Coexistence in Medieval Spain: Jews, Christians, and Muslims MOOC

Coexistence in Medieval Spain: Jews, Christians, and Muslims University of Colorado System https://www.coursera.org/teach/coexistence ABOUT THIS COURSE Course Description This course explores Jewish, Christian, and Muslim intercultural relations in Iberia from the Visigothic era (6th century CE) until the creation of Queen Isabel I and King Ferdinand II Catholic Spain (late 15th century). We evaluate the many identities of the peninsula known as Christian Hispania, Jewish Sefarad, and Islamic al-Andalus. We trace the origins and trajectory of conflict between these communities (the Muslim conquest of Spain, Christian Reconquista, prohibitions blocking intermixing of peoples, and expulsions). We aim to understand conflicts within communities as well, such as the tensions between Christian Arian Visigoths and native Catholic Iberians or the fundamentalist North African Almohad Dynasty that rejected the Spanish Umayyad Caliphate’s preference for religious tolerance. We delve into an appreciation of collaboration and coexistence among these communities. We explore the unique role of the Jewish community who Muslims and Christians depended upon as political and cultural intermediaries as well as their intellectual collaborators. We find the history of how peoples attempted to create and manage viable diverse communities. As we study this history, the Honors Track will employ an investigative process (“The Historian’s Craft”) that involves viewing, reading, analyzing, and reflecting on events, peoples, places, and artifacts. Collaborators and Funders This course, along with all Deciphering Secrets MOOCs, is a collaborative endeavor of Dr. Roger L. Martinez-Davila, the University of Colorado System, University of Colorado-Colorado Springs, and Universidad Carlos III de Madrid (Spain). This project has received funding from the Universidad Carlos III de Madrid, the European Union’s Seventh Framework Programme for research, Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 1 of 14 technological development and demonstration under grant agreement nº 600371, el Ministerio de Economía y Competitividad (COFUND2013-51509) and Banco Santander. Additional funding provided by University of Colorado System, University of Colorado-Colorado Springs, and coursera.org. We are grateful for the generous formal participation of approximately 20 institutions, organizations, and academics have contributed content to the Coexistence in Medieval Spain MOOC. OUR PRIMARY LEARNING OUTCOMES ARE: 1. Define coexistence in medieval Spain as the mutual occupation of intellectual, cultural, religious, political, and economic space by Jews, Christians, and Muslims 2. Infer that the Islamic conquest and settlement of Spain led to positive, negative, and ambivalent coexistence. 3. Understand the role of the Castilian people and the Kingdom of Castile and Leon in the formation of Christian Spain. 4. Appraise that Christian kingdoms governed Jews and Muslims with legal codes that simultaneous guaranteed basic protections while undermining religious identities. 5. Judge that conversos (Jewish converts to Christianity) could transform and create new family identities that launched them into prestigious royal and church positions. 6. Honors Track: Appraise the past utilizing the Historian's Craft COURSE ORGANIZATION This course is organized in five sections. They are: 1. INTRODUCTION TO MEDIEVAL SPAIN AND COEXISTENCE (418-711 CE). This section introduces the ideas of co-existence in medieval Spain. Additionally, we begin our study of medieval Spain by briefly viewing Roman Spain and then learning about the Visigoths. We also offer supplemental information that contextualizes medieval Spain within the European, Byzantine, and Islamic civilization. The honors section of the course introduces "The Historian's Craft" and the task of "viewing". 2. DEVELOPING DYNAMIC CULTURES: ISLAMIC AL-ANDALUS AND JEWISH SEFARAD (711-1212 CE). In this section of the course, we advance our investigation of medieval Spain as we learn about Islamic al-Andalus (Islamic Spain) and Jewish Sefarad (Jewish Spain). This includes an investigation of the Islamic conquest of Visigothic Spain and the subsequent development of the Umayyad Dynasty. We study the complexities of conflicts between religious groups and within religious groups. We witness interfaith collaboration. Islamic sciences are presented as well as Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 2 of 14 the Golden Age of the Spanish Jews. We view Islamic art and architecture, and lastly, in our honors section continue with our study of the Historian's Craft and the task of "reading". 3. FORGING A CHRISTIAN FUTURE: CHRISTIAN SPAIN (711-1212 CE) AND THE CASTILIAN ASCENT IN SPAIN (1212-1347 CE). First, we continue with investigation of the third principal culture of Iberian Peninsula -- Spanish Christian Hispania. We seek out more specific examples of the Christian kingdom's impact on political, religious, social, intellectual, and economic issues. Next, we examine the rise of the Spanish Christian Kingdom of Castile and Leon and the impact of King Alfonso X "The Learned". We study how Spanish Christians created culture through material objects and architecture. In addition, we explore the complications of Christians governing religious minorities in their lands. The honors section of the course continues with our study of the Historian's Craft and the task of "analyzing". 4. CREATING CONVERSOS AND REJECTING RELIGIOUS DIVERSITY: CATHOLIC SPAIN (1347-1502 CE). This section of the course presents the end of coexistence in medieval Spain, which was characterized by the creation of new types of peoples (conversos, Jewish converts to Christianity) and religious intolerance and expulsions. Multiple examples of the fluctuations in the relationships of Jews, Christians, and Muslims, are examined as Catholic Spain took shape. Special attention is also directed to Spanish archives that preserve this history. We take a closer look at the end of convivencia in the city of Plasencia, Spain, and view a digital video narration. As the Spanish Middle Ages did not occur in a vacuum, we share with you eight scholarly endeavors from the "Global Middle Ages" Project. The honors section of the course continues with our study of the Historian's Craft and the task of "reflecting" and feature the music of the Texas Early Music Project. 5. INTERPRETING IBERIA'S PAST: OUR EVALUATION OF THE EVIDENCE. The final section of the course prompts students in the Honors Track to interpret and evaluate a historical artifact from medieval Spain (a material object, architecture, or a document). This peer-reviewed project is not a required to complete the course as a regular student. ASSESSMENTS Regular Course Final course grades for the regular course learners are calculated based on an average of the following ten (10) quizzes. An 70% average must be earned for course credit. 1. 2. 3. 4. 5. 6. 7. 8. Quiz: Introduction to Coexistence Quiz: Roman and Visigothic Hispania Quiz: Islamic Conquest of Visigothic Hispania Quiz: Islamic Al-Andalus Quiz: Sefarad: Jewish Spain Quiz: Making Christian Hispania Quiz: King Alfonso X "The Wise" and Jewish Communities Under Christian Rule Quiz: Castilians Creating Culture through Objects Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 3 of 14 9. Quiz: Formation of Catholic Spain and Its Impact on Religious Minorities 10. Quiz: Creating Conversos at the End of Positive Coexistence Honors Track Final course grades for the honor course learners are calculated based on an average of the previously described ten (10) quizzes. An 70% average on quizzes must be earned for course credit. In addition, Honors Track students will complete the following five (5) peer-review projects and must earn at least an 80% average for Honors Track credit. 1. 2. 3. 4. 5. Practicing the Historian's Craft: "Viewing" Practicing the Historian's Craft: "Reading" Practicing the Historian's Craft: "Analyzing" Practicing the Historian's Craft: "Reflecting" Artifact Analysis Peer Review Project THE HONORS TRACK: THE HISTORIAN’S CRAFT I have designed the Honors Track specifically for Engaged Investigators with the anticipation that you will want to further develop your skills and expertise as a research historian. The Honors Track dedicates considerable time to "thinking" like a historian using an analytical model that I call "The Historian's Craft." The Historian's Craft focuses your attention on four skill sets intended to hone your research approach. The four principle tasks of the Historian’s Craft are: • • • • Viewing. Engage our curiosity and acknowledge biases as we observe the past. Reading. Experience past lives through manuscripts, objects, places, & other tangible artifacts Analyzing. Contextualize the past with intellectual skepticism and affective sensibilities Reflecting: Understand the meaning of history from many perspectives Each section of the course is dedicate to one of these tasks. The final section of the course requires you to employ the Historian's Craft to evaluate a primary source -- a material object, architecture, or manuscript. ” In the fifth week of the course, you will employ this investigative process to evaluate one of four primary source (material culture, music, manuscript, or piece of architecture) and develop new historical conclusions about coexistence in medieval Spain. I have found it very helpful to show my undergraduate and graduate students a “process” and “method” for how to perform historical investigations. When we use a methodical process of study we ensure that our work is systematic, comprehensive, and robust. The Historian’s Craft will serve you as a foundational roadmap for your work in this course, and more broadly, your studies as a historian. Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 4 of 14 Primary Sources for the Peer Review Project Artifact #1: (Material Culture): Manises Plate with the Arms of Blanche of th Navarre (15 century) Artifact #2: (Manuscript): The Edict of Expulsion (1492) Artifact #3: (Music): Una tarde de verano (A summer afternoon) Late medieval Sephardic Romancero Artifact #4: (Architecture and Material Culture): The Alhambra, Textiles, and Poetry th th (14 -15 centuries) The Honors Track also begins the process of exposing you other elements of the Deciphering Secrets series of MOOCs. These MOOCs focus on developing specific research techniques (how to perform research), search expertise (locating primary sources in online depositories), and paleography skills (how to read old handwriting) to work with Spanish-language documents for the 11th through 15th centuries. WHO IS THE COURSE FOR? When I first began studying the history of medieval Spain -- almost thirty-years ago as an undergraduate at the University of Texas at Austin -- it was just a topic that I was curious about. That changed. Garrison Hall and its History Department became a gateway to a new way of viewing our world. The history of coexistence in medieval Spain shaped the rest of my life, first as an undergraduate (1988-1992) and later as a doctoral candidate (2002-2008), and I believe it might do the same for you. Medieval Spain is one of these places that invites your curiosity to the get the best of you! What I'd you to do at the start of the course is to ask yourself a few questions so that you can maximize your enjoyment of the course. The questions you will ask are: Why are you interested in medieval Spain and its history of Jewish, Christian, and Muslim interrelations? What do you hope to learn from this course? How do you learn and what types of information are most meaningful to you? How much time and effort do you want to dedicate to this course? After completing the course, do you think you will want to study more about Spain and its history? These questions and your responses will help determine what type of student are you – a casual observer, interested learner, or experienced investigator. Remember: There is no ideal type of student. Find what works best for you! Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 5 of 14 LEARNER TYPES AND ESTIMATED WORKLOADS This course is designed for three types of learners: casual observers, interested learners, and experienced investigators. Below are the characteristics of each learning type and the estimated weekly time commitments. • Casual Observers (You enjoy visiting and learning in museums and know cursory details about medieval Spain). Casual observers participate in this course because they do not know a tremendous amount about Spain or its medieval history of Jews, Christian, and Muslims. You are interested in the topic, but don't necessarily have a personal connection to the history of Spain. In most cases, many of us are casual observers who enjoy learning all types of information. You are curious! You like the novelty of discovering new stories about our world. Casual observers tend to want to learn the broad brush-strokes of topics and ideas. Casual observers enjoy efficient presentations of information (shorter videos and texts), but will dive into micro-issues if they relate to a particular personal interest. Casual observers have about 1 to 1.5 hours of time per week to focus on coursework, but their time is very limited. • Interested Learners (You seek out special opportunities to deepen your knowledge about medieval Spain. You might have a personal connection to the history.) Interested learners are very curious and they tend to want to know more than the broad themes of history. While you enjoy new ideas, you are taking this course because you have a fairly developed sense of medieval Spain. You seek out museum exhibitions, books, and news articles that address Spanish history. Often, interested learners have a connection to Spain -- Hispanic heritage, Spanish language affinities, Sephardic Jewish descent, Spanish Muslim descent. Interested learners tend to seek many types of information. While they enjoy video presentations and graphic presentations, they often will dive into historical readings to garner more details. Interested learners' minds tend to wander and explore in a course like this one. Why? Because you start to think about all of the topics, connections, and what they mean. You might ruminate on the issues and be troubled or enthused by the material. Interested learners have more questions than this course answers. They would like to know more, but your time is limited. While their time is limited, interested learners have about 2.5 to 3.5 hours per week to focus on coursework. The demands of personal life and work life sometimes prevent you from finishing all of your coursework, but there just isn't enough time in a day to do everything that you want to do. • Engaged Investigators (You are the "historian" in your family and you are fairly driven in your efforts to learn more about medieval Spain due to personal or professional reasons.) You interest in religious coexistence or a particular community in Spain (Jews, Muslims, conversos, moriscos) is likely connected to a deep personal background or a profound intellectual-emotional interest. A good deal of this course's materials is not new information for you. Rather, it reinforces what you have previously learned and continues the process of filling in gaps in your knowledge. As a historian, you know that the task of garnering a complete picture of medieval Spain is an impossible task. However, you continue to seek out information by perusing all course materials and reading and viewing materials that are new to you. What is common among all of us is that we are engaged in this history and we will work quite hard to learn more. Engaged investigators are interested in learning and practicing the historian's craft -- that is -- how we study, research, Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 6 of 14 analyze, and write about history. Although you time is limited, studying this history is a priority for you. You will likely dedicate about 5 to 8 hours per week to coursework and related activities. Engaged investigators will continue taking additional courses to continuously feed their deep curiosity. COLLABORATORS AND FUNDERS We are grateful for the generous informal and formal participation of approximately 20 institutions, organizations, and academics have contributed content to the Coexistence in Medieval Spain MOOC. We thank: • • • • • • • • • • • • • • • Archivo de la Catedral de Burgos (Archidiocesis de Burgos) - Matias Vicario Santamaria Archivo Historico de la Nobleza (Ministerio de Cultura, Educacion y Deporte de España) - Aránzazu Lafuente Urién - Miguel F. Gómez Vozmediano Archivo Municipal de Burgos (Ayuntamiento de Burgos) - Milagros Moratinos Palomero Archivo Municipal de Plasencia (Ayuntamiento de Plasencia) - Esther Sanchez Calle Archivo Municipal de Toledo (Ayuntamiento de Toledo) - Mariano García Ruipérez Archivo y Biblioteca de la Catedral de Toledo (Archidiocesis de Toledo) - Ángel Fernández Collado - Isidoro Castañeda Todera Centro Sefarad Israel (Ministerio de Asuntos Exteriores y de Cooperación, Comunidad Autónoma de Madrid, y Ayuntamiento de Madrid) - Sonia Sanchez - Esther Bendahan Simon Doubleday (Hoftra University, New York) Jane Gerber (CUNY-Graduate Center, NYC) Jessica Fowler (IE School of International Relations) Global Middle Ages - Geraldine Heng (University of Texas-Austin) - Lynn Ramey (Vanderbilt University) Hispanic Society of America (New York, USA) - Margaret E. Connors McQuade - Marcus B. Burke - John O'Neill Museo de Burgos (Junta de Castilla y Leon) - Marta Negro Cobo Museo Sefardi-Toledo (Ministerio de Cultura, Educacion y Deporte de España) - Santiago Palomero Plaza - Carmen Álvarez Nogales Museo de los Concilios y la Cultura Visigoda-Toledo (Gobierno de Castilla-La Mancha) Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 7 of 14 • • • • • • • • • • • - Fernando Luis Fontes Blanco Museo de Santa Cruz-Toledo (Gobierno de Castilla-La Mancha) - Fernando Luis Fontes Blanco Museo Taller del Moro (Gobierno de Castilla-La Mancha) - Fernando Luis Fontes Blanco New Mexico History Museum (State of New Mexico, USA) - Andrew Wulf - Josef Diaz Anthony Puglisi (Cornell University) Revealing Cooperation and Conflict Project ("Virtual Plasencia") - Victor R. Schinazi (ETH-Zurich) - Paddington Hodza (University of Wyoming) - Mubbasir Kapadia (Rutgers University) - Sean Perrone (St. Anselm College) - Francisco Garcia-Serrano Nebras (SLU-Madrid) - Roger L. Martinez-Davila Texas Early Music Project - Daniel Johnson - Stephanie Prewitt - Allison Welch Universidad Carlos III de Madrid (Spain) - Jaime Alvar Ezquerra - Maria Martin de Vidales Garcia - Raúl Aguilera Ortega - Rosa Sanchez Hernandez Universidad Complutense de Madrid (Spain) - Juan Carlos Ruiz Souza - Susana Calvo Capilla University of Colorado-Colorado Springs (USA) - Paul Harvey - Christina Jiménez - Alycia Williams - Kellen DeAlba - Madelyn Husted - David Walker University of Colorado System (USA) - Deborah Keyek-Franssen University of Notre Dame Press (USA) Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 8 of 14 DETAILED WEEKLY COURSE CONTENT Recommended Student Workloads: • • • Casual Observers should complete all “REQUIRED CORE” items. Interested Learners should complete all “REQUIRED CORE” AND “SUPPLEMENTAL” items. Experienced Investigators should complete all “REQUIRED CORE”, “SUPPLEMENTAL”, and “OPTIONAL” items, as well as the Honors Lesson. Week 1: Introduction to Medieval Spain and Coexistence (418-711 CE) Estimated learning time: 4 hours 59 minutes Learning Objectives • • • • Define coexistence in medieval Spain as the mutual occupation of intellectual, cultural, religious, political, and economic space by Jews, Christians, and Muslims Examine how personal biases impact your ability to evaluate historical events. Recognize that Visigothic culture had a formative impact on the development of medieval Spain. Differentiate what type learning model fits you best - Casual Observer, Interested Learner, or Engaged Investigator Modules and Honors Lesson Module 1.1: What type of learner are you? How to get the most out of this course? • Reading: What type of student are you? Casual observer. Interested learner. Engaged investigator. • Reading: Are you a "Casual Observer"? • Reading: Are you an "Interested Learner"? • Reading: Are you an "Engaged Investigator"? • Practice Quiz: What type of learner are you? • Discussion Prompt: What type of learner are you? • Reading: Course Organization: Five Sections • Reading: Choosing Course Content Based on Your Student Profile: Required Core, Supplemental, Optional, and Honors Track • Reading: Course Assessments • Reading: Why Choose the Honors Track? • Reading: Collaborators and Funders Module 1.2: Introduction to Coexistence (Convivencia) • Lecture: REQUIRED CORE: An Introduction to Medieval Spain: Part 1 - Welcome to our Investigation • Lecture: REQUIRED CORE: An Introduction to Medieval Spain: Part 2 - It is a Journey and Conversation • Lecture: REQUIRED CORE: Convivencia (Coexistence) in Medieval Spain • Reading: REQUIRED CORE: Why study medieval Spain? Viewing our modern challenges through the lens of the past. • Reading: REQUIRED CORE: What is coexistence (convivencia)? It is positive, negative, and ambivalent. • Quiz: REQUIRED CORE: Introduction to Coexistence • Reading: SUPPLEMENTAL: Defining Who are "Us" and Who are "Them"? Friend or Foe? • Reading: SUPPLEMENTAL: Medieval Christian Perspectives of Jews and Muslims • Reading: SUPPLEMENTAL: Medieval Jewish Perspectives of Christians and Muslims • Reading: SUPPLEMENTAL: Medieval Muslim Perspectives of Jews and Christians Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 9 of 14 Module 1.3: From Roman to the Visigothic Era of "Hispania" • Lecture: REQUIRED CORE: Roman Hispania (201 BCE – 418 CE) • Reading: REQUIRED CORE: Roman Hispania (201 BCE to 418 CE) • Reading: REQUIRED CORE: Rome and the Visigoths • Lecture: REQUIRED CORE: Visigothic Spain (418 – 711 CE) • Reading: REQUIRED CORE: The Visigoths: New Lords of the Land (5th-7th Centuries CE) • Quiz: REQUIRED CORE: Roman and Visigothic Hispania Module 1.4: Optional Readings: Spain within European, Byzantine, and Islamic Contexts • Reading: OPTIONAL: The Formation of Medieval Europe • Reading: OPTIONAL: Byzantium: The Eastern Roman Empire • Reading: OPTIONAL: Europe's Sibling, the Islamic World • Discussion Prompt: OPTIONAL: Which civilization is most fascinating? Honors Lesson: Overview of the Historian's Craft and "Viewing" • Lecture: The Historian's Craft: Experiencing the World Through History • Reading: Overview of The Historian's Craft • Reading: The Historian's Craft: The Task of Viewing • Peer Review: Practicing the Historian's Craft: "Viewing" • Reading: Professor Martinez's Viewing Worksheet • Discussion Prompt: What are your blind spots and biases? • Reading: Key Concept: What is Historiography? • Reading: Key Concept: What is Periodization? • Reading: Key Concept: What is an Argument or Thesis? • Reading: Key Concept: What are Evidence and Sources? Week 2: Developing Dynamic Cultures: Islamic Al-Andalus and Jewish Sefarad (711-1212 CE) Estimated learning time: 4 hours 58 minutes Learning Objectives • • • • • Infer that the Islamic conquest and settlement of Spain led to positive, negative, and ambivalent coexistence. Examine material culture to understand how it reflects cultural and religious values. Conclude that Sephardic Jews created their own distinct cultural group within Spain. Recognize that Jewish, Christian, and Muslim communities quarreled not only with each other but also within their own communities Appraise that Jewish culture was infused with Islamic cultural elements, including poetry and humanistic learning Modules and Honors Lesson Module 2.1: The Islamic Conquest of Visigothic Hispania • Lecture: REQUIRED CORE: Islamic Conquest and Settlement (711 – 756 CE) • Reading: REQUIRED CORE: Islamic Conquest of Visigothic Spain (711 CE) • Reading: REQUIRED CORE: Christian Traitors: Count Julian of Ceuta and the Mozarabic Chronicle of 754 • Quiz: REQUIRED CORE: Islamic Conquest of Visigothic Hispania Module 2.2: Making Islamic al-Andalus (Spain) • Lecture: REQUIRED CORE: Islamic al-Andalus: The Umayyad Dynasty (756 – 1061 CE) • Lecture: REQUIRED CORE: Museo de Santa Cruz (Toledo) - Welcome to the Museum • Lecture: REQUIRED CORE: Museo de Santa Cruz (Toledo): Islamic Art and Architecture - Part 1 • Lecture: REQUIRED CORE: Museo de Santa Cruz (Toledo): Islamic Art and Architecture - Part 2 • Lecture: REQUIRED CORE: Museo de Santa Cruz (Toledo): Islamic Art and Architecture - Part 3 • Reading: REQUIRED CORE: Al-Andalus: Islamic Spain (711-1061 CE) Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 10 of 14 • • • • • • • • • • • Reading: REQUIRED CORE: Islamic Taifa Kingdoms (1009-1091), Almoravids (1086-1145), and Almohads (1145-1269) Reading: REQUIRED CORE: Muslim Berbers Treated as Second-Class Citizens in Islamic Lands (8th Century CE) Reading: REQUIRED CORE: Charlemagne, Abd al-Rahman I, and the Siege of the City of Zaragoza (787 and 789 CE) Reading: REQUIRED CORE: The Christian "Martyrs" (or Agitators?) of Islamic Cordoba (850-859 CE) Reading: REQUIRED CORE: Islamic Astronomical Pursuits: Navigation and Religion Quiz: REQUIRED CORE: Islamic Al-Andalus Lecture: SUPPLEMENTAL: Museo de Burgos: Muslim Artifacts Become Christian (11th Century CE) Reading: SUPPLEMENTAL: Islamic Water and Food Revolution in Iberia Reading: SUPPLEMENTAL: Islamic Medicine during the Caliphate of Cordoba Reading: OPTIONAL: A Closer Look: The Islamic Taifa of Toledo (1009 - 1085 CE) Reading: OPTIONAL: Religious and Cultural Competition Among Islamic Taifas Module 2.3 Solidifying Jewish Sefarad (Spain) • Reading: REQUIRED CORE: Sefarad: Jewish Spain (A selection from Prof. Jane Gerber) • Reading: REQUIRED CORE: Rejecting Tolerance: Ibn Tumart, the Almohads, and Maimonides in the 12th Century • Discussion Prompt: REQUIRED CORE: Integrating Jews in Islamic Spain • Quiz: REQUIRED CORE: Sefarad: Jewish Spain • Lecture: OPTIONAL: Contemporary Sephardic Authors: A visit with Esther Bendahan at the Centro Sefarad Israel (Madrid) Honors Lesson: The Historian's Craft and "Reading" • Reading: The Historian's Craft: The Task of Reading • Reading: "In the Name of God": The First Islamic Coinage in Spain (711-712 CE) • Peer Review: Practicing the Historian's Craft: "Reading" Week 3: Forging A Christian Future: Christian Spain (711-1212 CE) and the Castilian Ascent In Spain (1212-1347 CE) Estimated learning time: 4 hours 50 minutes Learning Objectives • • • • • • Understand the role of the Castilian people and the Kingdom of Castile and Leon in the formation of Christian Spain. Examine the development of the Spanish Christian Reconquest of Islamic al-Andalus as well as the inter-Christian competition among Spanish Christian kingdoms. Recognize that the Spanish Christian Reconquest was a part of the Crusades to reclaim Christian territories from Muslim rulers. Infer that Islamic rule over Christians created new types of Spanish Christians who adopted Islamic customs, culture, and Arabic language. Appraise that Christian kingdoms governed Jews and Muslims with legal codes that simultaneous guaranteed basic protections while undermining religious identities. Recognize that Christians in medieval Spain believed artifacts and objects could be used to seek spiritual and worldly assistance. Modules and Honors Lesson Module 3.1: Making Christian Hispania • Lecture: REQUIRED CORE: Resurgent Christian Kingdoms (711 – 1212 CE) • Reading: REQUIRED CORE: The Christian Kingdom of Castile and the Origins of the Reconquest (711 - 1212 CE) • Reading: REQUIRED CORE: Medieval Spain and the Influence of the Crusades on the Reconquista • Reading: REQUIRED CORE: Bitter Rivals: King Fernando I of Castile and King Bermudo III of Leon (11th Century) • Reading: REQUIRED CORE: Mozarabs of Toledo: Christians Who Assumed Islamic Culture (11th Century) • Quiz: REQUIRED CORE: Making Christian Hispania Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 11 of 14 • • Reading: SUPPLEMENTAL: The Christian Kingdom of Aragon and Catalonia (711-1212 CE) Reading: OPTIONAL: Saint James and the Pilgrimage to Santiago de Compostela Module 3.2: King Alfonso X "The Wise" and Jewish Communities Under Christian Rule • Lecture: REQUIRED CORE: King Alfonso X: The King of Three Religions • Reading: REQUIRED CORE: Castilian King Alfonso X "The Wise" (r. 1252-1284 CE) • Reading: REQUIRED CORE: Simon R. Doubleday's Chapter 3: Stargazers from "The Wise King" • Reading: REQUIRED CORE: King Alfonso X's Las Siete Partidas: A Legal Code for Three Religions • Reading: REQUIRED CORE: Christians Governing Jews and Muslims: The Legalities of Coexistence • Reading: REQUIRED CORE: Las Cantigas de Santa Maria (The Canticles of Holy Mary) 1252-1284 CE • Reading: REQUIRED CORE: Forcing the Issue: The Christian-Jewish Disputation of Barcelona (1263 CE): Has the Messiah Appeared? • Quiz: REQUIRED CORE: King Alfonso X "The Wise" and Jewish Communities Under Christian Rule • Reading: SUPPLEMENTAL: Todros Abulafia: A 13th Century Jewish Poet Fond of Debate • Reading: OPTIONAL: King Alfonso X and the Development of Spanish Universities Module 3.3: Castilians Creating Culture through Objects • Lecture: REQUIRED CORE: Museo de Burgos: The Urn of St. Dominic (12th Century CE) • Lecture: REQUIRED CORE: Museo de Burgos: The Virgin of the Battles (13th Century CE) • Quiz: REQUIRED CORE: Castilians Creating Culture through Objects • Lecture: SUPPLEMENTAL: Museo de Burgos: Christian Funerary Statues (13th-15th Centuries CE) • Lecture: OPTIONAL: “Petrifying Wealth: The Southern European Shift to Collective Investment in Masonry as Identity, c.1050-1300” project at CSIC Honors Lesson: The Historian's Craft and "Analyzing" • Reading: The Historian's Craft: The Task of Analyzing • Reading: Las Siete Partidas – Selection Pertaining to Jews, Muslims, and Christians • Peer Review: Practicing the Historian's Craft: "Analyzing" Week 4: Formation of Catholic Spain and Its Impact on Religious Minorities Estimated learning time: 4 hours 59 minutes Learning Objectives • • • • • Recall that the Black Death had a disastrous impact on the European population and promoted a world of religious intolerance. Interpret that the Castilian civil war of 1350-1369 created additional animosity against Jewish communities and created opportunities for those who converted to Christianity (conversos). Appraise that the marriage of King Ferdinand of Aragon and Queen Isabel of Castile and Leon facilitated the creation of a unified, Catholic Spain. Judge that conversos (Jewish converts to Christianity) could transform and create new family identities that launched them into prestigious royal and church positions. Infer that the Spanish Christian Reconquest of Islamic al-Andalus integrated Christians, Jews, and Muslims into a new community until 1492. Modules and Honors Lesson Module 4.1: What type of learner are you? How to get the most out of this course? • Lecture: REQUIRED CORE: Catholic Spain and the Nasrids (1212 – 1502 CE) • Reading: REQUIRED CORE: Unforeseen Events: The Plague, A Dead King, and Anti-Jewish Sentiment (14th Century CE) • Reading: REQUIRED CORE: Civil War in the Kingdom of Castile and Leon (14th Century) Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 12 of 14 • • • • • • • • • Reading: REQUIRED CORE: The New Nobility of Castile: Arrival of the Conversos (Jewish Converts to Christianity) (End of the 14th Century CE) Reading: REQUIRED CORE: Anti-Jewish Pogroms Across Christian Spain (1390s - 1420s CE) Reading: REQUIRED CORE: Christian Unity Under Queen Isabel and King Ferdinand (Late 15th Century CE) Reading: REQUIRED CORE: The Nasrids: The Last Islamic Kingdom in Granada (1231-1492) CE Quiz: REQUIRED CORE: Formation of Catholic Spain and Its Impact on Religious Minorities Lecture: OPTIONAL: Museo de Burgos: Jewish Artifacts from Briviesca - Part 1 Lecture: OPTIONAL: Museo de Burgos: Jewish Artifacts from Briviesca - Part 2 Reading: SUPPLEMENTAL: Islamic Nasrid Textiles Reading: SUPPLEMENTAL: Jewish Love and Marriage in Christian Spain Module 4.2: Preserved Histories: Archives and Manuscripts from Burgos and Toledo • Reading: REQUIRED CORE: EXPLORING ARCHIVES THAT PRESERVE HISTORY • Lecture: REQUIRED CORE: Treasures of the Archive of the Cathedral of Burgos • Lecture: REQUIRED CORE: Introduction to the Archivo Municipal de Toledo and Its "Secret Archive" • Discussion Prompt: What aspects of the archives in Toledo and Burgos did you find most interesting? • Lecture: SUPPLEMENTAL: Introduction to the Municipal Archive of Burgos • Lecture: SUPPLEMENTAL: Exploring Manuscript SJ-1/1 “Alfonso VI concede al Monasterio” • Lecture: OPTIONAL: Introduction to the Archivo Historico de la Nobleza (Toledo) • Lecture: OPTIONAL: Exploring the Restoration of “Cartulario S. XV. Libro viejo de privilegios de los Reyes Catolicos, LI-385" Module 4.3: Creating Conversos at the End of Positive Coexistence • Reading: REQUIRED READING: Creating Conversos: The Carvajal-Santa Maria Family in Early Modern Spain • Lecture: REQUIRED CORE: Introduction to Virtual Plasencia: A 15th Century Community of Jews, Christians, and Muslims • Lecture: REQUIRED CORE: Digital Video Narration of “La Mota”: A Christian Assumes Ownership over Jewish Homes, circa 1416, in Plasencia, Spain • Lecture: REQUIRED CORE: El Transito Synagogue of Toledo (Museo Sefardí) - 14th Century CE • Quiz: REQUIRED CORE: Creating Conversos at the End of Positive Coexistence • Lecture: SUPPLEMENTAL: Christians Creating "Mudejar" Material Culture • Reading: SUPPLEMENTAL: Exploring the "Global Middle Ages" • Reading: SUPPLEMENTAL: Mudéjar Metalwork: When the Islamic Becomes Christian (15th Century) • Reading: SUPPLENTAL: Christians Adopting Islamic Forms: Harmony in Islamic-Christian Manises Ceramics Module 4.3: The End of Tolerance: Ridding Spain of Jews and Muslims and Persecuting Converts • Reading: REQUIRED CORE: Cultural Backlash: "Blood Purity" Laws: Separating "New" from "Old" Christians (1450s) • Reading: REQUIRED CORE: The Spanish Inquisition Begins its Work (1478 - 1480 CE) • Reading: REQUIRED CORE: The Spanish Tisha B'Av: The End of Jewish Spain and the Expulsion (1492) • Reading: REQUIRED CORE: Queen Isabel and King Ferdinand Expel Spanish Muslims (1502 CE) • Discussion Prompt: Religious intolerance and expulsions. Honors Lesson: The Historian's Craft and "Reflecting" • Reading: The Texas Early Music Project: A Collaborator of Deciphering Secrets MOOCs • Lecture: Video Snippet #1 from Convivencia Re-envisioned - Texas Early Music Project - 6 September 2015 • Lecture: Video Snippet #2 from Convivencia Re-envisioned - Texas Early Music Project - 6 September 2015 • Reading: Musical Selection: De Antequera Sale un Moro (From Antequera leaves a Moor) • Reading: The Historian's Craft: The Task of Reflecting • Peer Review: Practicing the Historian's Craft: "Reflecting" Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 13 of 14 Week 5: Interpreting Iberia's Past: Our Evaluation of the Evidence Estimated learning time: 4 hours 45 minutes Learning Objectives • • • • • Appraise the past utilizing the Historian's Craft: Viewing, Reading, Analyzing, Reflecting Apply the task of "viewing". Engage our curiosity and acknowledge biases as we observe the past. Apply the task of "reading". Experience past lives through manuscripts, objects, places, and other tangible artifacts. Apply the task of "analyzing". Contextualize the past with intellectual skepticism and affective sensibilities. Apply the task of "reflecting". Understand the meaning of history from many perspectives. Modules and Honors Lesson Module 1.1: Thank you for Participating! Hope to See You Again! • Reading: REQUIRED CORE: Thank you for Participating! Hope to See You Again! Honors Lesson: The Historian's Craft Peer Review Project • Reading: Applying the Historian's Craft • Reading: Assessing an Artifact: Overview of the Peer Review Project • Reading: Artifact #1 (Material Culture): Plate with the Arms of Blanche of Navarre • Reading: Artifact #2 (Manuscript): The Edict of Expulsion (1492) • Reading: Artifact #3 (Music): Una tarde de verano (A summer afternoon) • Reading: Artifact #4 (Architecture and Material Culture): "A Poem is a Robe and a Castle: Inscribing Verses on Textiles and Architecture in the Alhambra" • Discussion Prompt: Why did you choose the artifact that you did? • Peer Review: Artifact Analysis Peer Review Project Syllabus - Coexistence in Medieval Spain: Jews, Christians, and Muslims Page 14 of 14