As described in the syllabus, there are several possible approaches for essays. Below are outlines for each approach for any chapter, drawing upon material provided freely by the publisher of the textbook.
GOALS:
1. Write an essay of more than 1100 words
2. In your own words – if you must quote, count the cut-n-pasted word count of the quote AND ADD IT
TO THE 1100 word minimum requirement. 350 words in quotes means the essay should total
MORE than 1450 words.
3. Adhere to rules of English grammar, spelling and punctuation
4. Keep the phrasing in the THIRD PERSON and the tense in the past.
(“One may conclude” not “I believe”, and “They WERE” not “They ARE”
APPROACH 1: The first possible approach would see you answer one or more of the questions at the top of the “Research Topics” page using one or more of documents and/or document fragments available via the links below. Answer the question(s) by reading, paraphrasing and interpreting the document(s). You are to answer the question(s), with reference to the chosen document and the textbook, in the form of an essay, to be submitted via Canvas Turnitin link at the bottom of this page.
APPROACH 2: The second possible approach would see using the same documents, but answering these – QUESTIONS – IN THE FORM OF AN ESSAY. With either approach, these document-based essays should provide a clearly articulated thesis, supported by relevant detail (names, dates, places, examples, etc.)
Chapter 6 research topics
THE CHRISTIANIZATION OF THE ROMAN WORLD
Is it proper to speak of the “triumph of Christianity.” How was the Roman Empire Christianized?
The 18th century historian of the Roman Empire, Edward Gibbon, once remarked that it was no surprise that Rome fell. What was much more remarkable was that it lasted so long. Diocletian and Constantine might have saved the empire, but in the 5th century Rome collapsed, its citizens no longer willing to defend it. And while Rome fell, Christianity developed into the single most important religion in the Empire. Of course, Christianity developed in a world that was still pagan and attached to various mystery cults.
The Early Conception of a Catholic Church, 3rd century
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/catholic-church.pdf
The early Church was plagued by the formation of numerous sects and in this passage, the North African bishop and martyr, Saint Cyprian, describes the need for a universal Church.
Origen, Principles of Faith, c. 3rd century
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Origen was one of the Church Fathers of the 3rd century c.e. and was known for his exegetical studies of Scripture.
Eusebius, How Constantine Overthrew Maxentius and Favored Christianity (c. early 4th century c.e.)
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/eusebius.pdf
In 312 c.e., Constantine overthrew Maxentius at the Mulvian Bridge, and was followed by Constantine’s declarations in favor of Christianity.
Ammianus Marcellinus, The Movement of the Huns and Goths into the Roman Empire, late 4th century
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/huns-and-goths-rome.pdf
The last great Greek historian living toward the end of the Roman Empire describes the Huns and the passage of the Goths into the Empire.
Conversation of Priscus with a Greek living among the barbarians, 448
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/priscus.pdf
Priscus accompanied the ambassador of Theodosius II to the court of Attila and left this impartial description of his court.
Pope Leo’s Sermon on the Petrine Sucession, mid-5th century
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/pope-leo-petrine.pdf
Elected Bishop of Rome in 440, Pope Leo I declared that the superior authority given to the Apostle Peter by Jesus was transmitted to all his successors in the Roman bishopric.
Accounts of Roman Persecution of the Christians
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/roman-persecution.pdf
Various accounts of the persecutions of Christians in the period between Nero and Domitian.
Ch07 research topics
FROM ANTIQUITY TO THE EARLY MIDDLE AGES
What role did religion play in the formation of each of these civilizations? What were their contributions to western civilization?
Following the decline and fall of the Roman Empire, the western world became divided among three main civilization — Byzantium, Islam and Western Europe. These are the heirs of the Roman world. One man in a way, characterized each civilization: Justinian, Muhammad and Charlemagne and the personality of each man helped to determine the future development of each civilization.
The Deeds of Clovis as Related by Gregory of Tours, 6th century
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/deeds-of-clovis.pdf
At the Battle of Strasburg, Clovis made a vow that if his wife’s God would grant him victory, he would become a Christian – which he did, as well as most of the Frankish kingdom.
Selections from the Qur’an
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/quran-selections.pdf
The Qur’an contains all the recorded speeches and sayings of the prophet Mohammed and is the central text in the Islamic faith.
Bede, Description of Purgatory, Hell and Heaven, 731
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/purgatory-hell-heaven.pdf
The Church Fathers developed a doctrine of “final purification,” which Bede takes up in his Ecclesiastical History of England.
The Carolingian Revival of Learning, c. late-8th century
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/carolingian-revival.pdf
One of Charlemagne’s greatest aspirations was to initiate the revival of learning in the Frankish kingdom.
General Capitulary for the Missi, 802
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/capitulary-missi.pdf
The missi domini was an official of the Carolingian court who supervised the administration of laws in a specific part of the Frankish kingdom.
Einhard, How Charlemagne Became Emperor
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/einhard.pdf
Charlemagne’s biographer Einhard left this detailed account of Charlemagne’s coronation as “the great and pacific emperor of the Romans.”
Ch08 research topics
THE HOLY CRUSADES
Why did Europe need to embark on a series of armed expeditions to the Holy Lands? What do the Crusades tell us about the faith of medieval Christian society?
By the beginning of the 14th century, Europe had become a dominant political, military and economic power. The causes for European recovery were many but serfdom, feudalism, the Crusades and the growth of monarchical institutions in England, France and Germany certainly played a major role. In this section you can investigate some of the religious implications of the High Middle Ages.
The Law of the Family of the Bishop of Worms, 1023
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/bishop-of-worms.pdf
The Bishop of Worms specifies that the laws of the family will be the same for rich and poor alike.
The Truce of God, issued at Cologne (1083)
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/truce-of-god.pdf
The “Truce of God” speaks of the general failure of feudalism to secure peace and order.
Speech of Urban II at the Council of Clermont, November 26, 1095
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/speech-of-urban.pdf
Two contemporary accounts of Pope Urban’s speech at Clermont setting the wheels of the Crusades in motion.
Anselm of Ribemont to Manasses II, Archbishop of Reims, before Antioch, about February 10, 1098
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/anselm-of-ribemont.pdf
One of the most brilliant figures of the First Crusade, Anselme of Ribemont relates his experience at the siege of Antioch to the Archbishop of Reims.
Stephen, Count of Blois and Chartres, to His Wife, Adele, before Antioch, March 29, 1098
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/count-of-blois.pdf
One of the richest and most able of the princes who took part in the First Crusade, Stephen writes to his wife about his experience at Antioch.
Daimbert, Godfrey and Raymond, to the Pope, Laodicea, September, 1099
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/daimbert.pdf
One of the most widely read letters to have emerged from the First Crusade.
Ch09 research topics
THE RISE OF THE MEDIEVAL UNIVERSITY AND HERESY
Why did the medieval university make its appearance in the 13th century? What forces made it essential that students have an outlet for advanced study outside the Church? Why did the Church feel threatened by the Albigensians and Waldensians?
The High Middle Ages was a period of profound intellectual and religious change. Much of this change was stimulated by the rediscovery of Greek philosophic thought and the rise of the medieval university. Scholasticism became the world view of the Church — reason and faith ought to go hand in hand. In terms of Christianity, change came from both inside and outside the Church. This was the great age of religious vitality, which found outlets in monastic reform, new religious orders, and heresy.
What forces were at work in the High Middle Ages that served as the foundation for the new world view known as Scholasticism?
Medieval Students’ Songs, c. 12th century
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/medieval-songs.pdf
These verses, meant to be sung rather than simply read, praise the pleasures of this world.
Statutes of Robert De Courçon for Paris, 1215
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Robert De Courçon sets down a course of study in the arts at Paris and comments upon the books he studied.
The Conversion of Peter Waldo (c.1218)
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/peter-waldo.pdf
A description relating how Peter Waldo, a wealthy merchant of Lyons, gave up everything for a life of preaching, poverty and good works.
Statutes of Gregory IX, for the University of Paris, 1231
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/gregory-ix.pdf
Gregory’s statutes have been called the Magna Carta of the University of Paris.
University of Paris: Condemnation of Errors, 1241
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/condemnation-of-errors.pdf
The University of Paris acted as expert witness regarding heretical opinions as affirmed by this list of eighteen errors found in the work of Peter Lombard.
The Foundation of the University of Heidelberg, 1386
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/university-of-heidelberg.pdf
This document sets down the provisions of the founding of the University of Heidelberg, to be patterned after the university at Paris.
Bernard Gui on the Albigensians
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/bernard-gui.pdf
Heresy was treason against God and Church and in this document Gui shows how easily temporal authorities worked with the Church to expose heresies.
Ch10 research topics
THE CALAMITOUS FOURTEENTH CENTURY
Was it possible for the Church to reform itself? Or had the Church become so entrenched in its own immorality, laxity and indifference, that reform could only come from without?
From the ravages of the Black Death to the Hundred Year’s War, Europe showed itself to be most resilient in the face of these calamities. Meanwhile, towns and cities grew in number and size, and the printing press supplied an eager reading public with both escapism and intellectual rigor. Oddly enough, it seemed that medieval men and women were prepared to die at the hands of the Black Death. And while the plague did its dirty work, the Church suffered internal dissension and external challenges to its authority.
Giovanni Boccaccio on the plague, from the Decameron
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Boccaccio’s famous description of the plague as it ravaged the city of Florence, from his book, the Decameron
The Statute of Laborers (1351)
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/statute-of-laborers.pdf
In response to the labor shortage created by the Black Death, Edward III of England issued a statute setting a maximum wage equal to wages paid before the plague hit England.
Manifesto of the Revolting Cardinals, Aug 5, 1378
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A manifesto drawn up in protest of Bartholomew, archbishop of Bari, who took the title Urban VI, and soon announced that he would not remove his court to Avignon.
English Peasants’ Revolt (1381)
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/peasants-revolt.pdf
A contemporary account of Wat Tyler’s meeting with the young King Richard II and the Mayor of London at Smithfield.
Council of Constance: The Decree “Frequens,” of October 9, 1417
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/the-decree.pdf
The decree Frequens, provided for regular meetings of the general counsel of the church.
Council of Constance: List of Abuses Demanding Reform, October 30, 1417
https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/wciv/docs/list-of-abuses.pdf
The Council of Constance could not remedy Church abuses on its own so it drew up this list of evils the new pope was to be required to abolish.
Wycliffe and the Lollards
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John Wycliffe argued for a return to the purity of Christianity as embraced by the apostles. The Church deemed his thinking heretical and here outlines his errors.
Possible essay questions
A Primary Source Checklist
This checklist is a series of questions that can be used to analyze most of the documents and items in this course.
1. What type of document or object is this evidence?
2. Why does the document or object exist? What motives prompted the author to create the material in this form?
3. Who created this work?
4. Who or what is left out – women, children, minorities, members of the majority?
5. In addition to the main subject, what other kinds of information can be obtained?
6. How do the subjects of the document or object relate to what we know about broader society?
7. What was the meaning of the document or object in its own time? What is the meaning for its audience?
8. What does the document or object tell us about change or stability in society?
