John S. Ott
Department of History
Portland State University
Winter 2011

HST 453/553 :
Communities of Conflict and Consensus:
The Medieval European City
(M,W 10:15-12:05, ARSC 220)


There the Tyrians were hard at work: laying courses for walls, rolling up stones
to build the citadel, while others picked out building sites and plowed a boundary
furrow.  Laws were being enacted, magistrates and a sacred senate chosen. . . . Aeneas
said: 'How fortunate these [people] are whose city walls are rising here and now!'

                                                                                                - Virgil, The Aeneid, I, l. 595
 

The civitas is a multitude of men united by a bond of association, so called from the citizens,
that is from actual inhabitants of the city. For although the city (urbs) is itself made by its walls,
the city-community (civitas) gets its name not from stones but from the inhabitants.

                                                                                                                - Isidore of Seville, Etymologies 15.2.1


Course description and objectives

As the above quote from The Aeneid suggests, since Antiquity the Mediterranean world believed the presence of cities was the surest indicator of a civilization’s vitality.  Through the ages and down to our own time, cities have been considered to embody both the highest form of human social interaction, and, frequently, the sites of our greatest social failures.  From the relatively modest urban centers in the waning days of the Roman Empire arose the cities that propelled the economic and cultural development of Western Europe during the Middle Ages and Renaissance.

This class aims to examine the social and cultural milieu of the medieval European city (ca. 300-1500 C.E.) as a barometer of medieval attitudes toward community, space, and cohabitation; governance and social order; commercialization and economic growth; the marginal and dispossessed; law and criminality; social concord and consensus.  Our objectives will be to learn about the development and evolution of the medieval town, to develop the tools of critical historical analysis and interpretation through assessment of  primary and secondary source materials; and to apply those skills through written assignments.

Please also note that this class has a very heavy reading load, and that class participation, including preparation of texts and discussion, form a significant portion of the overall grade.


Evaluation

Undergraduates will be evaluated based on the following criteria:

Graduate students will be evaluated according to the following criteria:



Course materials


The following books are required, but please read carefully below.  Nicholas and Farmer are also on reserve at Millar Library.


Plagiarism policy

Plagiarism, intentional or unintentional, is an intolerable infraction in any setting where ideas are exchanged and discussed.  I routinely uncover plagiarized papers each year.  Detecting plagiarism is extremely easy.  Papers that can be shown to have been plagiarized will automatically receive an “F” grade.  Students will be required to resubmit their papers, and will be deducted in their grade an amount appropriate to the late paper policy given in the assignment guidelines.  Repeated or particularly egregious offenses may give cause for additional action.  Remember, ignorance is no excuse.  If you are unsure what constitutes plagiarism, you may test yourself at this web site maintained by Indiana University: http://www.indiana.edu/~istd/plagiarism_test.html. The PSU Code of Student Conduct considers as plagiarism work submitted for other courses and turned into me as original, and I will ask students to submit new, original work in addition to taking the penalties above.


Students with disabilities

Students with disabilities who need additional consideration for the timely completion of any of the course requirements should speak to the instructor at the beginning of the term, and must be registered with PSU’s Disability Resource Center (drc@pdx.edu).


E-mail policy

E-mail can be a superb tool by which students communicate with the course instructor with questions about the course material, content, and assignments.  It is especially useful for providing feedback to student ideas and for commenting on student theses or paper topics.  But please bear in mind the following:

- I consider 48-72 hours to be a reasonable period in which to respond to inquiries.  I am usually much faster than this, but not always.

- I will not, in general, respond to student e-mails received after 5:00 p.m. until the following day(s), nor will I generally respond to student e-mail sent after 5:00 on Friday until Monday morning.  Please plan accordingly.

            - Please remember to identify yourself and state your query as clearly as possible.

- I will not fill in students who miss class on the details of a particular lecture or discussion.  Please seek that information from your fellow students.



Syllabus

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Part One.  Image and reality: cities in ancient and early medieval contexts
1/3 (M)  Introduction

1/5 (W)  The City Imagined: Antiquity and the Middle Ages
Readings
Slides
  1. Temple of Apollo (Corinth, ca. 540 BCE): http://www.brynmawr.edu/Acads/Cities/wld/00207/00207a.jpg
  2. Hephaestion, view from Agora (Athens, ca. 449-430 BCE): http://www.brynmawr.edu/Acads/Cities/wld/00250/00250i.jpg
  3. Acropolis, vue from western approach (Athens, ca.  400 BCE): http://www.brynmawr.edu/Acads/Cities/wld/00260/00260c.jpg
  4. Agora, plan (Athens, late 5thc BCE): http://www.brynmawr.edu/Acads/Cities/wld/00315/00315b.jpg
  5. Agora, reconstruction model (Athens, late 5thc BCE): http://www.brynmawr.edu/Acads/Cities/wld/00315/00315c.jpg
  6. Priene, view of town layout (4thc BCE): http://www.brynmawr.edu/Acads/Cities/wld/00335/00335a.jpg

1/10 (M)  Rome, Caput mundi ("Head of the world")

Readings
Slides
    1. Check out the Forma Urbis Romae project, housed at Stanford University
    2. City plan, Rome (4thc BCE - 1stc CE): http://www.brynmawr.edu/Acads/Cities/wld/00420/00420a.jpg
    3. Insula, Ostia (late 1stc - early 2dc CE): http://www.brynmawr.edu/Acads/Cities/wld/00570/00570a.jpg
    4. City plan and street view, Pompeii (79 CE): http://www.brynmawr.edu/Acads/Cities/wld/00625/00625e.jpg
    5. Forum of Trajan (street level view, ca. 106-113 CE): http://www.brynmawr.edu/Acads/Cities/wld/00660/00660f.jpg
    6. Markets of Trajan (100-112 CE): http://www.brynmawr.edu/Acads/Cities/wld/00650/00650c.jpg
    7. Basilica of Maxentius (ca. 307-312 CE): http://www.brynmawr.edu/Acads/Cities/wld/00760/00760a.jpg
    8. North face, Arch of Constantine (313-315 CE): http://www.brynmawr.edu/Acads/Cities/wld/00780/00780a.jpg
    9. Pont du Gard (Nimes, France) aqueduct (1stc BCE): http://www.brynmawr.edu/Acads/Cities/wld/00520/00520a.jpg
    10. Aqueduct, Segovia, Spain (1st-2dc CE): http://www.brynmawr.edu/Acads/Cities/wld/00530/00530a.jpg

1/12 (W) From Ancient to Medieval Town: The Debate on Urban Continuity

Readings
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Part Two.  Towns, fiefs, power, and the growth of civic consciousness

1/17 (M)  NO CLASS: MARTIN LUTHER KING, JR., DAY OBSERVED

1/19 (W)  The Medieval Town ca. 750-1100

Readings

1/24 (M)  Urban communities and politics | Reading guide for Galbert of Bruges, The Murder of Charles the Good |

Readings

1/26 (W) The formation of civic consciousness?

Readings
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Part Three.  The "commercial revolution" and its consequences

1/31 (M)  Rise of the profit economy: guilds and guild structures
Readings
INTERPRETIVE ESSAY DUE IN CLASS

2/2 (W)  Monetization, guilds, and religious responses to commercialization: accommodating profit

Readings

2/7 (M)  Conspicuous consumption
Readings
2/9 (W) Daily life and social networks

Readings

2/14 (M) Life on the margins I
Readings

2/16 (W) Life on the margins II

Reading


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Part Four.  The domestic sphere

2/21 (M)  Family life and networks in medieval cities
Readings
2/23 (W)  Women’s experience
Readings

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Part Five. Urban space and its functions

2/28 (M) The regulation of urban space
Readings
Further (optional) Reading (for strong stomachs!)

3/2 (W) The political and social dimensions of urban space
Readings
Activity

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Part Six. Ritual and community

3/7 (M) Daily life, ritual, and spectacle

Readings

3/9 (W)  Elusive Consensus: Ceremony and Ritual

Readings

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Part Seven.  Defining the “urban”

3/16 (W)  The great divide? City and countryside

Readings

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