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BIRKBECK University of London Academic Year: 2015-16 Module Title: The Crusades Module Code: FFHI069H4-ACB Subject Area: History Award: Certificate of Higher Education Class Venue: Central London Module taught by: Michael Bloomfield M.A., Cert. Ed. Module Description When Pope Urban II preached the liberation of Jerusalem in 1095, he set in motion a dynamic movement which changed the political and social fabric of both Europe and the Middle East. Inspired crusaders made tortuous journeys to fight Muslims, defend European settlements in the East, and protect pilgrims. From the early 13th century crusades were fought against non-Catholics, heretics, papal enemies and pagans. This new course sets out to examine the ideologies of crusaders, their achievements in the Holy Land, and the outcomes of crusading warfare elsewhere. Entry Requirements This module is open to anyone with an interest and enthusiasm for the subject. However, all modules are taught at university level, and students should be able to read, write and speak English fluently to benefit from their studies. Aims The course aims to enable you to a. develop historical skills in relation to the study of the crusades (including critical understanding of current issues and problems, debates and theories, facilities and materials, in relation to crusading history); b. consolidate your learning through discussion in class and coursework; c. develop your aptitude for study and research, as well as your communication skills, both oral and written; d. evaluate critically a selection of both primary and secondary source material relating to the history of the Crusades from the late 11th to the 13th century. Learning Outcomes By the end of the module you should: a. have strengthened your understanding of the issues, problems and debates in crusading history; b. have acquired new perspectives on crusading history; c. be able to describe, analyse, evaluate and discuss your newly acquired knowledge and understanding; d. have developed skills in discussion, research, and communication (both orally and in writing); e. have extended your capacity for critical analysis and reflection; f. have completed, and been assessed on, your course work. Teaching and Learning Whilst the sessions involve the tutor leading in with an illustrated talk or lecture, the teaching remains varied and interactive, appropriate to the topics being studied. It includes some practical approaches, problem-solving, lectures, group work, discussion, and, where appropriate, student presentations. Course Content There is a vast, and increasing, literature available to us about the Crusades. The course seeks to promote an active interest in an understanding of what the Crusades were, how the movement originated, was promulgated and developed. We consider the nature of ‘jihad’ and the Islamic responses to the Crusades. We assess the reasons for the seeming success of the First Crusade, and the ultimate failure of the westerners to hold on to ‘the land oversea’. We examine the impact of pilgrims and crusaders on the people and environment of the Near East. Towards the end of the course we examine further the application of crusading to other ecclesiastical and political issues than those in the Middle East, exemplified in the Albigensian and Northern Crusades. Sources and Skills Throughout the course considerable use is made of primary sources: letters, a variety of documents and works of literature, artefacts, architecture and archaeological research. The skills historians need to utilise and interpret their sources are introduced and students are encouraged to acquire proficiency in their use: note-taking, planning and composing coursework, reading rapidly and critically, researching and information-gathering. Week 1: To what extent was Jerusalem a City of Prodigious Hope? In this first session we look at the location of Jerusalem, its history and importance in both in its region, and the wider worlds of both Christendom and Islam. We examine the City’s significance in the religious and cultural experience of Jews, Christians and Muslims in the Middle Ages. Many pilgrims and travellers were avid collectors of relics and souvenirs: their enthusiasm and naivety sometimes caused problems for theologians and custodians alike! Required Reading Asali, K.J. (ed.): Jerusalem in History, Scorpion Publishing, 1989, pages 75-129. Hamilton, B.: Religion in the Medieval West, E. Arnold, 1986: pages 126-8. Recommended Reading Armstrong, K.: History of Jerusalem: One City, Three Faiths, Harper Collins, 2005 Howard, D.R.: Writers and Pilgrims: Medieval Pilgrimage Narratives and their Posterity, California, 1971. Kedar, B.Z.: Crusade and Mission: European Approaches towards Muslims, New Jersey, rep. 1988. Labarge, W. Wade: Medieval Travellers: the Rich and Restless, 1982. Montefiore, S. Sebag: Jerusalem: The Biography, W&N, 2011. Sox, D.: Relics and Shrines, Allen and Unwin, 1985. Sumption, J.: Pilgrimage: an image of medieval religion, 1970. Sumption, J.: The Age of Pilgrimage: The Medieval Journey to God, Hidden Spring, 2003. Sumption, J.: Pilgrimage, Faber and Faber, 2002. Touati, H.: Islam and Travel in the Middle Ages, Chicago, 2010. Assessment Opportunities Account for the attraction of Jerusalem as a pilgrimage centre in the medieval period. To what extent is it possible to reconstruct the experience of pilgrimage to the Holy Land in the Middle Ages? What part did holy men/women play in medieval society? Assess the importance of relics in the development of the Church in the Middle Ages. Compare and contrast the significance of EITHER relics OR pilgrimage in the experience of Christians and Muslims during the medieval period. Week 2: To what extent was the Islamic world divided in the late 11th century? In this session we examine the attraction of Islam, its expansion, and the impact of its divisions in the Near East. In what ways did the coming of the Turks change the balance of power in the region? How were these issues viewed in Byzantium and the West? We discuss the significance to the West of the changing cultural and political milieu in the Near East. Required Reading Holt, P.M.: The Age of the Crusades, Longman, 1986, pages 1-15. Kennedy, H.: The Prophet and the Age of the Caliphates, Longman, 1991: pages 1-49. Recommended Reading Armstrong, K.: Muhammad: A Biography of the Prophet, Phoenix, 2001. Broadhurst, R., trans.: The Travels of Ibn Jubayr, Goodword, 2001. Hillenbrand, C.: The Crusades: Islamic Perspectives, Edinburgh, 1999. Hitti, P., trans.: An Arab-Syrian Gentleman and Warrior in the Period of the Crusades, Columbia, 2000. Hourani, A.: A History of the Arab Peoples, Faber, 1991. The Koran: suggested translation: N.J. Dawood, Penguin, 1974. Assessment Opportunities To what extent was Islamic world politically fragmented in the late 11th and early 12th centuries? Assess the importance of the division between the Sunni and Shi’i sects in the medieval world of Islam. What impact did the First Crusaders have on Islamic society in the Near East? Week 3: Why did Pope Urban II initiate the crusading movement? Pope Urban II preached a dynamic sermon, set to change the medieval world. We examine the immediate impact of the sermon and the response of the Franks and others to the pope’s call to arms. We also discuss what ‘taking the Cross’ entailed: who was encouraged to do this and who was not? We discuss why people were prepared to take up arms in the Name of Christ and the extent to which this was a novel concept in 1095. Required Reading Peters, E. (Ed.): The First Crusade: the Chronicle of Fulcher of Chartres and other Source Materials, Pennsylvania, 2nd. ed. 1998: versions of Urban II’s speech: pages 2-16. Recommended Reading Deansley, M.: A History of the Medieval Church, Methuen, 1973. France, J.: Victory in the East, Cambridge, 1994. Holt, P.M.: The Age of the Crusades, Longman, 1986. Mayer, H. Eberhard: The Crusades, Oxford, 1988. Runciman, S.: A History of the Crusades, 3 vols., Penguin 1990-1. Riley-Smith, J.: the Crusades: A Short History, London, 1987. The First Crusade and the Idea of Crusading, London, 1986. The Oxford Illustrated History of the Crusades, Oxford, 1995. An Atlas of the Crusades, London, 1990. Southern, R.W.: Western Society and the Church in the Middle Ages, Penguin, 1990. Ullmann, W.: A Short History of the Papacy in the Middle Ages, Methuen, 1974. Assessment Opportunities To what extent was the First Crusade the ‘brainchild’ of Pope Urban II? How far were social and economic conditions in western Europe the driving force behind the response to the preaching of the First Crusade? What was entailed in ‘taking the Cross’? Week 4: By what means was Victory in the East achieved? The military men of the First Crusade achieved a considerable victory at Jerusalem in July, 1099, following a harrowing and very memorable journey. We discuss the nature of the achievement. Having captured Jerusalem and other Near Eastern territories, writers of the period described and explained what they thought had been achieved. To what extent can we agree with contemporary views about the victory and the reasons for the crusaders’ success? Required Reading Edgington, S.: The First Crusade: Historical Association booklet, 1996. Recommended Reading Asbridge, T.: The First Crusade, A New History, The Free Press, 2004. The Crusades, The War for the Holy Land, Pocket Books, 2010. Bachrach, B.S. and D.S.: The ‘Gesta Tancredi’ of Ralph of Caen, Ashgate, 2010. France, J.: Victory in the East, Cambridge, 1994. Mayer, H. Eberhard: The Crusades, Oxford, 1988. Riley-Smith, J.: the Crusades: A Short History, London, 1987. The First Crusade and the Idea of Crusading, London, 1986. The Oxford Illustrated History of the Crusades, Oxford, 1995. An Atlas of the Crusades, London, 1990. Runciman, S.: A History of the Crusades, 3 vols., Penguin 1990-1. Sweetenham, C.: Robert the Monk’s History of the First Crusade, Ashgate, 2006. Assessment Opportunities Examine the reasons for the ‘Victory in the East’ in 1099. Assess the importance of EITHER Bohemond OR Baldwin of Boulogne in the achievement of the First Crusaders. What is the historical value of EITHER the ‘Gesta Tancredi’ of Ralph of Caen OR Robert the Monk’s ‘History of the First Crusade’. Week 5: By what means was the ‘Victory in the East’ consolidated? Once victory had been achieved at Jerusalem and elsewhere, the crusaders turned to the consolidation of their conquest. The land and its inhabitants were subjected to new rulers, lords, and customs. We discuss the arrangements made and the way in which existing customs continued to exert an influence. From the summer of 1099 pilgrims began to arrive in greater numbers: some intent on settling. Many crusaders returned home. In due course there was an Islamic response to the Christian occupation and to counter this, new crusades were called, not least the so-called Second Crusade. Required Reading Prawer, J.: The Crusaders’ Kingdom, chapter 5: The Conquered Lands and their People. Recommended Reading Edbury, P. and John Rowe: William of Tyre, Cambridge, 1990. Usamah Ibn-Munquidh: An Arab-Syrian Gentleman and Warrior in the Period of the Crusades, trans. by P. Hitti, Columbia, 2000. Gabrieli, F.: Arab Historians of the Crusades, California, 1984. Hillenbrand, C.: The Crusades: Islamic Perspectives, Edinburgh, 1999. Holt, P.M.: The Age of the Crusades, Longman, 1986. Lawrence, T.E.: Crusader Castles, Folio, 2010. Otto of Freising: Gesta Friderici I Imperatoris. The Deeds of Frederick Barbarossa, ed. and transl. C. C. Mierow. Columbia, 1953. Phillips, J.: The Second Crusade: Extending the Frontiers of Christendom, Yale, 2007. Phillips, J. and M. Hoch, eds.: The Second Crusade: Scope and Consequences, Manchester, 2001 Prawer, J.: The History of the Jews in the Latin Kingdom of Jerusalem, Oxford, 1988. Riley-Smith, J., ed.: The Oxford Illustrated History of the Crusades, Oxford, 1995. Riley-Smith, J.: An Atlas of the Crusades, London, 1990. Kenneth M. Setton (Ed.): A History of the Crusades, vol. 4: The Art and Architecture of the Crusader States, Wisconsin, 1977. Assessment Opportunities By what means was the ‘Victory in the East’ consolidated? Explain the function of castles and stronghold in the crusaders’ Kingdom. To what extent was Crusader art and architecture distinct from that of contemporary France? ‘The Second Crusade was a complete failure.’ Discuss. How far was the Kingdom of Jerusalem self-sufficient? Assess the importance of Crusader Syria in the commerce of Europe with the Levant. Of what value to historians is the autobiography of Usamah Ibn-Munquidh? How much power and status did women have in 12th century Kingdom of Jerusalem? Week 6: What were the Military Orders and what needs did they serve? The Military Orders were a new kind of religious organisation. The Knights Templar and the Hospitallers were the most famous, but there were others. All played a major role in the defence of the land and the pilgrims. We discuss their origins and the reasons for their eventual decline. The creation of the military orders was a genuinely original development. On the whole the crusaders tried to replicate the institutions and manner of life with which they were familiar in the west. Required Reading Riley-Smith, J., ed.: An Atlas of the Crusades, London, 1990, pages 52-3. Recommended Reading Barber, M.: The Trial of the Templars, 2nd ed. Cambridge, 2006. Barber, M.: The New Knighthood: A History of the Order of the Temple, Cambridge, 1994. Marshall, C.: Warfare in the Latin East, 1192-1291, Cambridge, 1992. Nicholson, H.: Templars, Hospitallers and Teutonic Knights: Images of the Military Orders, 1128-1291, Leicester, 1993. Read, P.P.: The Templars, Weidenfeld and Nicholson, 1999. Seward, D.: The Monks of War: The Military Religious Orders, London, 1972. Smail, R.C.: Crusading Warfare, 2nd edn., intr. C. Marshall, Cambridge, 1995. Riley-Smith, J.: The Oxford Illustrated History of the Crusades, Oxford, 1995. Riley-Smith, J.: Hospitallers: The History of the Order of St. John, Hambledon, London, 1999. Riley-Smith, J.: The Knights of St. John in Jerusalem and Cyprus c. 1050-1310, London, 1967. Assessment Opportunities What were the military orders and what needs did they serve? By what means was the Latin East defended? What part did the military orders play in the defence of the Latin East? To what extent was contemporary criticism of the military orders unjustified? Week 7: The Third Crusade: Richard, Philip, Saladin and Frederick Barbarossa. On 4th July, 1187, a great crusader army became stranded on the Horns of Hattin, as the heights above the north-western side of the Sea of Galilee were called. There they were devastatingly defeated. How had this come about? Could the situation be remedied? The kings of Europe set out to rescue the Holy Land. We examine and discuss the reasons for their partial success, but failure to regain Jerusalem. To what extent were the major participants in the campaigns of the Third Crusade heroes? Required Reading Smail, R.C.: Crusading Warfare, 2nd ed., intr. C. Marshall, Cambridge, 1995: chapter VI, ‘The Latin Field Army in Action’, section V. Recommended Reading Edbury, P., and William of Tyre: The Conquest of Jerusalem and the Third Crusade, Ashgate, 1998. Gillingham, J.B.: Richard the Lionheart, 2nd ed., London, 1989. Kedar, B.Z., ed.: The Horns of Hattin, London, 1992. Nelson, J.L., ed.: Richard Coeur de Lion in History and Myth, London, 1992. Nicholson, H.J.: The Chronicle of the Third Crusade: A Translation of the ‘Itinerarium Peregrinorum Et Gesta Regis Ricardi’ (Crusade texts in Translation), Ashgate, 2001. Nicolle, D.: The Third Crusade: Richard the Lionheart and the Struggle for Jerusalem, Osprey, 2005. Reston, J.: Warriors of God: Richard the Lionheart and Saladin in the Third Crusade, Faber and Faber, 2002. Benjamin Z. Kedar (ed.): The Horns of Hattin, London, 1992. Assessment Opportunities To what extent was the Battle of Hattin an unmitigated disaster? Richard or Saladin: who most deserved the chivalric crown? To what extent were the major participants in the campaigns of the Third Crusade heroes? Assess the impact of Frederick Barbarossa’s death in 1190 on the progress of the Third Crusade. Week 8: Against Byzantium: The Fourth Crusade By the early 13th century the Church was faced with a number of major issues: heresy was on the rise; there were strident demands to extend the scope of Christendom; and not least, calls to continue the campaigns in the east. In this session we examine the so-called Fourth Crusade, which was originally planned to enter the Holy Land via Egypt. Instead it was diverted to Constantinople, where it devastated the city and enabled Latin rulers to dominate what remained of the eastern empire for nearly sixty years. Required Reading Riley-Smith, J.: Atlas of the Crusades, pages 76-7; 84-5 Godfrey, J.: The Unholy Crusade, Oxford, 1980. Recommended Reading Angold, M.: The Fourth Crusade, Longman, 2003. Queller, D.E.: The Fourth Crusade: The Conquest of Constantinople 1201-1204. Sayers, J.: Innocent III: Leader of Europe, 1198-1216, Longman, 1993. Smith, C.: ed. and trans.: Chronicles of the Crusades (Villehardouin and Jean de Joinville), Penguin Classics, 2008. Essays and Projects Where did the Fourth Crusade go wrong? To what extent was the Fourth Crusade ‘unholy’? Week 9: The Albigensian Crusade The Cathars of southern France were a sect judged heretical and dangerous by the Roman Church. In this session we discuss the Cathars, their origins, beliefs and way of life. We investigate the reasons for the Roman Church taking such a hard and determined line against the Cathars, undertaking to eradicate their movement. To what extent was the crusade against the Cathars inspired as much by political as religious objectives? Required Reading Hamilton, B.: The Albigensian Crusade, Historical Association booklet, 1974. Recommended Reading Sayers, J.: Innocent III: Leader of Europe, 1198-1216. Roquebert, M.: L’Epopee Cathare, 3 vols., 1970-86. Shirley, J., ed. and trans.: Bernard Gui: The Inquisitor’s Guide: A Medieval Manual on Heretics, Ravenhall, 2006 Sumption, J.: The Albigensian Crusade, Faber and Faber, 1978. Wakefield, W. and A.P. Evans: Heresies of the High Middle Ages, Columbia, 1991 Assessment Opportunities Account for the Albigensian Crusade. To what extent was St. Dominic’s campaign successful? Week 10: The Northern Crusades The Northern Crusades are sometimes known as the Baltic Crusades. These religious military campaigns were undertaken by the Christian kings of Denmark, Sweden, the German Livonian and Teutonic military orders, and their various allies, against the largely pagan peoples of northern Europe who lived along the eastern and southern shores of the Baltic Sea. Some of the wars fought in this area were understood to be crusades during the medieval period but others were only recognised as such in modern times. The lands to the east of the Baltic Sea were completely transformed by the crusading forces: the peoples affected include the Livs, Latgallians, Estonians, Semigallians, Curonians, Prussians and the Finns Reading Adam of Bremen, trans. F.J. Tschan, Columbia, 2002. Brudage, J., trans.: The Chronicle of Henry of Livonia, Columbia, 2004. Christiansen, E.: The Northern Crusades, Penguin, 1997. Gimbutas, M.: The Balts, London, 1963. The Slavs, London, 1971. “The Lithuanian God Velnias”, in G.J. Larson, Myth in Indo-European Antiquity, Berkeley, 1974. Jedlicki, M.Z., ed. and trans.: Thietmar of Merseberg: Chronicon, Poznan, 1953. Nicolle, D., Turner, G.: Teutonic Knight, Osprey, 2007. Turnbull, S.: Tannenberg, 1410: Disaster for the Teutonic Knights, Osprey, 2003. Assessment Opportunities Assess the importance of Henry of Livonia’s Chronicle in understanding the Baltic Crusades. What impact did the Northern Crusades have on the economic development of the Baltic region during the medieval period? To what extent should the Northern Crusades be regarded as crusades at all? Coursework and assessment There are a variety of assessment options for the module. Suggestions have been made for each session: these may be explored in a variety of ways, not necessarily along the lines of the traditional essay. For example, writing a review or report on a book you have read or an exhibition visited can be very helpful in consolidating your understanding. There are also oral and other forms of assessment which are available to you. Doing course work and taking part in assessment will help you to develop your understanding of the subject and develop your skills of historical analysis and interpretation. Students should have attended at least 50% of the meetings in order to qualify for assessment. Library and study skills resources You may find the following web links helpful for your studies. For information on the resources available for history students through Birkbeck College Library, including on-line books, reference works, journals, catalogues, and search tools go to: http://www.bbk.ac.uk/lib/subguides/artshum/history . Please note for Certificate and Diploma students some of the access schemes shown on these pages are only available to degree students for further information please refer to Aubrey Greenwood, History Subject Librarian. For guidance on study skills, including essay and report writing, research and referencing, go to http://www.bbk.ac.uk/lib/subguides/studyskills For specific guidance for historians and history students on getting the best out of the internet go to http://www.vts.intute.ac.uk/he/tutorial/history Course Evaluation During the course students will be asked to complete an evaluation form which gives the opportunity to provide feedback on all aspects of their learning experience. Further Information For further information on issues such as student support, plagiarism and procedural guidelines, please consult the History and Archaeology Student Handbook available on Moodle: http://moodle.bbk.ac.uk/