Room: Conwill Hall 108
Section 26444: TTh, 9:30-10:45 a.m.
Instructor: Douglas Catterall
Office: 634 South Shepler Tower
Office Hours: T-Th 1-2P, 3:30-4:30P; W 9A-12p, 2-3:30 P.M.; F 8:30-10:00A
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 its shores and on the islands that populate it. Chronologically we will move from the end of the crusades through to the middle 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 even 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) What became of the multi-cultural
multi-ethnic societies that dominated Iberian peninsula from 711
(where the countries of
Spain, Portugal, and Andora are now located)?
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, who lost, and who experienced
the greatest impact?
5) How did religion, piracy, and the
state mix in
the Mediterranean world?
6) What were the major intellectual
forces stirring in the region?
We also place the greatest emphasis on a limited number of
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 Mediterranean Sea as a site for conduct of piracy and commerce.
3) The Spanish, Italian states and Barbary states involvement in the slave trade, from the 16th into the 18th century.
4) The history of Venice, the
empire and their areas of territorial competition such as Greece,
Crete, and Rhodes, from the 16th into the 18th century.
This course will provide you with opportunities to improve in the following three areas of intellectual endeavor:
Application of Contextual Knowledge:
Students will recall, appraise, and apply the explanatory value of factual knowledge related to:
Students will identify, organize, and assess conflicting interpretations and views of past events and issues with the historical profession.
Students will construct and defend a sustained and coherent argument based on both primary and secondary sources.
Students will define an appropriately focused topic, construct a defensible thesis, and effectively organize and document the defense of that thesis.
Texts and Other Aids
Major Secondary Works:
David Abulafia, ed., The Mediterranean in History (Los Angeles: Getty Publications, 2003) [Required: ISBN 978-1606060575]
Robert C. Davis, Christian Slaves, Muslim Masters: White Slavery in the Mediterranean, the Barbary Coast, and Italy, 1500-1800 (New York: Palgrave/Macmillan, 2004) [Required: ISBN 978-1403945518]
Eric Dursteler, Venetians in Constantinople: Nation, Identity, and Coexistence in the Early Modern Mediterranean (Baltimore, MD: The Johns Hopkins University Press, 2008) [Required: ISBN 978-0801891052]
Molly Greene, A Shared World: Christians and Muslims in the Early Modern Mediterranean (Princeton, NJ: Princeton University Press, 2002) [Required: ISBN 978-0691095424]
Molly Greene, Catholic Pirates and Greek Merchants: A Maritime History of the Early Modern Mediterranean (Princeton, NJ: Princeton University Press, 2010) [Required: ISBN 978-0691141978]
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 (100 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. Each of you will start with 10 points and you can earn up to 3 points for each day you come to class, depending on your contributions to class discussion and classroom activities. No credit will be extended for partially-attended classes.
b. Class Chronikon (60 points possible): To prepare you for the research paper and highlight particular themes in the course I will assign 6 short writing exercises that will each become blog entries for a class blog on the Mediterranean world that will effectively take the form of a chronicle of the Mediterranean c. 1500-1750, each of which will be worth 10 points and be 1 typed, doubled-spaced page in length, written in Times Roman, 12-pt. font, and each of 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, but you will each be writing the "history" of a prototypical family from the Mediterrean world whose basic identity sketch you will choose by random lot in the second week of term, incorporating the readings associated with a given blog post in the process.c. Meet the Prof (20 points automatic): 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 will be. With that in mind, each of you MUST stop by my office during office hours to introduce yourself and discuss your paper sometime in the first three weeks of class, i.e. before the paper proposal comes due on February 5th. This will allow me to gain a better sense for what your specific interests and needs are as they pertain to the course and provide a good opportunity to create a successful research process for your seminar paper.
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.
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. *) near the date of
the first day of that week. One of the
two days of a given week, which
designated for a
reading response, but I will not give out that information in advance.
Final Examination (150 points): There
be a comprehensive, essay-based final examination.
||Component Point Value|
|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 Class Chronikon Entries: No late entries
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
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
which you are hoping to receive credit. You can do this by
checking the participation mark column in Blackboard, which I will
strive to update regularly.
Missed Reading Responses: There are no make-ups
for reading responses, so please make a note of this. Here again,
though, each of you starts with a bonus and you have extra
opportunities to earn your points in this area. A make-up for the
is granted to the
student solely at the instructor's discretion and only with a legitimate (e.g.
a medical emergency) and documented
instructor abides by the Cameron University
Administrative Withdrawal Policy, which states that "if, during the
course of the semester, a student's class average falls below a passing
grade due to inadequate attendance" OR "if a student has not attended
class for a sufficient period such that thirty percent of the
evaluative material for the course has been missed and the drop/add
period has expired," the instructor may request that you be
administratively withdrawn from the course.
Academic Dishonesty: The
following statement encapsulates university policy on academic
misconduct: "Each student is expected
to engage in all academic pursuits in a manner that is above
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
action." Additional information is provided in the Cameron
University Code of
Student Conduct at: http://www.cameron.edu/student_development/student_conduct
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 policy for academic dishonesty in the CU Code of
for plagiarism as defined by the Student Code of Conduct include:
Please heed this warning as I am quite serious about it.
a. The student may be required to perform additional academic work/project not required
of other students in the course;
b. The student may be required to withdraw from the course with a grade of “W” or “F”;
c. 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.
Website for this office:
||List of Topics
& Get Acquainted
|1-15*||What is the
||Read: The Mediterranean in History, 11-32.
||What is the Mediterranean
||Read: The Mediterranean in History, 33-65.|
"Prehistory" of the Early
||Read: The Mediterranean in History, 155-179.|
||The "Prehistory" of the Early Modern Mediterranean||Read: The Mediterranean in History, 180-215.|
|1-29*|| Islam and the
||Read: The Mediterranean in History, 216-234.|
||Islam and the Mediterranean?||Read:
The Mediterranean in
Turn In: Blog Post 1
||Read: Venetians in
Turn In: Seminar Paper Proposal
||Venetians in Constantinople: The Merchants||Read: Venetians in
||Venetians in Constantinople: The Outsiders||Read: Venetians
in Constantinople, 61-80.
||Venetians in Constantinople: The Outsiders||Read: Venetians in Constantinople,
||Venetians in Constantinople: The Outsiders|| Read: Venetians in Constantinople,
Diplomacy, and the
||Read: Venetians in Constantinople,
||Venice, Diplomacy, and the Ottomans||Read: Venetians in Constantinople,
Turn In:Blog Post 2
||The Rise of Spain, the Ottomans, Venice, and the Barbary Corsairs and the Rise of the Captive Narrative||Read: Slaves in
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/>
||The Size of the Slave Trade and How it Worked||Read: Christian Slaves,
||The Taking and Making of Slaves||Read: Christian Slaves,
|3-12*||What did Slaves Do and How did the Live?||Read: Christian Slaves,
Turn In: Blog Post 3
|3-14||Perceptions of Slavery in Mediterranean Europe||Read: Christian Slaves,
Turn In: Rough Draft of Seminar Paper
|3-21||Spring Break--NO CLASS|
|3-26||Ottoman Conquest of Crete||Read: A Shared World, 3-44.
Do: In-Class Peer Critique
||The Challenges of Governing Crete||Read: A Shared World, 45-77.
||Read: A Shared World, 78-109.
Turn In: Blog Post 4
||Trade on Crete||Read: A Shared World, 110-173.|
||The Slow Transformation of Cretan Society||Read: A Shared World,
in the 17th-Century
||Read: Catholic Pirates and Greek Merchants,
||Piracy in the
||Read: Catholic Pirates and Greek Merchants,
Turn In: Blog Post 5
|| The Ottomans
|| Read: Catholic Pirates and Greek Merchants,
|| Piracy and
the Mediterranean in
the Eighteenth Century
||Read: Catholic Pirates and Greek Merchants,
Turn In: Blog Post 6
||Piracy and the
the Eighteenth Century
||Read: Catholic Pirates and Greek Merchants, 167-232.|
Mediterranean in the 18th
and 19th Century: A New Field of Competition?
||Read: The Mediterranean in
In: Seminar Paper
examination will take place 8-10 a.m. and be held in the classroom in
which we normally meet.