Teaching Dossier
Alexandra Guerson 100 St George Street, RM 2074 Toronto ON M5S 3G3
alexandra.guerson@utoronto.ca http://guerson.com
T 416 929 7936
Table of contents
I - Statement of Teaching Philosophy
2
II - Teaching experience
4
Instructor, University of Toronto
4
Teaching Assistant, University of Toronto
4
Invited guest lectures in other courses
5
Special lectures 5
III - Evidence of Teaching Effectiveness and Development
6
Professional development
6
Workshops given
6
Workshops organized
6
List of workshops attended
7
Student Evaluations
9
Summative student evaluations Sample of student comments
In-class evaluations by Teaching Assistants’ Training Program
9
11
13
IV - Course and Curriculum Development
14
V - Appendix
15
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I - Statement of Teaching Philosophy
As a teacher, I strive to facilitate a community of learners, planting the seeds of curiosity and
providing the tools and skills necessary to encourage students to become self-sufficient learners.
My main goal is to help students understand their world better and to convey that deeper
understanding to others, in both written and oral form. To achieve this goal, I constantly strive to
find new ways to challenge and engage my students. I see this learner-centred education as one
based on the interaction not only between instructor and students but also between students and
their peers. Infused in my teaching is also the belief that the study of history has benefits far
beyond the classroom and the understanding of the historical context of human life; I believe it also
sets the mind free, allows us to question our assumptions, and perhaps more importantly, it leads
to growing acceptance and understanding of difference.
To foster this community of learners in the classroom, I use different techniques to create a
positive atmosphere to encourage participation. For example, in tutorials and seminars, which are
based on discussions of assigned readings, I set the tone from the beginning by asking students to
introduce themselves to the student sitting next to them and after a few minutes of conversation, I
ask each student to introduce that person to the class. This practice breaks the ice for future
meetings in which each student report to the class his or her reaction to the assigned texts. I resist
interjecting during the first ten minutes of class and merely keep notes of their major points, which I
then use to structure discussions. This practice serves many purposes; it ensures every student’s
voice is heard, it encourages students to come to class prepared, but it also shows them that their
own interpretations and opinions are valuable. Students routinely comment in their evaluations that
such practice has made them feel included as well as more confident (see page 11). By sharing
their initial reactions, students also develop important historical skills as they learn to appreciate the
intricacies of interpreting and questioning the sources from the past.
In larger lecture courses, I promote the same inclusiveness by using web 2.0 technology.
One of the main challenges of educators is to encourage involvement and engagement. This is
where the Internet’s revolution in promoting communication can be harnessed. Although initially
dedicated to the static presentation of information, the web’s second wave has been based on
greater interaction and user-generated content. These features lend themselves well to learnercentred education. For example, I require students to post their reactions to assigned readings on
a wiki page before in-class discussion. As a simple page that all class members can update, a wiki
allows students not only to post their comments for the rest of the class but also to receive notice
whenever their peers comment, promoting interaction and a better engagement with each other’s
ideas. After I began using a wiki page, I have found that students prepare better for class, and
discussions often reach a deeper level. As shown in my student evaluations, many students feel
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that the wiki also made them feel more connected to the rest of the class as well as leading them
to think of the building blocks of history - the sources from the past - in different ways. As an
added bonus, it also promotes the sort of technological literacy they need to function in today’s
society. One of my students has thanked me for introducing her to the wiki platform I used in class
since she has found it extremely useful for running projects at work.
Although cutting edge technology can foster engagement, I rely principally on the
documents from the past to teach history. Many students find it challenging to connect with the
more distant past, particularly the Middle Ages, a period often depicted in popular culture in
negative terms. I often challenge their preconceived ideas about the period. My extensive archival
research in judicial and notarial records gives me not only a wealth of anecdotes about daily life in
the Middle Ages, but also the background to train students to read and analyze such documents
themselves. I often build assignments and discussion sections around archival documents and
other documents of daily life, making history come alive in the classroom through this direct
connection to the lives of the average men, women, and children of the past. I also place a strong
emphasis on teaching my students how to communicate what they learn about the past in clear
and concise language (see appendix for sample comments on students’ essays).
This practice has proved highly effective in promoting student engagement and learning. In
the class I taught in the summer 2009, despite the long two-hour block, students never charged
out at the end of class. Rather, they stayed and continued asking questions and seemed genuinely
interested in continuing discussion. Anecdotally, one of my students told me that the entire class
went on to take another medieval history class this term. Another student emailed me at the end of
class to say: “I think that understanding the past is so fundamental to understanding the present
and as I learned this semester, I've still got a lot to uncover about the middle ages- but my interest
is peaked and I am going to continue to investigate! Furthermore, I never really [engaged] so much
with primary sources [before] (…). I don't think I really appreciated how historians used them to
shape their ideas- and i never really figured out how to use them very well in essays but I think I
have a much better idea now!” (see unsolicited letter #1 in appendix)
Fostering this kind of engagement is my main challenge as a teacher and one I work on
continuously. It is encouraging to know that members of the history department at Binghamton
University have won teaching awards for demonstrating excellence in engaging students and
fostering critical skills. I look forward to exchange ideas and learn from colleagues at the
department.
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II - Teaching experience
Instructor, University of Toronto
New College - International Foundation Program
IFP100Y - Themes in World History (Enrollment: 75). Fall/Winter 2010-11. Lecture course for first
year international students covering world history from pre-history to the present. Designed course
and was responsible for delivering lectures, supervising two teaching assistants, leading
discussions with one group of 15 students and marking their assignments. See syllabus in the
appendix.
St George Campus - Department of History
HIS389H - The Margins of Medieval Society, 1000-1500 (Enrollment: 30). Summer 2009.
Lecture course. Designed course and was responsible for all course activities, including final
grades. Class met twice weekly for two hours during 6 weeks. See syllabus in the appendix,
evaluations on page 9, 11-12, and peer assessment of one lecture on page 13
Mississauga Campus - Department of Historical Studies
HIS495S - The Margins of Medieval Society, 1000-1500 (Enrollment: 20). Spring 2010.
Seminar course. Designed course and was responsible for all course activities, including final
grades. Class will meet once weekly for two hours during 12 weeks. See syllabus in appendix,
evaluations on page 9.
Teaching Assistant, University of Toronto
HIS208Y - History of the Jewish People (Enrollment: 75). Fall/Winter 2009/10. Duties: Preparing
tutorials and leading discussions for five groups of up to 15 students; marking all essays and
exams. Lecture on “Medieval Jewish Religious and Intellectual Life,” presented on 21 October
2009.
HIS243S - Early Modern Europe, 1450-1648 (Enrollment: 180). Fall 2007 and Fall 2008. Duties:
Preparing tutorials and leading discussions for five groups of up to 15 students; marking all essays
and exams. In the 2008 course I also gave a lecture on “Inquisition, Jews, and other ‘Others’ in the
Early Modern World.”
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Invited guest lectures in other courses
“The Reformation and the Jews”, presented for the course HIS 309 The European Reformations,
Department of History, University of Toronto, 24 March 2009. Class of 30 students. (See page 13
for peer assessment)
Special lectures
“Medieval Cross-Cultural Relations,” lecture presented to the general public at Salon 21, Bata Shoe
Museum, Toronto, 03 June 2009, organized by Soundstreams Canada, in association with
Luminato 2009. For more information see http://www.soundstreams.ca/our_events/detail.php?
id=53.
Two lectures presented at The Practice of History Today, a conference for high school students at
the Department of History, University of Toronto. The audience was made of about thirty high
schools students from the Toronto area interested in history. I used these lectures to explore
themes of myth and history.
‣ “‘Nobody expects the Spanish Inquisition’: Debunking the Premodern Bogey Man,” 16
April 2009
‣ “From eleventh-century Castile to The Age of Empires II: unpacking the history and the
myth behind El Cid”, 22 April 2008, 20 April 2010
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III - Evidence of Teaching Effectiveness and Development
Professional development
With a keen interest in learning about new techniques in teaching and learning I have attended
numerous workshops at Office of Teaching Advancement, the Teaching Assistants’ Training
Program, and the Resource Centre for Academic Technology* throughout my years at the
University of Toronto, beginning long before my first teaching assistant position. Most of these
workshops were taken towards the completion of an Advanced University Teaching Preparation
Certificate (AUTP), which required attending 10 workshops, completing one practicum component
and submitting a teaching dossier and written reflection. These workshops proved invaluable in
helping me make an easy transition into teaching and to think more clearly about pedagogical
issues as well as introducing me to a range of useful teaching techniques.
I have also had the opportunity to be involved in the organization and maintenance of a teaching
history workshop series at the Department of History in the Fall of 2005 and 2007-2008 and
2009-2010. As a member of the organizing committee of the Fourth Annual Graduate History
Symposium in 2007-2008, I organized a teaching workshop related to the conference’s central
theme (Cultures in Contact) and in the Fall 2005 and in 2007-2008 I was a member of the
Department of History’s Program Committee.
* The Office of Teaching Advancement and the Resource Centre for Academic Technology have
recently merged and the new organization is called the Centre for Teaching Support and Innovation
(CTSI)
Workshops given
08 December 2009 - “Using web 2.0 tools in the classroom” co-presented with Dana Wessell
Lightfoot for the Teaching History Workshop Series
Workshops organized
As a co-organizer of the Teaching History Workshop Series I have personally organized the
following workshops:
16 April 2008 - “Teaching a graduate/undergraduate seminar” presented by Kenneth Mills and
Nicholas Terpstra
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8 February 2008 - “Teaching Sensitive Subjects to a Multicultural Classroom : A Round Table
Discussion” presented by Mark Meyerson and Michael Wayne
24 October 2007 - “Designing a survey or lecture course: How to design a syllabus, write lectures
and choose assignments” presented by Lynne Viola & Steven Penfold
7 December 2005 - “Thinking Outside the Research Essay: Creating Innovative Assignments for
the Classroom” presented by Nicholas Terpstra and Adrienne Hood
25 October 2005 - “Designing a survey or lecture course: How to design a syllabus, write lectures
and choose assignments” presented by Derek Penslar & Lynne Viola
List of workshops attended
Teaching Assistants’ Training Program (TATP)
The TATP is a peer-training program at the University of Toronto designed to prepare graduate
students working as TAs for the realities and demands of teaching, as well as provide a peer-based
support network. I have just completed its Advanced University Teaching Preparation Certificate,
which is a program that includes taking ten workshops over a two-year period, doing a practicum,
and submitting a teaching dossier. At the TATP, I have taken the following workshops:
October 16, 2007 - Grading Workshop for the Social Sciences and Humanities
March 10, 2008 - Preparing the Teaching Dossier
July 15th 2008 - Assessing and Evaluating Discussion, Participation and Group Work
August 28, 2008 - Blackboard Essentials - Planning and Preparing Your Course
October 09, 2008 - Identifying Your Teaching Philosophy Statement
November 19, 2008 - The Use of Wikis in Collaborative Knowledge Generation And Critical
Thinking
January 22, 2009 - Designing and Developing Your (first) Academic Course
January 30, 2009 - Preparing for the Academic Job Interview: Talking About Your Teaching
March 12, 2009 - Instruction on Demand: A step-by-step process for TAs on how to design
vodcasts that encourage student self-directed learning
May 19, 2009 - Blackboard in Focus - Grade Center: An Interactive Tool
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June 17, 2009 - Social Bookmarking and Newsfeeds to Manage Information
February 04, 2010 - Designing VODcasts that Encourage Student Self-Directed Learning
March 04, 2010 - Talking About Teaching
History Department
In addition to the workshops I organized (listed on page 6 and 7), I have attended:
March 19, 2004 - “Teaching World History”, presented by Tim Brooks
February 22, 2005 - “Teaching the focused lecture course”, presented by Barbara Todd and
Jacques Kornberg
April 12, 2005 - “Teaching history: the graduate and undergraduate seminar”, presented by
Kenneth Mills, Mark Meyerson, and Thomas Lahusen
October 15, 2008 - "Grading and Dealing with Grade Disputes", presented by Benjamin Potruff
Office of Teaching Advancement
February 10, 2009 - Building Better Learning Through Inclusive Teaching: A Roundtable Discussion
March 10, 2009 - Discussion Teaching Techniques
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Student Evaluations
Summative student evaluations as a course instructor - see syllabi in the appendix
Summary of Student Ratings
HIS389
2009
HIS495
2010
Communicate goals and requirements of the
course clearly and explicitly
5.9
6.3
Uses methods of evaluation that appropriately
reflect the subject matter and provide a fair
evaluation of student learning
5.6
6
Presents material in an organized, well-planned
manner
6.2
6.3
Explains concepts clearly with appropriate use
of examples
6.1
6.7
Communicates enthusiasm and interest in the
course material
6.1
6.7
Attends to students’ questions and answers
them clearly and effectively
6.3
6.7
Is available for individual consultation
6.3
6.3
Ensures that students work is graded fairly,
with helpful comments and feedback where
appropriate
5.9
6.3
Ensures that student work is graded within a
reasonable time
6.3
6.3
All things considered, performs effectively as
an instructor
6.1
6.7
Evaluation scale
1 = poor
2 = Ineffective
3 = Marginal
4 = Adequate
5 = Good
6 = Very Good
7 = Outstanding
Teaching evaluation administered by the Faculty of Arts and Science. Students are given 10-20
minutes during class time to fill the evaluation while the instructor remains outside. Facsimiles of
the original sheets filled by the students are available upon request.
HIS389 - 22 out of 29 students enrolled in the course answered the evaluation.
HIS495 - 3 out of 9 students answered the evaluation.
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As a Teaching Assistant for HIS243 - Early Modern Europe and HIS208 - History of the
Jews
Summary of Student Ratings
HIS243
2007/08
HIS243
2008/09
HIS208
2009/10
Effectively directs and encourages
discussion in tutorials
5.77
5.95
6.26
Presents material in an organized,
well-planned manner
5.81
5.9
6
Explains concepts clearly with appropriate use of examples
5.51
5.75
6
Communicates enthusiasm and
interest in the course material
5.74
6.32
6
Attends to students’ questions and
answers them clearly and effectively
5.88
6.1
5.9
Is available for individual consultation
6
6
5.9
Ensures that students work is
graded fairly, with helpful comments and feedback where appropriate
5.81
6.37
5.6
Ensures that student work is
graded within a reasonable time
6.44
6.1
5.2
All things considered, performs
effectively as a teaching assistant
6.07
6.2
6.1
Evaluation scale
1 = poor
2 = Ineffective
3 = Marginal
4 = Adequate
5 = Good
6 = Very Good
7 = Outstanding
These evaluations are administered by the Department of History. Students are asked to login to a
website and fill in the evaluation online. Since it is done on a volunteer basis, the number of
responses is significantly lower than when evaluations are done in class. I had 75 students in each
class.
2007 - 27 responses
2008 - 20 responses
2009/10 - 15 responses
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Sample of student comments
General positive comments
1. “Alexandra Guerson is an extremely effective teacher. She conveys information and its utility very
well. She is very approachable, knowledgeable, and entirely the reason I took this course
(because of her exceptional effectiveness as a TA)” Anonymous student. HIS389, copied
verbatim from 2009 instructor evaluations.
2. “Alexandra is an awesome TA! She uses tutorial "games" (like group work, debates) sparingly
but effectively. I especially like that she asks each of us to comment on the readings beforehand
- we get used to speaking in 'public', and she effectively uses our comments to direct the
following discussion. She shows enthusiasm in the material, and uses examples from her
research where appropriate. The nametags were a good idea” Anonymous student. HIS243,
copied verbatim from 2008 TA evaluations.
3. “I thought the wiki site was an effective tool to get students involved and critically thinking about
the readings prior to class. It would have been nice if the professor contributed a little to the wiki
site to have a little more dialogue with the class and professor on the site. I thought the structure
of the class (1/2 lecture, 1/2 discussion) was effective as it got the class to critically evaluate the
readings and their classmates over viewpoints and arguments.” Anonymous student. HIS389,
copied verbatim from 2009 instructor evaluations. [I wanted the students to feel the wiki was
their space so I interfered little on the online discussions, other than highlighting interesting
passages a couple hours before class. I might consider offering comments in the future.]
4. “Definitely one of the best TAs I have had. I loved her style of leading tutorial and really
appreciated how available and helpful she was regarding assignments. (Especially the final
essay, which I know many of us, including myself, found a little complicated.) The blog she set
up was neat as well. She's obviously multi-talented. I can't think of any suggestions for
improvement. Give her lots of money and courses to teach!.” Anonymous Student. HIS208,
copied verbatim from 2010 TA evaluations.
5. “I enjoyed the enthusiasm that Alexandra brought to tutorial. This course was difficult for me, but
what made it interesting was beginning to learn to read between the lines of what was being
said in historical documents. Understanding that it is important to know what else was
happening in the time period so that it provides context as to why the document were written
the way they were and the biases that they had. Alexandra did an excellent job of bringing this
into focus, and requiring you to think about what was being said. I had little knowledge about
history in this time period so a little more background could have been useful in tutorial. I also
feel that it may have been good to briefly mention what happened before this time period in
order to better understand the renascence and why the people were looking back past the dark
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ages. I wish her good luck and hope her class goes well in the summer.” Anonymous student.
HIS243, copied verbatim from 2008 TA evaluations.
6. “Alexandra was one of the more kinder TA`s that I`ve had throughout my four years at this
university. No matter how busy her schedule was, she was always upbeat and appreciative of
our comments and feedback. I was also able to meet with her one on one occasion and she
went out of her way to help me understand what I was lacking in my essay. All around,
Alexandra was fantastic and I hope that other students in the future have an opportunity to work
with her. The methods she used to allow the students to get to know one another was brilliant
and because of it, we were a very close knit tutorial. Good luck Alexandra and thank you for all
your hard work this semester!” Anonymous student. HIS243, copied verbatim from 2008 TA
evaluations.
Negative comments
7. “need to have a louder, more clear, more concise voice and tone when speaking and directing
either a tutorial discussion, or a lecture.” Anonymous student. HIS243, copied verbatim from
2008 TA evaluations. [I initially found it difficult to find my teaching voice but I feel have improved.
There were no comments about this in the evaluations for my lecture course]
8. “The only negative comment was that her soft-spoken manner took some getting used to”
Anonymous student. HIS243, copied verbatim from 2008 TA evaluations.
9. “The class is overall good, but I do not like how high the participation mark is for the class. I am
behind in some reading[s] and have been unable to participate in some class discussions which I
feel will affect my mark in a bad way. This is my first summer course also so it is a bit
overwhelming.” Anonymous student. HIS389, copied verbatim from 2009 instructor evaluations.
10. “Some times it is difficult to get large amounts of readings done for Thursday since there is only
one day between classes and students have other courses to complete readings for as well.”
Anonymous student. HIS389, copied verbatim from 2009 instructor evaluations. [Time was a
particular issue in this course as it was held over six weeks during the Summer. Since the class
met twice a week, in the future, I might consider requiring half the class to post on one day and
the other half on the second day.]
11. “I didn't think that essays were graded fairly and that a lot was expected for a 200 level
course.” Anonymous student. HIS208, copied verbatim from 2010 TA evaluations.
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In-class evaluations by Teaching Assistants’ Training Program
These in-class observations were conducted as part of my Advanced University Teaching
Certificate at the TATP. The in-class observation was part of a three-part process involving an initial
meeting with a TATP coordinator or trainer to discuss the teaching context of the lecture, specific
challenges, the kind of students, and the course material, followed by the in-class evaluation itself,
and a subsequent meeting of 30 minutes to one hour to discuss the report and gain feedback.
“Slavery in Medieval Europe” - given in my third-year lecture course HIS389 - The
Margins of Medieval Society. [July 21, 2009]
Overall comments (full report in appendix)
“I enjoyed Alexandra‘s control of the class – how she kept the pace steady and moving forward,
her skill at managing questions and discussion, her ability to get students engaged and then refocused on the lecture. This is a series of skills that normally takes years to develop and she has
mastered the notions of pacing and classroom management already. I also truly enjoyed her
presentation style – she was totally unaffected and relaxed, yet clearly knowledgeable and
authoritative. Also, her anecdotes from the period and particularly her reading of authentic texts
from the time were a brilliant way to engage her students. Her students clearly enjoyed the lecture.
It was a pleasure to watch her teach. I have to say even I learned a great deal about the medieval
slave trade, and I was tempted to return to the class to learn more!” Megan Burnett, Assistant
Director, Teaching Assistants’ Training Program – Centre for Teaching Support & Innovation
“The Reformation and the Jews” - Guest lecture for HIS309 - The Reformations [March
25, 2009]
Overall comments (full report available upon request)
“In this lecture you demonstrated a clear command of the subject matter, a sophisticated poise in
the delivery of content, and a presentation that was rich in historical detail and documents. In our
pre-evaluation meeting you mentioned concerns from a previous lecture about fitting an
appropriate amount of material within time limits. This lecture demonstrated excellent timing as
you progressed logically at an even pace appropriate for your audience. The lecture was not
rushed and your students were treated to an intellectually rigorous discussion of the impact of the
Reformation on the Jews. The structure of your lecture, from the introduction that clearly outlined
the learning objectives, to the transitions between your sections, to the conclusion is well crafted
and demonstrated a significant amount of planning and thought in advance of the presentation.”
Benjamin Pottruff, Teaching Assistants’ Training Program
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IV - Course and Curriculum Development
Courses taught (See appendix for syllabi)
IFP100Y1Y - Themes in World History (Survey Course)
HIS389H1S - The Margins of Medieval Society (Lecture course)
HIS495H1S - The Margins of Medieval Society (Advanced Seminar)
Sample syllabi (See appendix for syllabi)
Introduction to Medieval Europe (Survey)
Medieval Spain, 500-1500 (Survey)
Courses currently under development
The Mediterranean, 600-1700
Inquisition and Society in Medieval and Early Modern Europe
Christians and Jews in Medieval Europe
Christians, Muslims, and Jews in Premodern Iberia
Witchcraft and the Witchhunts
Digital History
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V - Appendix
1. Courses taught
IFP100Y - Themes in World History (1st year survey course)
HIS389 - The Margins of Medieval Society (3rd year lecture course)
HIS495 - The Margins of Medieval Society (4th year seminar)
2. Sample syllabi
Introduction to Medieval Europe
Introduction to Medieval Spain
3. Unsolicited student email
4. Copy of final exam
5. Copy of Assignments
6. Writing handout
7. Comments on student’s essay
8. Copy of latest in-class observation report
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Lectures: Tuesdays 4 pm & Wednesdays, 3 pm SS1087
Instructor
Office
Office hours
Alexandra Guerson
Wetmore Hall 54G
Wednesdays 1-2
E-mail
Phone
Website
alexandra.guerson@utoronto.ca
TBA
http://portal.utoronto.ca
Teaching
Assistants
Camille Bégin (camille.begin@utoronto.ca)
Janine Rivière (janine.riviere@utoronto.ca)
Description In this course we will survey the development of human societies from its origins to the
twenty-first century. The first half of the course will focus on the premodern past while the
second half will take us to the making of the modern world. It would be impossible in a course
of this nature to cover every event in human history; the aim here is to understand how similar
historical forces shape developments in different parts of the world. With that in mind, lectures
and discussions take a comparative approach, with examples drawn from Asia, Europe, the
Americas, and Africa. Students will also have the opportunity to develop academic skills by
reading, writing, and discussing primary sources and engage with the work of other scholars.
Themes explored in the course include the relationship of human beings to their environment,
cultural development and interaction, the creation and nature of belief systems, the
development and maintenance of political, economic and social structures, gender relations,
and the relationship between global patterns and local developments.
Goals
 To introduce students to major themes in world history
 To provide a background for more specialized history courses
 To develop analytical skills in reading, thinking and writing through the examination
of primary and secondary sources.
 To develop research skills
Required texts (available for purchase at the IFP office)
 Kevin Reilly, Worlds of History 2 volumes (Bedford-St.Martins; 4th edition)
 Jules R. Benjamin, A Student’s Guide to History, 11th edition
You are required to purchase an i>clicker remote for in-class participation. i>clicker is a
response system that allows you to respond to questions I pose during class, and you will be
graded on that feedback and/or your in-class participation. The i>clicker are available for
purchase at the University of Toronto Bookstore.
Marking scheme Library assignment (4 parts)
- Part 1 (Sept 24th)
- Part 2 (Oct 11th)
- Part 3 (Oct 25th)
- Part 4 (Feb 14th)
Blog posts and comments
Short History Essay 1 (due Nov. 15th)
Mid-term exam (Dec 7th)
Short History Essay 2 (March 14th)
Final Exam
(Exam period)
Tutorial Participation
20%
10%
10%
10%
10 %
20%
20%
Blackboard Blackboard is the course management platform used by this course. In addition to a blog
where you are expected to interact with other students, it's where you can download all the
handouts, check your marks, submit assignments and keep up to date on announcements. It is
your responsibility to check it regularly. Occasionally, I might send an email to the class as a
whole using Blackboard. All email sent via Blackboard will go to your UTOR email address.
Please note that if you forward your UTOR email address to other email services (such as Gmail
or Hotmail), messages sent via Blackboard will bounce back undelivered.
To access IFP100Y Blackboard site, go to the U of T portal login page at
http://portal.utoronto.ca and log in using your UTORid and password. Once you have logged
in to the portal using your UTORid and password, look for the My Courses module, where
you’ll find a link to the IFP100Y course website.
Information on how to activate your UTORid and set your password for the first time, please
go to http://www.utorid.utoronto.ca
Responsibilities Instructor: to give interesting and informative lectures, to facilitate class discussions, to
maintain regular office hours, to answer e-mails in a timely manner, to provide feedback on
assignments, to write fair exams.
Teaching Assistants: to facilitate class discussions, to maintain regular office hours, to answer
2
e-mails in a timely manner, to provide feedback on assignments.
Students: to attend class and be on time, to listen during lectures, to read assigned material
prior to arriving in class, to participate in discussions, to hand in assignments on time, to keep
informed of course requirements.
Assignments  Library Assignment (20%)The object of this assignment is to develop your research
skills using library sources. A separate sheet will be distributed with more detailed
information.
 Short Essays (2 x 10%): The aim of these assignments is to practice the historical skills
that we are learning in class to analyze documents from Kevin Reilly’s, Worlds of
History. Students will write two of these over the course of the year: one in the Fall
term and one in the Winter term. The essays should be 4-5 double-spaced pages.
 Midterm Test (10%) – December 7th: The goal of this test is to evaluate your
understanding of the material presented in the first half of the course and challenge
you to integrate it into the main themes of the course. This will also be an opportunity
to prepare you for the final exam. You will be asked to identify 5 terms and state their
significance to world history and write one essay.
 Final Exam (20%) – April exam period: The goals of the exam are to evaluate whether
you have understood the main issues and themes covered in the course and to assess
your ability to use the information that you have learned for form convincing and
thoughtful arguments. You will be asked to identify some key terms from the second
half of the course as well as write two essays that will draw from material from the
entire course.
 Tutorials (20%) - The tutorial sessions of this course are designed to provide you with
the opportunity to focus upon lecture topics in more depth and to analyze primary
source documents, the main job of a historian. It also gives you the chance to learn
and/or practice skills that will be helpful well beyond this course and your university
years. Students should read carefully and be prepared to discuss in tutorial the
assigned weekly readings. It is essential that you attend tutorials regularly if you want
to do well in this course.
 Blog Participation (10%) - To facilitate in-class and tutorial discussions and allow a
space for shy students to be heard, students are required to post on the course blog
on Blackboard by Wednesday each week. The post can take one of several forms:
- a reaction to the readings – e.g. which reading you liked best and why? Or which
document was the most informative/challenging/irrelevant and why?
- a connection between the readings and previous readings or lectures
- an Aha! moment – an Aha! moment is a moment in which something you have
been reading or contemplating make sense with unexpected clarity. Anybody
3
who posts an Aha! moment and explains how and why suddenly something made
sense to them will earn extra points.
This post will be followed up on Friday by a response to someone else’s post.
Students must participate in these discussions EVERY WEEK. This participation will
account for 10% of your total mark and will start counting on week 3.
Course Policies EXTENSIONS: Requests for extensions for term work may be granted by your T.A. for up to a
maximum of one week, provided that you request the extension a week in advance of the due
date and for a reason the University considers legitimate. If you have trouble keeping up with
course work, it is your responsibility to seek help.
LATE PENALTIES: No papers will be accepted via e-mail and computer problems are not an
excuse for late work. NO LATE PAPERS will be accepted, except in cases of medical
emergencies or death, and only with appropriate documentation. Protect yourself by
managing your time and backing up your work. Do not leave your work for the last
possible minute. Consider using Dropbox to save your work instead of memory keys, print
drafts of your essays. If you need help managing your technology, please come and see me.
ASSIGNMENTS: All assignments should be submitted through Blackboard in .doc, .rtf or .pdf
formats (not .docx) on the day they are due AND a printed copy should be handed in class on
the first lecture after the due date. Detailed instructions on how to upload assignments to
Blackboard will be distributed before the first assignment is due.
OFFICE HOURS & EMAIL ETIQUETTE: Students are strongly encouraged to come to office hours
to introduce themselves and to discuss any aspect of the course. There is not need to make an
appointment, as I will be available at my office during office hours precisely for that purpose.
If my office hours are not suitable to your schedule, please contact me for an alternative
arrangement. E-mail is the best way of contacting me. I will respond to emails within 24 hours
during the week and 48 hours during the weekend; if you get no acknowledgement of your
email within that time frame, please don’t hesitate to send a second message. Although email
is usually reliable, it has happened in the past that students’ emails ended up in my spam box.
PLAGIARISM: Plagiarism is using information or original wording in a paper without giving
credit to the source of that information or wording; it is also not acceptable. Do not submit
work under your name that you did not do yourself; you may not submit work for this class
that you did for another class. Refer to http://www.utoronto.ca/writing/plagsep.html for
further information. Be forewarned that this class adopts a zero-tolerance policy towards
plagiarism.
4
LECTURE TOPICS AND READINGS
Fall term
Sept. 14 & 15
Course introduction
No readings
Origins of human societies / Periodization
Reilly, chapter 1
Sept. 21 & 22
Mesopotamia and Egypt / Primary & Secondary sources
Reilly, ch 2
Ancient Greece and India / Connections between Primary and
Secondary Sources
Reilly, ch 3
Sept. 24
Sept. 28 & 29
****** Library Assignment Step 1: Choosing a Topic******
Ancient China and Rome / Comparative Interpretations
Reilly, ch 4
Women in Classical Civilizations
Reilly, ch 5
Oct. 5 & 6
Judaism and Christianity / Using Religious Texts as Primary Sources
Reilly, ch 6, pages 187-188, 201-219
Hinduism and Buddhism
Reilly, ch 6, pages 189-201; 219-220
Oct. 11
****** Library Assignment Step 2: Placing it in Context******
Oct. 12 & 13
Expansion of Christianity, Buddhism & Islam / Understanding Historical
Context
Reilly, ch 7
Oct. 19 & 20
Early and High Medieval Europe / Differences between social, political,
economic and cultural materials
Reilly, ch. 8, pages 268-278
Medieval China and the Middle East
Reilly, ch. 8, pages 279-300
Oct. 25
Oct. 26 & 27
****** Library Assignment Step 3: Researching in the Library******
Love and Marriage in Medieval Societies / Cultural Comparisons
Reilly, ch. 9
5
Nov. 2 & 3
The First Crusade/ Historical Narratives
Reilly, ch. 10
The Viking Invasions/Historical and Moral Judgments
Reilly, ch. 11
The Mongols in Eurasia
Reilly, ch. 11
Nov. 9
Nov. 10
Nov. 15
No classes
The Black Death in late medieval Europe/ Cause and Effect in History
Reilly, ch. 12
***** Short History Assignment 1 Due ******
Nov. 16 & 17
The Rise of Cities in Europe: Comparative Case Studies of London,
England and Beijing, China
Reilly, Ch. 13
Nov. 23 & 24
Ecology, Technology, and Change
Reilly, ch. 14
Overseas Expansion: Comparing the cases of China and Europe
Reilly, ch. 15:
Nov 30 & Dec
1
Europeans, Natives and Africans in the Atlantic World – Comparing
primary sources
Reilly, ch. 16:
Church and State in the Early Modern Period: Christian, Islamic, and
Asian States / Historical Context
Reilly, ch. 17
Dec 7
******Midterm test (in class)******
Winter Term
Jan. 11 & 12
Family & Economic Life in the Early Modern Period
Reilly, ch. 18
Jan. 18 & 19
The Scientific Revolution in its World Context – Distinguishing Change
from Revolution
Reilly, ch. 19
Jan. 25 & 26
Enlightenment and Revolution around the World , 1650-1850
Reilly, ch. 20
6
Feb. 1 & 2 Capitalism and the Industrial Revolution: Europe and the World, 1750-1900
Reilly, ch. 21
Feb. 8 & 9
Feb. 14
Feb. 15 & 16
Colonized and Colonizers: Europeans in Africa and Asia, 1850-1930
Reilly, ch. 22
****** Library Assignment Step 4 – Final Report Due ******
Westernization and Nationalism: Japan, India, Turkey, and Egypt, 1860–
1950
Reilly, ch. 23
Feb. 21-26
******Reading Week – University Closed*****
Mar. 1 & 2
World War I and Its Consequences: Europe and the Soviet Union, 19141920 - Understanding Causes and Consequences
Reilly, ch. 24
Mar. 8 & 9
World War II and Mass Killing: Germany, the Soviet Union, Japan, and the
United States, 1931-1945
Reilly, ch. 25
March 14
******* Short History Assignment 2 *******
Mar. 15 & 16
The Cold War and the Third World: Vietnam, Cuba, and Afghanistan,
1945-1989
Reilly, ch. 26
Mar. 22 & 23
Resources and Environment
Reilly, ch. 27
Mar. 29 & 30
Globalization, 1960 to the Present
Reilly, ch. 28
Apr 5 & 6
The Politics of Food: US, India, Mexico, and Europe
Readings to be assigned
Recap and conclusions
****** Final Exam in Examination Period ******
7
Lectures: Tuesdays and Thursdays 5-7
BA 1230
Instructor
Office
Office hours
Alexandra Guerson
SS 3059
T 3-4
E-mail
Phone
Website
alexandra.guerson@utoronto.ca
TBA
http://portal.utoronto.ca
http://margins09.pbworks.com
Description
Less known than kings, knights and popes, those kept at the margins of medieval Europe can
tell us much about the society that defined them. This lecture course proposes to look at how
medieval people conceptualized, identified and treated minorities and marginal groups and
how these groups saw their own place within their world. The course will be divided in five
units, each focusing on a specific marginal category: religious (Jews, Muslims, and Heretics),
social and economic (poor, slaves), disease and health (lepers), legal (criminals), and gender
and sexuality (prostitutes, homosexuals, and transsexuals). Each unit will include discussions of
how each group was depicted in art and popular culture, how they were defined, and their
place within the structure of society as well as points of contact and conflict. Special attention
will be paid to whether attitude towards minorities varied according to time (1000-1500) and
space (northern and southern Europe, urban and rural areas). Students will have opportunity
to engage with a variety of primary and secondary sources; written assignments will allow
students to both analyze primary sources and to examine the arguments made by historians.
Goals
 To understand how pre-modern European societies defined those in their margins
 To become familiar with the social, cultural, and legal mechanisms that shaped the
lives of medieval people through case studies of marginal groups
 To consider/explore ideas contrary to one’s own beliefs
 To write effective historical essays
 To analyze both primary and secondary sources
Course Format
Lectures
During lectures I will provide slides and images to illustrate the topics covered. Since there is
no textbook available that neatly covers the topics discussed in this course, the material
covered in lectures will be your textbook. Although presentation slides will be made available
through Blackboard, be aware that they do not fully replace attendance in class. Questions
are encouraged during lecture.
Discussion
Each lecture will be followed by a 30-40min discussion period during which we will talk about
some of the primary and secondary sources assigned. In the discussion period, students will
break up into smaller groups to talk about questions related to the specific documents
assigned.
Wiki Comments/Discussion:
This course uses a wiki page to manage discussion and serve as a hub for exchanging
information about the course.
To facilitate in-class discussions and allow for a more inclusive atmosphere, students are
required to post on the course’s wiki page by 9:00 AM on class days. Some ideas include:
1. a reaction to the readings – e.g. which reading you liked best and why? Or a reaction
to someone else’s reaction – a major goal of this course is to get students to interact
with one another. If you agree or disagree with someone else’s post, you can respond
to it explaining why or how you agree or disagree with your classmate.
2. A connection between the readings and previous readings or lectures
3. An Aha! moment – an Aha! moment is a moment in which something you have been
reading or contemplating make sense with unexpected clarity. Anybody who posts an
Aha! moment and explains how and why suddenly something made sense to them
will earn extra points.
Students must participate in these discussions EVERY WEEK. Participation in the online
discussion will be a part of your overall discussion grade.
Responsibilities
Instructor: to give interesting and informative lectures, to facilitate class discussions, to
maintain regular office hours, to answer e-mails in a timely manner, to provide feedback on
assignments, to write fair exams.
Students: to attend class and be on time, to listen during lectures, to read assigned material
prior to arriving in class, to participate in discussions, to hand in assignments on time.
Required Readings
 Moore, R. I. The Formation of a Persecuting Society: Authority and Deviance in Western
Europe, 950-1250. Malden, Mass: Blackwell Publishing, 2007.
 Nirenberg, David. Communities of Violence: Persecution of Minorities in the Middle Ages.
Princeton, NJ: Princeton University Press, 1996.
 HIS389H1-S Coursepack (available at copy centre on Bay St, address to follow]
The Coursepack will be available both online and at Tru-Copy, on Bay Street (corner with St
Joseph). Please, allow 24 hours for a copy of the coursepack if you choose to order from TruCopy (phone: 416-9281146). The books by Moore and Nirenberg are available for purchase at
the U of T Bookstore.
As you will see from the lecture schedule, you are required to read material from the
Coursepack for each class. Please make sure that you do the reading prior to class as we will be
discussing it during lectures, as well as during the discussion sections. Your main assignment
will be based on the books listed above and you will be expected to draw from material from
lectures and readings during the final exam. Participation in both in-class and online
discussions is worth 20% of the final mark.
Students who would like more background on medieval history may find the following book
useful:
 Barbara Rosenwein, A Short History of the Middle Ages, 3rd edition
Blackboard
Blackboard is the course management platform used by this course. In addition to a discussion
board where students are expected to interact with their classmates, the site also contains all
the course handouts and announcements. It is the student’s responsibility to check it
regularly. Occasionally, I might send an email to the class as a whole using Blackboard. All
email sent via Blackboard will go to students’ UTOR email address. Please note that if you
forward your UTOR email address to other email services (such as Gmail or Hotmail), messages
sent via Blackboard will bounce back undelivered.
Grading, assignments, and plagiarism
Grading scheme & due dates
Short essay (1,200-1,500 words
Participation
Final essay (2,500-3,000 words)
Final exam
20%
20%
30%
30%
Due 14/Jul/2009
Due 04/Aug/2009
TBA
Assignments
 Short essay – Document study (Due in class, Tuesday, July 14th) – 1,200-1,500 words (45 pages) The student will write a short document study of a document or collection of
documents we have read or will read in the course of the term. This is to be a close
reading and not simply a summary of the document. Your interpretation of the source
must take into account the nature of the evidence, considering e.g. who produced the
source, why it was produced, the audience at which it was aimed or the purpose it
fulfilled in its own time, etc.
 Final essay – Historiography essay (Due in class, Tuesday, August 4th) – 2,500-3,000
words (8-10 pages) – Whereas in the first assignment students were required to deal
directly with historical sources, in this essay the focus will be on the interpretation of
historians. Students will read R. I. Moore’s The Formation of a Persecuting Society and
David Nirenberg’s Communities of Violence, (Introduction, chapters 1-4, and Epilogue)
and write an essay on the debate between the two authors. Further instructions to
follow.
Late papers:
Assignments are due in lecture. Because of the time constraints of a summer course, NO LATE
PAPERS will be accepted, except in cases of medical emergencies or death, and only with
appropriate documentation.
Plagiarism:
Plagiarism is using information or original wording in a paper without giving credit to the
source of that information or wording; it is also not acceptable. Do not submit work under
your name that you did not do yourself; you may not submit work for this class that you did for
another class. Refer to http://www.utoronto.ca/writing/plagsep.html for further information.
Be forewarned that this class adopts a zero-tolerance policy towards plagiarism.
Office hours & email etiquette:
Students are strongly encouraged to come to office hours to introduce themselves and to
discuss any aspect of the course. There is no need to make an appointment, as I will be
available at my office during office hours precisely for that purpose.
If my office hours are not suitable to your schedule, please contact me for an alternative
arrangement. E-mail is the best way of contacting me. I will respond to emails within 24 hours
during the week and 48 hours during the weekend; if you get no acknowledgement of your
email within that time frame, please don’t hesitate to send a second message. Although email
is usually reliable, it has happened in the past that students’ emails ended up in my spam box.
Lectures and reading schedule
Jun 30
Introduction: The Tripartite Society and the Idea of Marginality
Jul. 2
Heretics : Cathars, Waldensians, and the Lollards
Readings
Fourth Lateran Council: Canon 3 on Heresy (1215)
Confession of Barthélemy Amilhac, ( 1320)
Confession of Beatrice de Plenissoles (1320)
Carol Snyder, “ Cathars, confraternities, and civic religion: the blurry border
between heresy and orthodoxy”1
Jul. 7
Jews in Northern Europe
Readings
Thomas of Monmouth: The Life and Miracles of St. William of Norwich (1173)
Richard I of England: Charter to the Jews (1190)
Bishop of Speyer: Grant of Lands & Privileges to the Jews (1084)
Fourth Lateran Council: Canon 68 on the Jews (1215)
Gerald of Wales: A Witty Jew, c. 1185
Contact between English Jews and Christians
Jul. 9
Muslims and Jews in Medieval Spain
Readings
Alfonso X, Las Siete Partidas: Laws on Jews (1265)
Barcelona Jewish Court Documents (1293)
Royal Grants to the Jewish Community of Barcelona (1241-1271)
A Business Partnership between a Jew and Christian in Barcelona (1235-1242)
Muslims and Christians in Valencia
Ramon Llull: On preaching and conversion
*David Nirenberg, “Historical Background”, Communities of Violence
Jul. 14
From magicians to witches: witchcraft in the Middle Ages
Readings
The trial of Dame Alice Kyteler in Ireland (1324)
Nicolau Eymeric: Magic and Heresy (1376)
Heinrich Kramer: Malleus Malleficarum (1486)
Bernardino da Siena preaches against women sorcerers (1427)
Jul. 16
Beggars and the Poor: the transformation of poverty
Readings
Miri Rubin, “The Poor”
An Imprisoned Pauper
A Marginal Subsistence
Succor for the Indigent
The Distribution of Alms
1
All readings available in the coursepack, unless otherwise indicated.
Jul. 21
Slavery in the Middles Ages
Readings
Debra Blumenthal, "Defending their Masters' Honour: Slaves as Violent
Offenders in Fifteenth-Century Valencia"
Alfonso X, Siete Partidas: Laws on Slavery (1265)
Slavery legalized
The Search for Slaves
Christians forced into servitude
The Tribulations of a Slave Girl
Ibn Battuta on Slaves
Jul. 23
Lepers: the living dead of medieval Europe
Readings
Third Lateran decree on Lepers (1179)
Regulations of Sherburn leper hospital
Interpretation of Particular symptoms
Miller, Timothy S. and Rachel Smith-Savage. “Medieval Leprosy Reconsidered”
International Social Science Review vol. 81 (2006), Issue 1/2: 16-28. [Available
online]
Jul. 28
Crime & Punishment
Readings
Charter of Jaca (1077)
Justice in Catalonia
Passion and Uxoricide
Infanticide
Forgery and Homicide
Incest and Sacrilege
The career of a professional criminal
Aberth, John. "Crime and Justice under Edward III: The Case of Thomas De
Lisle." The English Historical Review 107 (1992): 283-301 [available on JSTOR]
Jul. 30
Prostitutes and the policing of boundaries
Readings
Ruth Mazo Karras, “Marriage, Sexuality, and Marginality” in Common Women:
Prostitution and Sexuality in Medieval England, 84-101, 169-174 [in CP]
The Estabilshment of Communal Brothels, 1415
Prostitution and the Courts, 1398-1400
The Recruitment of Prostitutes, 1379
Aug 4
Homosexuals and transsexuals
Readings
David Lorenzo Boyd and Ruth Mazo Karras, "`Ut cum muliere": A Male
Transvestite Prostitute in Fourteenth Century London".
The Questioning of John Rykener, A Male Cross-Dressing Prostitute, 1395
Aug. 6
Review and conclusions
Thursday, 1-3 pm
NE 272
Instructor
Office
Office hours
Alexandra Guerson
TBA
TH 11-12
E-mail
Phone
Website
alexandra.guerson@utoronto.ca
TBA
http://portal.utoronto.ca
http://margins10.pbworks.com
Description
Less known than kings, knights and popes, those kept at the margins of medieval Europe can
tell us much about the society that defined them. This seminar course proposes to look at how
medieval people conceptualized, identified and treated minorities and marginal groups and
how these groups saw their own place within their world. The course will cover a variety of
marginal categories: religious (Jews, Muslims, and Heretics), social and economic (poor,
slaves), disease and health (lepers), legal (criminals), and gender and sexuality (prostitutes,
homosexuals, and transsexuals). The class will examine how each group was depicted in art
and popular culture, how they were defined, and what place they occupied, if at all, within the
structure of society as well as points of contact and conflict. Special attention will be paid to
whether attitude towards minorities varied according to time (1000-1500) and space (northern
and southern Europe, urban and rural areas). Students will have opportunity to engage with a
variety of primary and secondary sources; written assignments will allow students to both
analyze primary sources and to examine the arguments made by historians.
Goals
 To understand how pre-modern European societies defined those in their margins
 To become familiar with the social, cultural, and legal mechanisms that shaped the
lives of medieval people through case studies of marginal groups
 To consider/explore ideas contrary to one’s own beliefs
 To write effective historical essays
 To analyze both primary and secondary sources
 To communicate one’s ideas effectively in both written and oral form
Required texts
 Moore, R. I. The Formation of a Persecuting Society: Authority and Deviance in Western
Europe, 950-1250. Malden, Mass: Blackwell Publishing, 2007.
 Nirenberg, David. Communities of Violence: Persecution of Minorities in the Middle Ages.
Princeton, NJ: Princeton University Press, 1996.
 Blumenthal, Debra. Enemies and Familiars: Slavery and Mastery in Fifteenth-Century
Valencia. Ithaca: Cornell University Press, 2009.
 Farmer, Sharon A. Surviving Poverty in Medieval Paris: Gender, Ideology, and the Daily
Lives of the Poor. Ithaca: Cornell University Press, 2002.
 Arnold, John H. History: A Very Short Introduction. New York: Oxford University Press,
2000.
 HIS495H1-S Coursepack
 Rampolla, Mary Lynn. A Pocket Guide to Writing in History. Sixth edition. Boston:
Bedford/St Martin’s, 2010 [recommended]
Course Format
This course is a seminar and it is therefore based on discussion of assigned readings. There are
no lectures. Attendance is mandatory, as is participation in class discussion. Each week,
beginning on week 3, 1-2 students will act as discussion leaders (see the last page of this
handout for tips in leading discussions). All students are required to do the assigned
readings before each class so that they are fully prepared to participate.
As a jumping off point for our in-class discussion, everyone is required to post a comment on
the readings for each class on the course wiki. Your comments should respond both to the
readings themselves and to the remarks made by other students on the wiki. Discussion
leaders should use these comments as a foundation for the class they are leading.
Wiki Comments/Discussion:
This course uses a wiki page to manage discussion and serve as a hub for exchanging
information about the course.
To facilitate in-class discussions and allow for a more inclusive atmosphere, students are
required to post on the course’s wiki page by 5:00 on class days. Some ideas include:
1. a reaction to the readings – e.g. which reading you liked best and why? Or a reaction
to someone else’s reaction – a major goal of this course is to get students to interact
with one another. If you agree or disagree with someone else’s post, you can respond
to it explaining why or how you agree or disagree with your classmate.
2. A connection between the readings and previous readings or courses
3. An Aha! moment – an Aha! moment is a moment in which something you have been
reading or contemplating make sense with unexpected clarity. Anybody who posts an
Aha! moment and explains how and why suddenly something made sense to them
will earn extra points.
Students must participate in these discussions EVERY WEEK. Participation in the online
discussion will be a part of your overall discussion grade.
The URL for the wiki is: http://margins10.pbworks.com
For logging in the first time, you will need to request access to the site. To do so, go to the
above URL, click on “request access”, enter your email address and your name in the message
section. I will then add you to the wiki. This will allow you to both read the wiki content and
make comments on all aspects of the site.
The wiki will be used for:
 posting all assignment sheets
2
 discussion on the readings (see below for requirements)
 questions regarding course issues, readings, assignments etc.
Blackboard
Blackboard is the course management platform used by this course; although the course does
not rely on Blackboard for most of its weekly activities, students will be able to access their
grades through it. The URL is http://portal.utoronto.ca
Grading, assignments, and plagiarism
Grading scheme & due dates
Book Review/Document Study
20%
Major Essay
40%
- Proposal/Bibliography
- Draft
Participation
40%
- Oral presentation & leading discussion
- Weekly contributions to course wiki
- Informed in-class participation
Assignments
 Essay 1 (Due Feb 8th, online) – 1,500 words (5 pages) This is a short essay
assignment to allow students to begin thinking about the major assignment and
ensure that the student and instructor have a chance to spot major problems with
writing and conceptualization. Students may choose from the following options:
1. A Book Review: The student will write a critical book review (“critical” in the sense of
analytical) of a book we have read or will read in the course of the term, or a book
chosen in consultation with the instructor. The review should be no longer than 5
pages or 1500 words. Instructions on how to write a book review will be posted on the
wiki site.
2. A Document Study: The student will write a short document study of a document
we have read or will read in the course of the term, or a document chosen in
consultation with the instructor. The document study should be no longer than 5
pages or 1500 words. Instructions will be posted on the wiki site.
 Essay 2 (Due: April 5th) – worth 40% of final grade) – This is a longer essay
assignment; it will be the major piece of work produced by the student in the course
of the term. In this essay, the student will focus on a particular subject in relation to the
course; the student will meet with the instructor early in the term to determine the
subject and approach. The topic may be chosen in relation to the broad subjects of the
3
weekly class meetings, or another subject if the student wishes, as long as it falls
within the purview of the course. Following one or more consultations with the
instructor, the student will submit an essay proposal, outlining the proposed
approach and bibliography, on March 1, 2010. The essay will be written taking one of
the two following forms:
1. Focus on primary sources: the student will rely mainly on a body of primary
sources to write an original essay of about 5000 words (15-17 pages). The
instructor will help the student determine an appropriate body of primary sources
on which to focus.
2. Focus on historiography: the student will write a historiographical essay of about
5000 words (15-17 pages), analyzing the historical literature on a particular
subject. The student will determine an appropriate body of literature on which to
focus using the bibliographical aids listed in the course web page and with the
help of the instructor.
 Oral Presentation & Leading Class Discussion - Each student will lead the class
discussion one week; the student will not be required (or encouraged) to make a long
presentation, but a short (e.g. 10-minute) opening address outlining some of the
major questions the literature poses will be in order. The other students will, as usual,
do the required reading and will be expected to participate as usual. Instructions on
how to lead class discussions will be posted on the wiki site.
Note on interconnection of assignments
Students are encouraged to interconnect assignment; in other words, all the assignments may
be focused on the same general topic. Although the first assignment will be a complete essay
in itself, it should be written on a document or book that is central to the long essay, and parts
of the short essay may be spliced into the longer essay. Similarly, the student may choose to
lead discussion on a week where the readings are germane to the essay.
Late papers:
Assignments are due electronically on the date marked on the syllabus. [INCLUDE
DIRECTIONS] NO LATE PAPERS will be accepted, except in cases of medical emergencies or
death, and only with appropriate documentation.
Plagiarism:
Plagiarism is using information or original wording in a paper without giving credit to the
source of that information or wording; it is also not acceptable. Do not submit work under
your name that you did not do yourself; you may not submit work for this class that you did for
another class. Refer to http://www.utoronto.ca/writing/plagsep.html for further information.
Be forewarned that this class adopts a zero-tolerance policy towards plagiarism.
4
Office hours & email etiquette:
Students are strongly encouraged to come to office hours to introduce themselves and to
discuss any aspect of the course. There is no need to make an appointment, as I will be
available at my office during office hours precisely for that purpose.
If my office hours are not suitable to your schedule, please contact me for an alternative
arrangement. E-mail is the best way of contacting me. I will respond to emails within 24 hours
during the week and 48 hours during the weekend; if you get no acknowledgement of your
email within that time frame, please don’t hesitate to send a second message. Although email
is usually reliable, it has happened in the past that students’ emails ended up in my spam box.
5
Lectures and reading schedule
All items marked with a (*) are in the coursepack
1.
2.
3.
Jan 07 – Course introduction
Jan 14 – Library/Research Workshop
Jan 21 – Heretics: the Cathars of Languedoc
Primary sources online – Internet Medieval Sourcebook [links on the wiki site]
- Fourth Lateran Council: Canon 3 on Heresy (1215)
- Confession of Barthélemy Amilhac, ( 1320)
- Confession of Beatrice de Plenissoles (1320)
*Arnold, John H. “The lump and the leaven: the move to Inquisition.” In Inquisition and Power, 1948. University of Pennsylvania Press, 2001.
Pegg, Mark Gregory. “On Cathars, Albigenses, and good men of Languedoc.” Journal of Medieval
History. [online]
*Snyder, Susan Taylor. “Cathars, confraternities, and civic religion: the blurry border between
heresy and orthodoxy.” In Heresy and the Persecuting Society in the Middle Ages: Essays on the Work
of R.I. Moore, edited by Michael Frassetto, 241-251. Leiden ; Boston: Brill, 2006.
4.
Jan 28 – Jews in Northern Europe
Primary sources online – Internet Medieval Sourcebook [links on the wiki site]
- Thomas of Monmouth: The Life and Miracles of St. William of Norwich (1173)
- Richard I of England: Charter to the Jews (1190)
- Bishop of Speyer: Grant of Lands & Privileges to the Jews (1084)
- Fourth Lateran Council: Canon 68 on the Jews (1215)
- Gerald of Wales: A Witty Jew, c. 1185
- Contact between English Jews and Christians
*Langmuir, Gavin I. “Medieval Antisemitism.” In Toward a Definition of Antisemitism, 301-10.
Berkeley: University of California Press, 1990.
David Malkiel, “Jews and Apostates in Medieval Europe — Boundaries Real and Imagined,” Past
and Present 194, no. 1 (2007): 3-34. [online]
* William C. Jordan, “Adolescence and Conversion in the Middle Ages: A Research Agenda,” in
Jews and Christians in Twelfth-Century Europe, ed. Michael Alan Signer, and John H Van Engen
(Notre Dame, IN: University of Notre Dame Press, 2001).
Aryeh Grabois, “The Hebraica Veritas and Jewish-Christian Intellectual Relations in the Twelfth
Century,” Speculum 50, no. 4 (October 1975): 613-634. [online]
5.
Feb 04 – Jews & Muslims in Spain
Primary sources online – Internet Medieval Sourcebook [links on the wiki site]
-
Alfonso X, Las Siete Partidas: Laws on Jews & Muslims (1265)
Barcelona Jewish Court Documents (1293)
Royal Grants to the Jewish Community of Barcelona (1241-1271)
A Business Partnership between a Jew and Christian in Barcelona (1235-1242)
6
*Muslims and Christians in Valencia
*Ramon Llull: On preaching and conversion
David Nirenberg, Communities of Violence, ch. 1
Nirenberg, David. “Conversion, Sex, and Segregation: Jews and Christians in Medieval
Spain.” The American Historical Review 107, no. 4 (October 2002): 1065-1093. [online]
Burns, Robert I. “Christian-Islamic Confrontation in the West: The Thirteenth-Century
Dream of Conversion.” The American Historical Review 76, no. 5 (December 1971): 13861434. [online]
6.
Feb 11 - From magicians to witches: witchcraft in the Middle Ages
Levack, Brian P. The Witchcraft Sourcebook. London ; New York: Routledge, 2004. [online
through Library catalogue]
- The trial of Dame Alice Kyteler in Ireland (1324)
- Nicolau Eymeric: Magic and Heresy (1376)
- Heinrich Kramer: Malleus Malleficarum (1486)
*Kieckhefer, Richard. “Witch trials in Medieval Europe.” In The Witchcraft Reader, edited
by Darren Oldridge, 25-35. London ; New York: Routledge, 2002.
Stephens, Walter. “Witches who steal penises: Impotence and illusion in Malleus
maleficarum.” Journal of Medieval and Early Modern Studies (Fall 1998). [online]
*Whitney, Elspeth. “Witches, Saints and Other 'Others' : Women and Deviance in
Medieval Culture.” In Women in Medieval Western European Culture, edited by Linda
Elizabeth Mitchell. New York: Garland Pub., 1999.
7.
Feb 25 – Beggars and the Poor: the transformation of poverty
*Rubin, Miri. “The Poor.” In Fifteenth-Century Attitudes: Perceptions of Society in Late
Medieval England, edited by Rosemary Horrox. Cambridge: Cambridge University Press,
1994.
Farmer, Sharon A. Surviving Poverty in Medieval Paris: Gender, Ideology, and the Daily Lives
of the Poor. Ithaca, NY: Cornell University Press, 2002.
*Brucker, Gene, ed. The Society of Renaissance Florence: a documentary study. Toronto:
University of Toronto Press, 1998.
- An Imprisoned Pauper
- A Marginal Subsistence
- Succor for the Indigent
- The Distribution of Alms
8.
Mar 04 – Slavery in the Middle Ages
Blumenthal, Debra. Enemies and Familiars: Slavery and Mastery in Fifteenth-Century
Valencia. Ithaca: Cornell University Press, 2009.
*Alfonso X, Las Siete Partidas: Laws on Slavery (1265), in Muldoon, J., ed. The Expansion of
Europe. Philadelphia: University of Pennsylvania Press, 1977.
7
Ibn Battuta on Slaves, in Medieval Sourcebook Online [online] [VERY short piece]
9.
Mar 11 – Lepers: the Living Dead?
Goodich, Michael, ed. Other Middle Ages: Witnesses at the Margins of Medieval Society.
Philadelphia: University of Pennsylvania Press, 1998. [online]
- Third Lateran decree on Lepers (1179)
- Humbert of Romans , To the Leprous
“Regulations of Sherburn leper hospital”, in Richards, Peter. The Medieval Leper and his
northern heirs. London: Butler & Tanner, 1977. [online]
* “Interpretation of Particular symptoms”, in Grant, Edward, ed. A source book in
medieval science. Cambridge, MA: Harvard University Press, 1974
Miller, Timothy S. and Rachel Smith-Savage. “Medieval Leprosy Reconsidered”
International Social Science Review vol. 81 (2006), Issue 1/2: 16-28. [online]
10.
Mar 18 – Criminals and Criminal Justice
* Charter of Jaca (1077)
* Justice in Catalonia
*Brucker, Gene, ed. The Society of Renaissance Florence: a documentary study. Toronto:
University of Toronto Press, 1998:
- Passion and Uxoricide
- Infanticide
- Forgery and Homicide
- Incest and Sacrilege
- The career of a professional criminal
Aberth, John. "Crime and Justice under Edward III: The Case of Thomas De Lisle." The
English Historical Review 107 (1992): 283-301 [online]
*Gauvard, Claude. “Fear of Crime in Late Medieval France.” In Medieval Crime and Social
Control, edited by Barbara Hanawalt and David Wallace, 1-48. Minneapolis: University of
Minnesota Press, 1999.
Ruggiero, Guido. “Sexual Criminality in the Early Renaissance: Venice 1338-1358.”
Journal of Social History 8 (1975): 18-37.
11.
Mar 25 – Prostitutes and other sexual deviants
*Brucker, Gene, ed. The Society of Renaissance Florence:
- The Establishment of Communal Brothels, 1415
- Prostitution and the Courts, 1398-1400
- The Recruitment of Prostitutes, 1379
The Questioning of John Rykener, A Male Cross-Dressing Prostitute, 1395 [online]
* David Lorenzo Boyd and Ruth Mazo Karras, "`Ut cum muliere": A Male Transvestite
Prostitute in Fourteenth Century London".
Select two of the following:
8
* Rossiaud, Jacques. “Prostitution, Youth and Society.” In Medieval Prostitution, 1-51.
Translated by Lydia G. Cochrane, Family, Sexuality, and Social Relations in Past Times. New
York, NY: Blackwell, 1988.
* Karras, Ruth Mazo. “Prostitution in medieval Europe.” In Handbook of Medieval
Sexuality, edited by Vern L Bullough and James A Brundage, 243-260. New York ;
London: Garland, 2000.
* Otis, Leah. “Prostitution and Public Authority: an evolution.” In Prostitution in Medieval
Society: The History of an Urban Institution in Languedoc, 7-45. Chicago: University of
Chicago Press, 1985.
* Perry, Mary Elizabeth. “Prostitutes, penitents, and brothel padres.” In Gender and
Disorder in Early Modern Seville, 137-152. Princeton, N.J.: Princeton University Press, 1990.
12.
Apr 01 – Was Medieval Europe a Persecuting Society?
Moore, R. I. The formation of a persecuting society : authority and deviance in Western Europe, 9501250. Malden, Mass: Blackwell Publishing, 2007, esp. chapter 5.
Nirenberg, David. Communities of violence: persecution of minorities in the Middle Ages. Princeton,
NJ: Princeton University Press, 1996, part I
9
Course proposed by Alexandra Guerson This course will focus on the history of medieval “Spain” from the fifth to the early sixteenth centuries. Spain is in quotation marks because during this period, the area that we now refer to as Spain did not exist as a unified country but instead consisted of a variety of smaller kingdoms that were often politically, culturally and religiously distinct from one another. Over the next 15 weeks, we will explore various aspects of these regions, starting with the development of Visigothic kingdoms in the fifth century and ending with the ascension of Carlos I to the throne in 1512. Along the way we will consider topics such as the creation of al-­‐Andalus, society and culture in Muslim Spain, Christian-­‐Jewish-­‐Muslims relations in Muslim and Christian Spain, Frontier Society, the formation of a plural society, Castilian and Aragonese government and institutions, the growth of royal power, the creation of religious uniformity and colonial expansion. Class time will be divided between lectures and discussion. Students will have the opportunity to read a variety of primary and secondary sources. Required texts Ø Roger Collins, Early Medieval Spain: Unity in Diversity, 400-­‐1000 2nd edition (Palgrave, 1995) Ø Olivia Remie Constable ed., Medieval Iberia: Readings from Muslim, Christian and Jewish Sources (University of Pennsylvania Press, 1997) Ø The Poem of the Cid (dual language edition; Penguin, 1985) Ø Richard Fletcher, The Quest for El Cid (Oxford, 1991) Ø Angus MacKay, Spain in the Middle Ages: From Frontier to Empire, 1000-­‐1500 Assignments Ø Primary Source Evaluation of The Poem of the Cid (5-­‐7 pages) 15% Ø Book Review of The Quest for El Cid (5-­‐7 pages) 15% Ø Contributions to class wiki 15% Ø Mid-­‐term test 15% Ø Participation and Attendance 20% Ø Final Exam 20% 2
Week 1 Week 2 Week 3 Week 4 Week 5 LECTURE TOPICS AND READINGS
Introduction The Idea of “Spain” Medieval Iberia, “Introduction” Early Medieval Spain, “Introduction” and “Chapter One: The Emergence of New Order” Visigothic Spain Medieval Iberia, #1-­‐In Praise of Spain; #3-­‐The Visigothic Conversion to Catholicism; #4-­‐Visigothic Legislation Concerning the Jews Early Medieval Spain, “Chapter 2:The Imposition of Unity” and “Chapter Four: The Seventh-­‐Century Kingdom” Muslim Conquest and the creation of al-­‐Andalus Medieval Iberia, #6-­‐Two Accounts of the Muslim Conquest; #7-­‐A Muslim-­‐ Christian Treaty; #8-­‐Christian Resistance in the North Early Medieval Spain, “Chapter Five: The Arab Conquest” Umayyad Caliphate Medieval Iberia, #9-­‐An Uprising Against Amir al-­‐Hakam; #13-­‐On the Campaigns and Diplomacy of ‘Abd al-­‐Rahman III Early Medieval Spain, The Umayyad Regime Society and Culture in Muslim Spain Medieval Iberia, #10-­‐A Christian Account of the Life of Muhammad Christians in Muslim Spain Medieval Iberia, #11-­‐Eulogius and the Martyrs of Cordoba Jews in Muslim Spain Medieval Iberia, #14-­‐A Jewish Administrator Under Caliph Hisham Christian Kingdoms in the north to the 10th century Medieval Iberia, #12 Early Medieval Spain, Chapter 7: The Christian Realms” Political Fragmentation and the Taifa Kingdoms (11th century) Medieval Iberia, #15-­‐Ibn Hazm, The Ring of the Dove; #17-­‐A Jewish Vizier Describes the Battle of Alfuente; #19-­‐The Political Dilemma of Granadan Ruler Spain in the Middle Ages, “Introduction” 2
3
Week 6 Week 7 Week 8 Film, El Cid Conquest and Holy War *Medieval Iberia, #21-­‐Concerning King Sancho I of Aragon and His Deeds; #24-­‐Redeeming a Captive Jewish Woman; #27-­‐Two Arguments in Support of Christian Faith *Spain in the Middle Ages, “Chapter One” ****Primary Source Evaluation of The Poem of El Cid due**** Frontier Society in the Christian Kingdoms *Medieval Iberia, #22-­‐Two Christian Urban Charters; #23-­‐Justice in Catalonia; #26-­‐The Pilgrimage to Santiago *Spain in the Middle Ages, “Chapter Two” Conquest, Colonization and the Formation of a Plural Society Medieval Iberia, #38-­‐The Christian Conquest of Valencia; #39-­‐The Christian Conquest of Seville; #41-­‐Resettlement and Redistribution of Land Spain in the Middle Ages, “Chapter Three” The Transmission of Ideas Medieval Iberia, #33-­‐Hispano-­‐Arabic Poetry; #36-­‐Jewish Listeners and an Arab Astrologer; #37-­‐The Life of an Andalusi Mystic Spain in the Middle Ages, “Chapter Four” Castilian Government and Institutions *Medieval Iberia, #44-­‐The King and Cortes; #45-­‐The Proper Qualities of a King Spain in the Middle Ages, “Chapter Five” pages 95-­‐103 Crown of Aragon: Government and Institutions Medieval Iberia, #43-­‐Everyday Life in the Crown of Aragon Spain in the Middle Ages, “Chapter Five” pages 104-­‐120 MID-­‐TERM 14th century: Expansion and Conflict Spain in the Middle Ages, “Chapter 6” * excerpts from King Pere III’s Chronicle 14th century: Royal Power and Resistance Week 9 Week 10 3
4
Week 11 Week 12 Week 13 Week 14 Week 15 Spain in the Middle Ages, “Chapter Seven” * excerpts from King Pere III’s Chronicle 14th century: Society and Economy Medieval Iberia, #53-­‐Memoirs of a Castilian Noblewoman; #54-­‐The Convent and the World Spain in the Middle Ages, “Chapter Eight” Mudejar Society *Medieval Iberia, #47-­‐The Legal Status of Jews and Muslims in Castile Jews in the 14th century Medieval Iberia, #48-­‐The Early Career of Ramon Llull; #49-­‐On Preaching and Conversion Castile in the 15th century Medieval Iberia, #56-­‐Pageants and Festivities in Castile Spain in the Middle Ages, “Chapter Nine” Crown of Aragon in the 15th century Medieval Iberia, #60-­‐Muslims and Jews in Valencia ****Quest for El Cid review due**** Catholic Kings: Royal Authority Medieval Iberia, #61-­‐The Christian Conquest of Granada Catholic Kings: Religious Reform, Inquisition and Expulsion Medieval Iberia, #59-­‐Heresy and Inquisition; #62-­‐The Expulsion of the Jews Expansion in the Mediterranean and Atlantic Medieval Iberia, #64-­‐The Castilian New World Carlos I and the 16th century Review & conclusion 4
Proposed syllabus by
Alexandra Guerson
Description
Excessive violence, ignorance, oppression and stagnation are a few of many negative ideas
associated to the Middle Ages in the popular imagination. Based on a combination of lectures
and discussions of primary sources, this survey course will introduce students to a period
marked by cultural and intellectual flourishing, religious and social change, and political and
economic innovations. Some of the main themes explored in this course include contact
between cultures, relations between centres and peripheries, and the effects of growth as well
as crises in shaping European society. Special attention will be paid to comparing the
experiences of medieval Europeans according to class (elite/middling/poor), gender, religion,
and geography (north vs south). Students will have opportunity to engage with a variety of
primary and secondary sources; written assignments will allow students to both analyze
primary sources and to examine the arguments made by historians as well as the ways in
which history is used in the present.
Goals
Ø To understand the medieval foundation of European society
Ø To become familiar with the social, cultural, and legal mechanisms that shaped the
lives of medieval people
Ø To consider/explore ideas contrary to one’s own beliefs
Ø To write effective historical essays
Ø To analyze both primary and secondary sources
Ø To communicate one’s ideas effectively in both written and oral form
Required texts
Ø Rosenwein, Barbara H. A Short History of the Middle Ages. Toronto: University of Toronto
Press, 2009.
Ø Geary, Patrick, ed. Readings in Medieval History. UTP Higher Education, 2003.
Ø Coursepack of selected sources
Assignments
Document study chosen from the type of document below(3-4 pages)
- Chronicles on the conversion of Europe
- Saints’ Lives (Hagiography)
- Law & legal records
15%
Film Essay (5-7 pages)
20%
Research Essay (8-10 pages)
- Proposal/Bibliography
25%
Final Exam
20%
Participation
20%
- Weekly contributions to course wiki
- Informed in-class participation
LECTURE TOPICS AND READINGS
Becoming Christendom: Romans, pagans, and Christians
1.
Course introduction & the idea of the Middle Ages
No readings
Pagan Europe and the collapse of the Roman Empire
Rosenwein, ch. 1
2.
The Birth of the Middle Ages
The social background: Barbarians and Romans
Geary, 1, Theodosian Code; ch. 4, Tacitus Germania
The Cultural background: Pagans and Christians
Geary, 3, St. Perpetua The Passion of Saints Perpetua and Felicitas; Letters of St Boniface
3.
The Carolingians
Charlemagne & his successors: early medieval Kingship
Geary, ch. 8. Salic Law; ch. 18. Einhard Life of Charles the Great
The Carolingian Renaissance: scribes and archives
Geary, 19 - Selected Capitularies
4.
Vikings and all that
Medieval Scandinavia
Rosenwein, ch 2 & 3, ch. 4, pp 152-155
Invasions and Disintegration around the Year 1000
• Three Sources on the Ravages of the Northmen in Frankland, c. 843 – 912
• Saga of Erik the Red
The Age of Confidence: the High Middle Ages
5.
The Commercial Revolution
Europe and the World: The Thirteenth-century World System
Rosenwein, pp. 182-187, ch. 5
* Bishop of Speyer: Grant of Lands & Privileges to the Jews, 1084
2
* Henry I, King of England: Grant of Tax Liberties to London, 1133
* Emperor Conrad III: Grant of Mining Rights to Abbey of Corvey, 1150
* Jaume I of Aragon and Catalonia and the Regulation of Sea Trade: The Barcelona Navigation
Act, 1227; Grant of Trade Privileges to Barcelona, 1232; Improvement of Harbor Facilities in
Barcelona, 1243; The Barcelona Maritime Code, 1258
The Papal Revolution
The Gregorian Reform
* Henry IV and Gregory VII: Letters and Depositions
***** Document study due*****
6.
Preparing film assignment: the Middle Ages in the Cinema
* Vivian Sobchack, “The Insistent fringe: moving images and the palimpsest of historical
consciousness,” Screening the Past, 16 April 1999
The Crusades: Western & Eastern Views
* The First Crusade: Urban II’s Speech at Clermont, 1095
Geary, ch. 28. Four Accounts on the First Crusade: Fulcher of Chartres; Solomon Bar Simson; Ibn
Al-Athir; Anna Comnena
7.
Twelfth-Century Renaissance
Literature, Art, and Architecture
Rosenwein, Ch. 6
* Ramon Llull, Blanquerna
The Rise of Universities & and the Birth of Scholasticism
* Peter Abelard, Sic et Non and The History of My Calamities (excerpts); and Heloise, First Letter to
Abelard
8.
Twelfth-century Monarchy and the Move towards Centralization
The Spanish “reconquista”
Geary, ch. 54. Las Siete Partidas
* Extracts of the Poem of the Cid
England and France
Geary, 50. Magna Carta
9.
Twelfth-century Monarchy and the Move towards Centralization II
The Holy Roman Empire and the Papacy
Geary, 43, Emperor Charles IV The Golden Bull; 29. Canons of the Fourth Lateran Council
Preparing the research essay: research and writing
Mary Lynn Rampolla, A Pocket Guide to Write about History
**** Film essay due ****
10.
Towns & Countryside in the Thirteenth Century
Towns, Cities, and Urban Life
Geary, 55. Giovanni Scriba Notary Book; 57. Florence: Catasto of 1427;
Peasants & Rural Life
3
Geary, 52. A Medieval English Village: Plans of Wharram Percy; 48. Domesday Book
****Essay proposal due****
The Later Middle Ages
11.
Jews and Muslims in Medieval Europe
Jews in Northern Europe
* Thomas of Monmouth: The Life and Miracles of St. William of Norwich, 1144, excerpts.
* The Fourth Lateran Council: Canon - on Jews.
Muslims and Jews in Medieval Iberia
* Las Siete Partidas, Laws on Jews and Muslims
12.
Heresy and the Inquisition
Heresies of the High and Later Middle Ages
The Inquisition
Rosenwein, ch. 7
Geary, 35. Jacques Fournier Inquisition Records
13.
Plague, Population, and Death
New Perspectives on the Black Death
Rosenwein, ch. 8
Peasants’ and Workers’ Revolts: ‘Class War’ in post-plague Europe?
Geary, 46. Jean Froissart Chronicles
14.
Religion and Society in the Late Middle Ages
Poverty and Piety
Geary, 30. St. Francis Rule; 31. Clare of Assisi Testament
Marriage and Relations between the Sexes
* Testimony from 15th-century marriage cases before London church courts
15.
The Papacy and the Monarchy at the End of the Middle Ages
From Innocent III to Avignon; The Schism and Conciliarism
Geary, 36. Marsilius of Padua Discourses
Conclusions
****Final essay due****
4
From:
Subject:
Date:
To:
k.mcculloch@utoronto.ca
Sorry Email Is A Little Long
November 15, 2008 1:58:08 PM GMT-05:00
Alexandra Guerson <alexandra.guerson@utoronto.ca>
Good afternoon Alexandra,
I just wanted to thank you for the email, it helped me immensely. What
a thesis is and how to approach it is a lot clearer to me now, it
makes so much more sense than before. I thought I had had an idea of
what a thesis was but I think I may have been mistaken. What I had
previously been taught in essay-writing is that an essay is a
description of an event/person/idea etc. and any causes, consequences,
or effects of and from that event/person/idea. That it was basically
about making what in essence is an actual argument; there of course,
had to be proof in the argument but generally-speaking it was much
more based on opinion and emotion and had little objectivity. I had
thought that that was what a thesis was, the description, causes and
consequences of something with a question being answered added in
somewhere, almost as an afterthought.
What I hadn't been able to grasp is that it is not an afterthought at
all, that the answer to the question, essentially a theory (is that
where the word thesis comes from?), with the evidence to support that
theory, is the thesis, it is the essay, and any description, causes or
consequences noted, if they are in at all, are the added
in/"afterthought" part, and usually only for background and clarity
purposes. (if I am still way off here please let me know). So I guess
I had it a little backwards.
This might sound like a no-brainer but I've never done a research
essay that really required research, or at least this kind of
research, using primary sources and secondary sources, giving evidence
to support statements and theories and especially having to be
objective about the subject/topic. Since I haven't done essays like
this before a lot of the terms and formulas I have some difficulty in
understanding and knowing how to apply them. I am sure you've heard
all of this before so this train of thought probably isn't much of a
shock to you. However, your help has significantly changed that.
I hadn't realized until now that university is not just a different
way of writing but a different way of thinking which also adds to what
you said to me in the meeting we had, if you don't know then how can
you know, and the best way to know is to ask. (advice I am very much
taking to heart) At least now I am starting to know, and hopefully
what I did know of writing an essay, being opinion- or
description-based will shift into the university way soon. And over
time the more courses I take, it will also become fine-tuned.
I think that I am being a little unrealistic in hoping that I will
just know what I need to know right away and be able to properly apply
that. I hope it sinks into me soon, that I might be getting ahead of
myself and that it will probably take some practice to get a better
understanding of research essays, what their purpose is and how to
properly write them.
I appreciate all of your time and help, you have shed a lot of light
on a few things for me.
Have a great weekend, Kathy
From:
Subject:
Date:
To:
Paula Gilverson <paulagilverson@hotmail.com>
RE: Essay
August 22, 2009 11:51:16 PM GMT-04:00
Alexandra Guerson <alexandra.guerson@utoronto.ca>
1 Attachment, 79.6 KB
Thanks for being so understanding Alexandra, here it is.
Thanks for a great course. I'm very glad to have learned about the the margins of medieval society, and Moore's and
Nirenberg's books really opened up my eyes even more.
I think that understanding the past is so fundamental to understanding the present and as I learned this semester, I've
still got a lot to uncover about the middle ages- but my interest is peaked and I am going to continue to investigate!
Furthermore, I never really had a history teacher that made me engage so much with primary sources (surprisingly?) I
don't think I really appreciated how historians used them to shape their ideas- and i never really figured out how to use
them very well in essays but I think I have a much better idea now! Also, I am so glad that I learned about the wiki
site, I'm organizing this project between 4 project leaders and a whole whack of volunteers right now and I'm designing
a wiki for us to use- it's gonna make life so much easier!
Thanks again and have a great year,
Paula
From: alexandra.guerson@utoronto.ca
To: paulagilverson@hotmail.com
Subject: Re: Essay
Date: Sat, 22 Aug 2009 23:08:23 -0400
Hi Paula,
Make sure you send it to me by tomorrow (Sunday) since I need to submit the final marks on Monday.
Cheers,
Alexandra
On 21-Aug-09, at 6:38 PM, Paula Gilverson wrote:
Hi Alexandra.
I have been working on my essay steady since my last exam on wednesday. Unfortunately I am still
working on it and I am not sure i am going to be able to finish it by midnight. I really apologize, but I think
that I may end up finishing this off tommorrow. I'll try as hard as I can to finish it today, but it has just
taken me so much work to review both books and try to summarize the arguments and main points, i keep
getting lost and caught up in the details.
My apologies,
Paula
Send and receive email from all of your webmail accounts - right from your Hotmail inbox!
Send and receive email from all of your webmail accounts - right from your Hotmail inbox! HIS389.paul….pdf (79.6 KB)
1
UNIVERSITY OF TORONTO
Faculty of Arts and Science
AUGUST 2009 EXAMINATIONS
HIS389H1S
The Margins of Medieval Society
Duration - 2 hours
No Aids Allowed
The final exam is worth 30% of your overall grade.
Part One: Identify and Explain the Significance 5 x 5% = 25%
Choose FIVE of the following terms and identify and explain the significance of them.
The bulk of the mark will go towards explaining the significance of this term. Three to
four sentences should be sufficient to identify and explain the significance. This
question should take you about 25 minutes.
Innocent III
Waldenses
inquisitio
Fourth Lateran Council
“captives of good war”
leprosaria
Siete Partidas
Beatrice de Planissoles
Malleus Maleficarum
Thomas of Monmouth
Part Two: Primary Source Evaluation 2 x 15% = 30%
Discuss TWO of the following primary source extracts. You will need to talk about who
the author was, when it was written, where it was written, why it was written, what the
source is about, and what kind of information it can give us about those on the margins
2
of medieval society. Make sure to answer these questions as just paraphrasing the
excerpt will not earn many marks. This question should take you about 30 minutes.
1. Third Lateran Council Decree on Lepers (1179)
Canon 23. Although the Apostles says that we should pay greater honour to our
weaker members, certain ecclesiastics, seeking what is their own and not the
things of Jesus Christ, do not allow lepers, who cannot dwell with the healthy or
come to church with others, to have their own churches and cemeteries or to be
helped by the ministry of their own priests. Since it is recognized that this is far
from Christian piety, we decree, in accordance with apostolic charity, that
wherever so many are gathered together under a common way of life that they
are able to establish a church for themselves with a cemetery and rejoice in their
own priest, they should be allowed to have them without contradiction. Let them
take care, however, not to harm in any way the parochial rights of established
churches. For we do not wish that what is granted them on the score of piety
should result in harm to others. We also declare that they should not be
compelled to pay tithes for their gardens or the pasture of animals.
2. The Trial of Dame Alice Kyteler, 1324 (Richard Ledrede, Bishop of Ossory)
“Carrying the investigation of these witches as far as he was bound by the duties
of his office, the bishop discovered that a certain rich lady, Dame Alice Kyteler,
mother of William Outlaw, was involved in various heresies, along with several
accomplices.
First it was claimed that, in order to get what they wanted by means of their foul
sorceries, the sorceresses would deny faith in Christ and the church for a whole
month or for a year, according to the extent of what they wished to obtain from
the sorcery. During that time, they would believe in nothing that the church
believed, they would not worship the body of Christ in any way, they would not go
into a church, they would not hear mass, they would not eat the holy bread or
drink the holy water.
Secondly, it was claimed that they were in the habit of making sacrifices to
demons with living animals which they would cut into pieces and scatter around
the crossroads as offerings to a certain demon who called himself the son of Art,
from humbler levels of the underworld.
Thirdly, by means of their sorceries, the witches would seek advice and answers
from demons.”
3. Las Siete Partidas, Laws regulating slavery, King Alfonso X, late thirteenth
century
3
“Law I – What servitude is, whence it derived its name, and how many kinds
there are.
Servitude is an agreement and regulation which people established in ancient
times, by means of which men who were originally free became slaves and were
subjected to the authority of others, contrary to natural reason. The slave derived
his name from a word in Latin, servare which means, in Castilian, to preserve.
This preservation was established by the emperors, for, in ancient times, all
captives were put to death. The emperors, however, considered it proper, and
ordered that they should not be killed, but that they should be preserved, and use
made of them.
There are three kinds of slaves, the first is those taken captive in war who are
enemies of the faith; the second, those born of female slaves; the third, when a
person is free and allows himself to be sold”
4. The establishment of communal brothels, provisions of the city of
Florence, 1415
“Desiring to eliminate a worse evil by means of a lesser one, the lords priors…
[and their colleges] have decreed that…the priors… [and their colleges] may
authorize the establishment of two public brothels in the city of Florence, in
addition to the one which already exists: one in the quarter of S. Spirito and the
other in the quarter of S. Croce. [They are to be located] in suitable places or in
places where the exercise of such scandalous activity can best be concealed, for
the honor of the city and of those who live in the neighborhood in which these
prostitutes must stay to hire their bodies for lucre, as other prostitutes stain in the
other brothel. For establishing these places… in a proper manner and for their
construction, furnishing, and improvement, they may spend up to 1,000 florins…”
5. Thomas of Monmouth: The Life and Miracles of St. William of Norwich,
1173
How on his going to the Jews he was taken, mocked, and slain…
Then the boy, like an innocent lamb, was led to the slaughter. He was treated
kindly by the Jews at first, and ignorant of what was being prepared for him, he
was kept till the morrow. But on the next day [Tuesday, March 21], which in that
year was the Passover for them, after the singing of the hymns appointed for the
day in the synagogue, the chiefs of the Jews… suddenly seized hold of the boy
William as he was having his dinner and in no fear of any treachery, and illtreated him in various horrible ways.
(…)
But not even yet could the cruelty of the torturers be satisfied without adding
even more severe pains. Having shaved his head, they stabbed it with countless
thorn-points, and made the blood come horribly from the wounds they made.
[Jesus had worn a crown of thorns before his death.] And so cruel were they and
4
so eager to Inflict pain that it was difficult to say whether they were more cruel or
more ingenious in their tortures. For their skill in torturing kept up the strength of
their cruelty and ministered arms thereto
And thus, while these enemies of the Christian name were rioting in the spirit of
malignity around the boy, some of those present ad judged him to be fixed to a
cross in mockery of the Lord's Passion, as though they would say: "liven as we
condemned the Christ to a shameful death, so let us also condemn the Christian,
so that, uniting the lord and his servant in a like punishment, we may retort upon
themselves the pain of that reproach which they impute to us."
Part Three: Long Essay 1 x 45% = 45%
Write an essay in response to the question below. Your essay should make sure to
include an introduction and a conclusion as well as a thesis statement arguing the point
that you are going to make. A good answer will address as many aspects of the topic as
possible, even if they are not specifically mentioned in the question. Always try to
reinforce your general comments with specific examples from the actual texts (using
examples from the primary sources readings is an excellent way to boost your grade).
This question should take you 60 minutes.
1. Many historians, R.I. Moore among them, have described the Middle Ages as a
period in which European Christians became more hostile towards religious and
social dissidents. Assess this thesis using two marginal groups of the period as
your focus. Can we describe medieval Europe in these terms? Why or why not?
Be sure to address ideological, institutional, and social changes in your essay.
Have a good summer!
Final Essay
http://margins09.pbworks.com/Final-Essay?mode=print
margins09: Final Essay
Final essay: Historiography essay (30%)
The study of history is not so much about what happened in the past but rather what historians think
might have happened and their assessment of its significance. Just as it would be nearly impossible for
two witnesses of the same car crash to describe the event in exactly the same way, historians often differ
in their interpretations and approach to the past. In this essay, you are asked to act as a historian and
evaluate the work of other historians.
The issue of persecution of minorities in the past is an important but somewhat controversial topic. Both
R. I. Moore’s The Formation of a Persecuting Society and David Nirenberg’s Communities of Violence
have been highly influential in shaping the way we understand the way minorities were treated in the
Middle Ages. Written nearly a decade after R. I. Moore’s book, Nirenberg’s book tackles directly some
of the issues raised in The Formation of a Persecuting Society. R. I. Moore responded to some of
Nirenberg’s criticisms in a new chapter of the second edition of his book. Your job is to write about this
debate, identifying, comparing, and evaluating the viewpoints of these two authors. In other words, you
will write about the arguments made by Moore and Nirenberg rather than about heretics, lepers, or Jews.
There is no right answer and you don’t necessarily need to take sides. You do need to read the texts
critically. That means asking yourself why you like/dislike the particular book, what kind of evidence
the author uses, what assumptions underline his arguments, how well does the evidence support the main
argument, and so on. You should also consider whether the evidence presented by one author contradicts
the argument made by the other.
Remember, in a historiographical essay, your argument relates to the consideration of the work(s) under
review. For instance, a historiographical essay evaluating the work on the Cathars by Emmanuel Le Roy
Ladurie and Malcolm Labert might read: "Emmanuel Le Roy Ladurie's Montaillou is considered a
classica of social history. Despite its influence, a number of historians have raised issues related to Le
Roy Ladurie's use of sources, especially in regard to A, B, and C. Malcolm Lambert provides an
alternative approach to the same evidence, which results in a picture of fourteenth-century Cathars that
is sounder (or: that is, nonetheless, less insightful)."
Technical details
The document study should be written in essay format, with a clear introduction and conclusion,
and appropriate footnotes. The footnote and bibliography style used in this course is the Chicago
Manual of Style. You can find some basic instructions online at
http://www.chicagomanualofstyle.org/home.html .
The essay is supposed to be 8-10 pages long (2,500-3,000 words). Please, stick to the page limit.
1 of 2
29/11/09 9:50 PM
Final Essay
http://margins09.pbworks.com/Final-Essay?mode=print
Remember, writing concisely is an important skill and it is generally not easy. Quality trumps
quantity.
Writing and Organization
Remember, the purpose of a historical essay is to put forth an argument, clearly, logically, and concisely.
In a historiographical essay, the argument relates to your evaluation of the works under review.
Organization – Consider carefully the structure of your essay; it should reflect the points you want to
make. You do not need to address every single point of interest raised by the authors you are reviewing;
less is more in this case. Resist writing in the order you read things but rather think about themes/issues
raised by both authors.
See this instruction sheet (http://files.guerson.com/HIS389/BookReview.pdf) on how to write a book review –
it has very important pointers for writing this essay.
Support your arguments – Remember that you must always present evidence to support your
arguments. If you are not convinced by Moore’s arguments and think that Nirenberg offers a more
insightful approach (or vice-versa), you need to explain why and footnote the relevant passages from
both books. If you consult book reviews or other evidence (including other readings from your
coursepack), you must cite those too. You are not required to consult other sources and should focus
your essay on these two books.
Do not hesitate do contact me in my office hours, through the wiki page, via email, or in class with any
questions about the paper. I will look at outlines or drafts submitted up until a week (7 days) before the
deadline.
General tips on writing.
Remember:
You are writing your essay to a general reader so don’t assume he/she has read the books; give
enough information so they can understand your points.
Balanced assessments tend to carry more weight than those that are completely positive or
negative.
Don’t omit points of views just because you don’t agree with it; addressing them will add strength
to your own arguments.
Don’t forget to cite your references according to the Chicago Manual of Style. Ask me if you are
not sure how to do this.
2 of 2
29/11/09 9:50 PM
Short essay: Document study (20%)
As outlined in the syllabus, students will write a short document study of a document we have
read or will read in the course of the term, or a document chosen in consultation with the
instructor. The object of this assignment is to describe and analyze a primary source from
medieval Europe dealing with one of the marginal groups studied in this course. Your
assignment should be no more than four to five double-spaced typed pages and is due on
July 14th.
Late papers will not be accepted, unless there are extenuating documented
circumstances.
This is to be a close reading. Your interpretation of the source must take into account the
nature of the evidence, considering for example who produced the source, why it was
produced, the audience at which it was aimed or the purpose it fulfilled in its own time. You
should begin by reading through your chosen source material from beginning to end without
making any notes. This will allow you to get a sense of the overall structure of the source. You
should then consider the who, what, where, when, and why questions.
Some elements to consider:
Content
• What is the source about? (no need to give too many details; aim for a concise
summary that may serve as a framework for your analysis)
Genre
• What king of source is it?
Context
• by whom was it written?
• when was it written?
• why was it written?
• where is it from?
• where does it fit in term of the general history of the period in which it was written? i.e.
what does it have to do with the history of lepers/heretics/Jews/Muslims, etc?
Use as historical source
• what type of information does this source provide the historian with, i.e. how does one
use it as a historical source:
o generally about the time period in which it was written?
o specifically about the history of the marginal group with which it is
concerned?
•
is it a reliable source?
o historians use the term reliable to discuss the bias of a source and how this
might affect the information it provides. Having a bias doesn’t necessarily
invalidate a source or make it unusable as long as the historian is aware of the
bias and accounts for it. For example, Inquisitorial trial records are often
referred to as somewhat unreliable because of the nature of the conditions in
which the information was obtained such as torture or conditions of extreme
fear.
o does your source present any obvious or subtle bias? Is the use of it
problematic? If so, what are the problems involved in using it?
Make sure:
1. To give your analysis a title that reflects your discussion.
2. To discuss the content of the source.
3. To discuss the context of the source.
4. To focus your essay on how we can use this trial as a historical source for the study of
minorities in the past
5. To use footnotes or endnotes.
Technical details
The document study should be written in essay format, with a clear introduction and
conclusion, and appropriate footnotes. Although you should be answering the questions
listed above, make sure you incorporate them into an essay.
The footnote and bibliography style used in this course is the Chicago Manual of Style. You
can find some basic instructions online at http://www.chicagomanualofstyle.org/home.html .
Don’t hesitate to contact me if you have any further questions about this assignment. I
particularly encourage you to ask questions on the wiki page about the assignment:
http://margins09.pbworks.com/Essay1
Writing a Research Essay
8-10 pages
Due Wednesday, November 28, 2007 (Turnitin.com) AND
Paper copy with rough notes in class: Thursday, November 29, 2007.
Step One: Choosing a topic
•
•
start by choosing a general topic of interest from the list of tutorial
readings in your syllabus
narrow your focus by choosing a specific question/time period and/or
region
o for e.g. If you are interested in Humanism, you can look at female
humanists or the idea of civic humanism; if you are interested in
religion, you could look at the nature of the Protestant reformation
or the relationship between politics and the reformation
Step Two: Initial Research
•
•
•
•
pick one primary source from the list provided that deals with the topic,
time period and region that you have chosen
read through source from start to finish without making notes thinking
about questions such as:
o What issues does this source raise about your wider topic?
o How is it related to that wider topic?
o What can it tell you about the history of the Renaissance/
Reformation/ warfare, etc?
this will help to narrow your focus before you begin to do secondary
research
other places to find primary sources:
o follow the footnotes in your Webb/Wood Anthology, many of the
excerpts we have read are part of a full edition published
elsewhere. The full citation is usually given at the introduction to the
entry
o check the footnotes on your secondary sources as well
Step Three: Secondary Research
•
•
•
•
with these questions in mind, now turn to some of the secondary material
that you have found in your initial research
read two or three secondary sources to see how other historians have
viewed this topic
What would be their answers to the questions that you have posed?
What type of evidence do THEY use? Do you agree or disagree based on
what you’ve read yourself in your primary source? Does this primary
source evidence support or refute their assertions?
Step Four: Expanding Your Research
•
•
•
•
Where do I go from here?
by this point you should have a good idea of what you are going to write
about
topic should be narrowed down by region, time period and particular
issue/question that you are going to address (you should not have a thesis
statement at this point, rather an idea of the direction in which your paper
is going to go)
start by looking at secondary sources which then may lead you to more
primary and secondary material
1. Articles/Books:
-look closely at the bibliography and footnotes of books and
articles that you have already read
2. Textbooks:
-after each chapter in A Short History of Renaissance and
Reformation Europe, Zophy provides a short bibliography on the
topic
-while you can and should use textbooks to get suggestions of
secondary sources, avoid relying on them to write your paper. As I
mentioned in the first assignment, textbooks are by nature too
broad and general to be used as source for an essay
3. Websites:
• You can access any of these websites by searching their names in
the “all e-resources” tab at the libray main site
(http://main.library.utoronto.ca/):
o JSTOR: can search by author, keyword, subject etc. choose
type of journal—history
o Historical Abstracts: deals with period post 1450; choose
world history (excluding US and Canada)
o Iter: database of articles/books dealing with period 400-1700
****a note about secondary sources*****
•
•
try to use secondary sources that have been published recently (i.e. in the
past 20-30 years) rather than older works on a topic as ideas about the
subject may have changed significantly as new primary sources were
discovered
however, there are some books that are considered the “definitive” ones on
the subject— bibliographies provided in recent publications should indicate
which older books are still valid
Step Five: Organizing Your Paper
The Outline
• works well to keep paper coherent, organized and include everything you
would like to it
a) Introduction
 do not begin your papers with a broad sweeping statement
such as “The Reformation is one of the most important events in
world history.”
 opening sentence is extremely important
 start with something specifically related to your topic
 end of introduction is your thesis statement i.e. What is your
paper going to be about?
b) Sections:
 break down your material into larger subsections that you will
be exploring but make sure that these are connected or your
essay with appear disjointed
 clearly express each idea you will be discussing in one section
 use secondary and primary material to support your arguments
 make sure that your arguments follow one another
c) Conclusion:
 re-iteration of thesis
 further exploration of this topic
 other comments that don’t fit into the body of your paper
Step Six: Writing
•
•
•
one you’ve written an outline, able to sit down and write out your paper
try not to use the personal pronoun “I” in this paper
stick closely to your outline to make sure that your ideas follow one another in
a logical fashion
Step Seven: Editing
•
some questions to think about while editing your paper:
Are the purpose and approach of this essay evident from the beginning?
Are all the sections of the paper relevant to the topic?
Is the organization logical?
Are the ideas sufficiently developed? Is there enough evidence,
explanation and illustration?
Are the footnotes properly numbered and formatted according to the
Chicago style for Arts & Humanities?
Is there an attached bibliography of all the works cited?
A few words about footnotes…
• footnoting was a problem in the film review
• what to footnote:
o any time you use someone else’s direct words (quotation),
paraphrased words, ideas, opinions whether from a secondary or
primary source, you must footnote it
• Style: please use the Chicago Style for the humanities (there is one for
science as well). You can find the Chicago Manual of Style in any library at U
of T and it can help you not only with footnotes and bibliographies but also
with rules for capitalization, spelling, images, etc. In addition to the handout I
gave out for the film review - which will be posted on the website – here are a
few further tips:
Footnotes
There is no need to repeat the full citation after you’ve already cited an item
once. For example, if your first footnote reads something like this:
1. John Parker, The Aesthetics of Antichrist: from Christian Drama to Christopher Marlowe
(Ithaca, NY: Cornell University Press, 2007), 85.
Then, the next time you cite this same book, you could simply include the
author’s name, if that’s the only book you are citing by that author:
4. Parker, 95.
Bibliography
•
The proper way to list the items on your bibliography is by alphabetical order
by last name, with the bottom line indented a few spaces:
Aufderheide, Patricia. "True Confessions: The Inquisition and Social Attitudes in
Brazil at the Turn of the Seventeenth Century." Luso-Brazilian Review 10, no. 2
(1972-3): 208-40.
Bethell, Leslie. Colonial Brazil. Cambridge: Cambridge University Press, 1987.
Schwartz, Stuart B. "Indian Labor and New World Plantations: European Demands
and Indian Responses in Northeastern Brazil." American Historical Review 83
(1978): 43-79.
•
Primary and secondary sources should be separated in your bibliography. List
the individual items from the Anthology of readings.
Machiavelli, Niccolo. “The Art of War.” In The Renaissance in Europe: An Anthology,
edited by Peter Elmer, Nick Webb, and Roberta Wood, 149-154. New Haven: Yale
University Press, 2000.
Copy of comments attached to a student’s essay
Essay in the C-range [Document study of the Malleus Maleficarum, a 15th-century
treatise against witchcraft]
You chose a complex and difficult source and have made some good remarks about it.
Your analysis would be more effective if you chose a specific topic or aspect of the source
to focus on. Avoid the temptation to simply list what the document shows but think of
themes and subjects that might be related to a larger ‘how’ or ‘why’ question that ties the
document to the larger context of the time. For example, you mention in your second
sentence that the goal was to confirm the existence of witches. Was there a debate about
this? A quick browse through a textbook on the history of witchcraft would have shown
that there was indeed considerable disagreement early on to what extent witches existed
and whether authorities should be wasting resources prosecuting them. And even among
those who believed they existed, there were debates about how to properly recognize
them. But even without knowing this, the text itself provides clues about the existence of
many skeptics in the period. This would have made a nice focused topic – you could have
written about the debate over the existence of witches and how Joseph Sprenger and
Heinrich Kramer sought to prove the existence of witches. Every paragraph after that could
have been about the different ways S & K go about this task, finishing with an evaluation of
its consequences at the time.
A narrower focus would have given your introduction and conclusion more strength as
well.
On writing
- in general, avoid passive constructions. Remember, the most important aspect of formal
writing is that it should be clear. Passive constructions make it vague. For example, on
the first page you say “In 1485, he became involved in witch trials in Innsbruck, the
accused were released, and Kramer was defeated.” This sentence leaves many
questions unanswered – in what capacity was Kramer involved in these trials? How come
the accused were released? Lack of evidence? In what way was he defeated? Was he
under attack? All of this seems particularly important since on the following sentence you
link what happened in Innsbruck to his motivation for writing the Malleus Maleficarum.
Essay in the A-range [Research essay on the dispute over salvation between Luther and
Erasmus]
You wrote an excellent essay: it is clearly written, well researched, and you use your
sources very well. I particularly like the way you effectively explain many of the differences
between Erasmus and Luther as stemming from their basic disagreement over human
nature.
I have only a few minor comments:
- remember that predestination isn't simply the view that man is inclined to evil. Rather, it is
the notion that our salvation is pre-determined by God.
- also, block quotations should be indented.
Keep up the good work!
IN-CLASS OBSERVATION FORM
Teaching Assistants’ Training Program – Centre for Teaching Support & Innovation
NAME OF TEACHING ASSISTANT:
Alexandra Guerson
DATE OF OBSERVATION:
Tuesday, July 21st, 2009; 5 – 6 pm
COURSE NAME & NUMBER:
HIS 389 ―Margins of Medieval Society‖
NAME OF TATP OBSERVER:
Megan Burnett, Assistant Director, CTSI/TATP
CLASS ORGANISATION
Ratings: (1=unacceptable; 4=satisfactory but
still needs improvement; 7=outstanding)
Additional comments:
-
1. 1
2
3
4
5
6
7
-
2. 1
2
3
4
5
6
7
-
3. paced lesson appropriately
3. 1
2
3
4
5
6
7
-
4. related content of today‘s lesson to
previous lesson/future lessons
4. 1
2
3
4
5
6
7
5. 1
2
3
4
5
6
7
6. 1
2
3
4
5
6
7
7. logical progression of concepts
7. 1
2
3
4
5
6
7
8. effective use of time
8. 1
2
3
4
5
6
7
9. conclusions and review
9. 1
2
3
4
5
6
7
10. future goals identified (how does this class
lay the groundwork for future classes?)
10. 1
2
3
4
5
6
7 N/A
1. introduction (started with prior knowledge
of students and provided overview of the
whole lesson)
2. learning outcomes clearly identified and
explained
-
5. effective use of summary
(planned repetition of key points)
6. effective transitions between topics
-
-
topic of this class was ―Slavery in the
Middle Ages‖
as students were settling in, Alexandra
greeted students warmly and chatted with
several; she set a very positive and
comfortable climate for the class
began with a reminder about the final exam
schedule, explained how to locate the
schedule
provided an outline for the class on a
PowerPoint slide and some background
information on the day‘s theme – that was
great!
while reviewing the lecture outline, it might
be helpful to also identify what the main
goal is of that day‘s lesson (not the topic,
but what you hope students will come to
understand by the end of the lesson)
it might have been useful to explicitly link
today‘s topic to what had been discussed
in the course so far, preferably near the
start of the lecture
as a listener, I would have appreciated
smoother transitions between the slides—
perhaps posing a question before showing
a particular slide to frame the information to
come, or pausing the slideshow briefly to
provide background information before
-
-
-
-
-
PRESENTATION SKILLS
Ratings: (1=unacceptable; 4=satisfactory but
still needs improvement; 7=outstanding)
1. rhythm and speed of speech
1. 1
2
3
4
5
6
7
2. voice modulation and articulation
2. 1
2
3
4
5
6
7
3. showed enthusiasm
3. 1
2
3
4
5
6
7
4. effective use of gestures
4. 1
2
3
4
5
6
7
5. explanations were clear
5.
1
2
3
4
5
6
7
6. used good examples to clarify points
6.
1
2
3
4
5
6
7
launching into the next topic
as a listener, I also didn‘t have a sense of
the flow between sections of the lecture; I
couldn‘t determine the guiding thread
between the sections—this might have
been clarified had I stayed for the whole
two-hour lecture instead of only sitting in on
the first half
further to the issue of transitions, it might
be a good idea to introduce a few more
―overarching‖ observations or summative
comments into the lecture
perhaps add a slide on the different
―codes‖ at play in the differing approaches
to slavery?
when concluding the lecture, perhaps ask
the students to summarize the main points
discussed, instead of immediately showing
a conclusion slide
asking for student reactions to what has
been presented can also be an effective
way of transitioning into concluding
remarks
Additional comments:
-
-
-
Alexandra has a very pleasant
presentation style which created a calm
and reflective atmosphere in the class –
her clarity and steady pacing helped
students process the new information
being conveyed
Alexandra is a very natural speaker; it was
easy to follow her narrative and she was
clearly in command of her subject matter
and her students‘ attention
the students responded well to her
questions and comments—her sense of
humour also helped to occasionally spark
students to engage in discussion or
-
7. regularly defined new or unfamiliar terms,
concepts and principles when introduced
7.
1
2
3
4
5
6
7
8. showed all steps in solutions to problems
8.
1
2
3
4
5
6
7 N/A
9. varied explanations of complex or difficult
9.
1
2
3
4
5
6
7
10.
1
2
3
4
5
6
7
material
10. emphasized important points
-
-
RELATING TO THE STUDENT and
ENCOURAGING INTERACTION
1. presented material at a level appropriate
for the students
Ratings: (1=unacceptable; 4=satisfactory but
still needs improvement; 7=outstanding)
1.
1
2
3
4
5
6
2
3
4
5
6
7
3. 1
2
3
4
5
6
7
4. asked questions to monitor student
understanding (follow-up questions)
4. 1
2
3
4
5
6
7
5. waited a sufficient time for students to
answer questions (at least 10 seconds)
5.
1
2
3
4
5
6
7
6. asked questions that required students to
exercise analysis or judgment (encouraged
critical thinking)
6.
1
2
3
4
5
6
7
3. actively encouraged student questions
Additional comments:
-
7
2. 1
2. used audience-appropriate language
question a point she had made
Alexandra is very skilled at fielding
students‘ questions – in particular, she led
an excellent discussion around the kinds of
work slaves were expected to do in the
Middle Ages, showing genuine interest in
students‘ comments and questions, and
using those comments to guide their focus
back to the main themes of the lecture
Alexandra also regularly defined and
reiterated new or important terms, such as
―manumission‖
Alexandra showed she can manage a
class discussion that threatens to broaden
beyond the scope of the lecture at hand: in
discussing what constitutes a ―legitimate‖
slave, she skillfully guided students through
the complex definitions, categories and
codes associated with slave ownership—
here is where it might have been helpful to
have an additional slide on codes of
conduct for slave purchasers and sellers,
but Alexandra kept the discussion lively
and on track all the same
-
-
Alexandra presented her lecture material in
a clear and accessible manner, adding
detail and explanation when necessary to
deepen students‘ understanding of a
concept
Although Alexandra did stop to ask the
class a question at a couple of points
during the lecture (―What is the impact of
having mainly female slaves?‖; ―How did
the ‗freedom route‘ affect the acquisition of
slaves?‖) I would have liked to have heard
even more questions being asked of the
students at key points in the lecture;
rhetorical questions in particular can be an
effective means of making transitions
between lecture topics
there was one moment when Alexandra did
a fantastic job of building student
7. responded to confusing (or wrong) student
answers honestly but without insulting
students who offered them
7.
8. restated and/or repeated questions and
answers when necessary
8. 1
2
3
4
5
6
7
9. redirected some questions to other
members of the class
9. 1
2
3
4
5
6
7
10. invited students to solve problems and
offer summaries of main points
10. 1
2
3
4
5
6
7
11. used real-life examples related to students‘
own experiences
11. 1
2
3
4
5
6
7
12. 1
2
3
4
5
6
7
1
2
3
4
5
6
engagement: she asked students to
examine closely and evaluate a table on
the Italian slave trade before she explained
the table herself—this was very effective!
7
12. classroom management
(including handling disruptions, and
deferring difficult, time-consuming or
irrelevant questions to discussion outside
of class)
USE OF SUPPORTING MATERIALS and
TEACHING AIDS
1. handouts pertinent and easy to follow (if
applicable)
Additional comments:
Ratings: (1=totally disagree ; 4=agree;
7=totally agree)
-
1. 1
2
3
4
5
6
7
2. value of supporting materials (readings,
charts, etc,) clearly explained
2. 1
2
3
4
5
6
7
3. visual aids used effectively (overhead,
PowerPoint, video recording, etc.)
3. 1
2
3
4
5
6
7
4. diagrams/equations/exercises on board
written clearly
4. 1
2
3
4
5
6
7
-
Alexandra brought in short texts that she
read aloud to the class at key points during
the lecture—this was a wonderful way to
break up the lecture and bring students into
the world of the medieval slave trade!
Alexandra read aloud a letter from a slave
master warning against hiring or selling
pregnant slaves as well as a report on a
drunken slave trying to avoid being sold to
a new owner—great stuff, and the students
really responded to the texts
Alexandra‘s PowerPoint slideshow was
excellent – not too much text on the slides,
the text that was used was concise and
informative without being too descriptive,
great use of visuals, including graphs,
tables, maps, authentic period paintings,
etc.
Additional comments:
OVERALL IMPRESSION
Rating: 1
2
3
4
5
6
7
(1=needs significant improvement; 4=is a
good teacher with great potential for
improvement; 7=is an engaging teacher
showing outstanding skill and preparation)
Alexandra is well on her way to becoming a
superior lecturer!
SUMMARY COMMENTS:
1) What were the teaching assistant‘s major strengths as demonstrated in this observation?
I enjoyed Alexandra‘s control of the class – how she kept the pace steady and moving forward, her skill at managing questions and
discussion, her ability to get students engaged and then re-focused on the lecture. This is a series of skills that normally takes years to
develop and she has mastered the notions of pacing and classroom management already. I also truly enjoyed her presentation style –
she was totally unaffected and relaxed, yet clearly knowledgeable and authoritative. Also, her anecdotes from the period and particularly
her reading of authentic texts from the time were a brilliant way to engage her students. Her students clearly enjoyed the lecture. It was a
pleasure to watch her teach. I have to say even I learned a great deal about the medieval slave trade, and I was tempted to return to the
class to learn more!
2) What suggestions do you have for improving the teaching assistant‘s skills or methodology?
I understand that the tradition in History classes is to lecture first and discuss later. Still, I would like Alexandra to consider using student
interaction to effect transitions between some of her lecture slides—not all of them, just those slides that signal a move to a new topic or
theme. Asking students to summarize the main points discussed so far, posing a thorny question on a slide, on the board or just verbally,
showing a contentious quotation from a reading, showing a visual document (without accompanying text or explanation) and asking
students to respond to it—these are all ways of moving into a new section of a lecture. Also, once or twice, blacking out the slideshow to
simply talk with the students can break up a lecture effectively and provide time to students to process the information taken in so far. I did
think the short texts read aloud were really effective, and I would encourage her to continue along those lines and think of other ways to
break up a lecture. Sometimes, even just inserting title slides in between sections can force you as the speaker to take a moment to sum
up what‘s been covered so far and then introduce the topic coming up. Finally, I would recommend organizing the lecture a little
differently, perhaps according to major themes or concepts instead of following geographical or chronological orientations.
Overall, Alexandra shows herself to be an excellent instructor keen to engage students and communicate historical concepts in a
meaningful way. I am confident she will excel in all her future teaching endeavours.