein, Genoa & the Genoese, 958-1528 (Chapel Hill, NC: University of North Carolina Press, 1996)
Molly Greene, A Shared World: Christians and Muslims in the Early Modern Mediterranean (Princeton, NJ: Princeton University Press, 2000)
Chris Lowney, A Vanished World: Muslims, Christians, and Jews in Medieval Spain (New York: Oxford University Press, 2006)
Primary Sources and Related Readings:
Additional source hand-outs and readings as needed. Most of these will come in two forms: 1) journal articles or book chapters that will be put on reserve at the CU Library or be online accessible and 2) printed primary sources needed for the two papers in the course which will be available either as e-books through the CU Library web-portal or from the class reserve at the CU Library.
All of the above readings will be required for the course. They are all, apart from the supplementary materials listed under "Primary Sources and Related Readings,"available at the CU Bookstore, although I do not require that you buy them there.
Requirements: Course work consists of three elements: participation, which consists of several elements; formal writings; and an essay-based final examination.Participation (150 points):
a. Discussion (112 points possible): This is an upper division course run largely as a seminar. Participation in discussion is therefore mandatory and your grade will suffer if you do not participate. You can earn up to 4 points for each day you come to class apart from review days and quiz days, depending on your contributions to class discussion and classroom activities. No credit will be extended for partially attended classes.
b. Working Papers (60 points possible): To prepare you for the two papers I will assign 4 short writing exercises (Working Papers), each of which will be worth 15 points and be 1 typed, doubled-spaced page in length, written in Times Roman, 12-pt. font and which must be properly footnoted (see me before starting an assignment if any of these standards are unclear). The emphasis will vary from paper to paper. Often I will be asking you to write up a brief analysis of the main point of a section or sections of the reading in question. In other words, I won't want just a summary, but an actual discussion of what's going on in the piece. Other papers may require something slightly different.c. Meet the Prof: As this is a discussion-based course, the better I know each of you, and the better each of you knows me, the more effective our time in the classroom with be. With that in mind, I ask that, at some point during the first few weeks of term, each of you should stop by my office during office hours to introduce yourself . This will allow me to gain a better sense for what your specific interests and needs are as they pertain to the course.
d. Credit for Participation: A perfect score in participation is 150 points. Thus you need a minimum of 135 for an A, at leasts 120 for a B, at least 105 for a C, and 90 points for a D. Anything less than that is an F.
Reading Responses (150
points): There will be eight reading responses
taken at the beginning of those class-days on which they are given,
each of them worth 20 points and which should be no more than a full
written page, but not less than a half page depending on the size of
your handwriting and the concision with which you express
yourself. You may not earn more than 150
points total, but since performance on the reading responses can vary
there are 10 extra points' worth of opportunities to earn that maximum
of 150 points and everyone will start out with 10 points. Weeks
during which you will be set a reading
response are marked below with an asterisk (i.e. *). One of the
two days of a given week, which
choose, will be
designated for a
reading response, but I will not give out that information in advance.
Final Examination (150 points): There will
be a comprehensive, essay-based final examination.
||Component Point Value|
|Reading Responses &
|Total of All Categories||750
Classroom Environment: Talking to your classmates or others outside the context of classroom activities is rude and will not be tolerated. Reading outside materials, listening to music, taking telephone calls on your cell phone, and similar non-class related activities are equally unacceptable. I expect all students to be respectful of one another's right to speak and express opinions. Disagreements and different viewpoints are welcome, but debates should not involve insults. Finally, food and drink are permitted in class as long as courtesy is observed; e.g. if you haven't quite finished your cup of coffee, do bring it along to class, but turning the classroom into a cafeteria is not permissible.
Late Working Papers: No late working papers will be accepted, so don't ask. Remember, though, that your participation grade is a composite of your performance in class and your marks on informal writings and I have designed the grading system to allow you a "head start." Thus, as long as you manage to achieve the necessary points for participation, it will not matter to me how you do so. Although I will obviously keep track of what you do by way of participation, I would advise you to remain aware of where you stand for yourself so that you know whether or not you are achieving the level of participation for which you are hoping to receive credit.
Missed Quizzes and Examinations: There are no make-ups for any quizzes or in-class essays given as part of this course. Please make a note of this. A make-up for the final examination is granted to the student solely at the instructor's discretion and only with a legitimate (e.g. a medical emergency) and documented reason.
Academic Dishonesty: Each
student is expected to engage in
all academic pursuits in a manner that is above reproach.
expected to maintain complete honesty
and integrity in the academic experiences both in and out of the classroom. Any student found guilty of academic dishonesty, including cheating and plagiarism, will be subject to disciplinary action. Additional information is provided in the Cameron University Code of Student Conduct http://www.cameron.edu/student_development/student_conduct/As per Section 4.07 of the CU Student Handbook: "Each student is expected to engage in all academic pursuits in a manner that is above reproach. Students are expected to maintain complete honesty and integrity in the academic experiences both in and out of the classroom. Any student found guilty of academic dishonesty¦ will be subject to disciplinary action." For examples of academic dishonesty please see the full version of Section 4.07 at: http://www.cameron.edu/student_development/student_conduct/academic.html
Among the most serious offenses a
student can commit is plagiarism, which is the representation of the
work of another as your own. In all of the writing you do for this
course you must make clear to me which ideas in a paper are your own
and which come from someone else. This is especially important for any
formal essays you write. In such essays you must cite all primary and
secondary sources you use in accordance with the proper
conventions. Instructions on the basics of citation may be found
under the general guidelines for papers and can and should be consulted
before any formal essays
come due. If for some reason you do not choose to examine this
page, know that you will not be exempt from following its guidelines.
In cases of plagiarism, the Department of History and Government
at CU follows the plagiarism policy in the current "Student Handbook,"
as described in
Sections 4.07 and 4.08 of the CU Code of Student Conduct.
for plagiarism as defined by the Student Code of Conduct include:
Please heed this warning as I am quite serious about it.
1) The student may be required to perform additional academic work/project not required of other students in the course;
2) The student may be required to withdraw from the course with a grade of "W" or "F"; or
3) The student's grade in the course or on the examination or other academic work affected by the dishonesty may be reduced to any extent, including a reduction to failure.
Disability Statement: As per the Office of Student Development, "It
is the policy of
Website for this office:
||List of Topics
||Readings, Assignments, and
||Introduction & Get Acquainted
|8-21||What is the Mediterranean World
and Why Begin with Iberia?
||Read: Karl W. Butzer et al.,
"Irrigation Agrosystems iin Eastern Spain: Roman or Islamic Origins?," Annals of the Association of American
Geography 75, no. 4 (1985): 479-485, 500-501 (Available through
the Academic Search Elite or JSTOR databases at the CU Library or via
the web anywhere if you have the proper login information)
||The Iberian kingdom of the Visigoths & Early
||Read: A Vanished World, 1-42.
|| Early Christian Responses to
Muslim Society on the Iberian peninsula
||Read: A Vanished World, 43-78; Jessica A. Coope, "Muslims and Christians in Spain" in Expanding Empires: Cultural Interaction and Exchange in World Societies from Ancient to Early Modern Times, edited by Wendy F. Kasinec and Michael A. Polushin (Wilmington, DE: SR Books, 2002): 115-132. (CU Library Reserve).|
||UNIVERSITY CLOSED--Labor Day
|| The Revival of Northern Iberia
A Vanished World,
|| The Fall of the Emirate of
Córdoba and the Aftermath
|9-9*||The Fall of the Emirate of Córdoba and the Aftermath||Read:
A Vanished World,
Turn In: Working Paper #1
||Jewish and Muslim Contributions
to the World of Letters and the Renaissance
A Vanished World,
|9-16||The Changing Cultural Landscape
of Iberia: Fernando III and Alfonso X
A Vanished World,
||Why did convivencia end?
A Vanished World,
|| The Rise of the Italian
|| Read: Genoa, 9-19.
||The Rise of Genoa
Turn In:Working Paper #2
|| Genoa Comes Into Its Own
||Genoa and the Mediterranean World
Turn In: Working Paper #3
||Genoese Politics and Culture in
the Late 13th Century
Turn In: Working Paper #3
||Political Conflict and Plague
||The Renaissance in Genoa
||NO CLASS--Fall Break
|10-21*||The Decline of Genoa
||Read: Genoa, 271-323.
|10-23*||Shifts in Mediterranean Trade and Politics After Genoa: the Rise of Spain, the Ottomans, Venice, and the Barbary Corsairs and the Rise of the Captive Narrative||Read:
Algiers, Captives in Iraq
The strange career of the Barbary captivity narrative," Common-Place 5, no. 1 (2004) at <http://www.common-place.org/vol-05/no-01/myles/>
|10-28||The Size of the Slave Trade and How it Worked||Read: Christian Slaves, 3-26.|
||The Taking and Making of Slaves
||Read: Christian Slaves, 27-65.
||What did Slaves Do and How did
||Read: Christian Slaves, 69-135.
Turn In: Paper #1, rough draft
||Perceptions of Slavery in Mediterranean Europe||Read: Christian Slaves, 139-193.|
||The Rise of the Ottoman empire
and the Decline of Venice in the Mediterranean and the Northern
from Linda Colley, Captives,
(CU Library Reserve)
Turn In: Paper #1, final draft (may be turned in on 11/15 for full credit)
|| Ottoman Conquest of Crete
||Read: A Shared World, 3-44.
||The Challenges of Governing Crete||Read: A Shared World, 45-77.|
||Government on Ottoman Crete|| Read: A Shared World, 78-109.
Turn In: Working Paper #4 (may be turned through midnight on 11/23 for full credit)
||Trade on Crete||Read: A Shared World, 110-173.
||NO CLASS--Thanksgiving Holiday
||The Slow Transformation of Cretan Society||Read:
A Shared World,
||Final Examination Review
||Turn In: Paper #2|
examination will take place
1-3 p.m. and be held in the classroom in which we normally meet.