The First Crusade (HIH1505)
|Staff||Dr Alun Williams - Convenor|
|Duration of Module||Term 2: 11 weeks;|
This module aims to acquaint students with some of the key problems arising from the use of various sources for the history of the First Crusade and the evidence they provide about a wider range of issues. At the Council of Clermont (1095) Pope Urban II called on the people of western Europe to go to the aid of their fellow Christians in the East against the forces of Islam. Whether he had in mind a small army of mercenaries to aid the Byzatines or the huge popular movement of perhaps 100, 000 people which emerged, and which led to the establishment of the Latin kingdom of Jerusalem, is a matter of considerable debate, as are the motives of those involved in the Crusade. Contemporary texts will allow us to study the Crusade from the point of view of the Pope, the Crusaders themselves, and those they encountered en route: the Jews in the Rhineland, the Byzantine Christians and the Moslems. These texts will themselves be analysed with the aim of demonstrating to students problems of the reliability and bias of historical sources.
ILO: Module-specific skills
- 1. Assess the reasons for the success of the First Crusade.
- 2. Assess how the idea of the crusade developed.
- 3. Work critically with a range of sources for the history of the First Crusade written from a variety of perspectives.
ILO: Discipline-specific skills
- 4. Identify the problems of using historical sources, e.g. bias, reliability, etc., and to compare the validity of different types of source, e.g. chronicles, letters and charters.
- 5. Answer a question briefly and concisely.
- 6. Present work orally, to respond to questions orally, and to think quickly of questions to ask other students.
ILO: Personal and key skills
- 7. Work independently and in group work, including the presentation of material for group discussion, developed through the mode of learning.
- 8. Digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment.
- 9. Work with others in a team and to interact effectively with the tutor and the wider group.
- 10. Write to a very tight word-length.
Week 1 Introductory lecture
Week 2 Calling the Crusade
Week 3 The Response to the Crusade
Week 4 The ‘People’s Crusade’
Week 5 Jewish reactions to the crusaders
Week 6 Reading week: no class Week 12 General review
Week 7 Byzantine perceptions of the crusaders
Week 8 Fighting the Turks
Week 9 Dissent amongst crusaders reflected in chronicles
Week 10 The crusade through Moslem eyes
Week 11 The Crusade ideal
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled Learning and Teaching Activities||2||2 hour lecture: Introduction to module|
|Scheduled Learning and Teaching Activities||20||10 x 2 hour seminars. At a meeting of the whole class generally a different group of 3-4 students will give a presentation to the whole class, followed by class discussion and working through the sources for that week carefully. Additional sources may be issued in the class and the lecturer will also use the time to set up issues for the following week.|
|Guided Independent Study||128||Students prepare for the session through reading and research; writing a weekly source essay and preparing one group presentation in the course of the term.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Group presentation (3-4 students)||10-15 minutes||1-4, 6-7, 9||Oral|
|Lowest mark from portfolio of 5 source commentaries||500 words||1-5, 7-8, 10||Marks and written comments|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|4 highest marks from portfolio of 5 source commentaries||60||2000 words (500 per commentary) (15% per commentary)||1-5, 7-8, 10||Mark and written comments|
|Essay on Sources||40||1500 words||1-5, 7-8, 10||Mark and written comments|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|4 highest marks from portfolio of 5 source commentaries||4 highest marks from portfolio of 5 source commentaries||1-5, 7-8, 10||Referral/deferral period.|
|1500 word essay||1500 words essay||1-5, 7-8, 10||Referral/deferral period.|
Indicative learning resources - Basic reading
Hans Eberhard Mayer, The Crusades, 2nd edn (Oxford, 1988)
Kenneth M. Setton and Marshall W. Baldwin, (eds), A History of the Crusades I: the First Hundred Years (Madison, Wisc.,1969)
Steven Runciman, A history of the Crusades, vol I: The First Crusade and the Foundation of the Kingdom of Jerusalem,
Jonathan Riley-Smith, The First Crusaders, 1095-1131 (Cambridge, 1997)
Jonathan Riley-Smith, The First Crusade and the Idea of Crusading (London, 1986)
John France, Victory in the East : a Military History of the First Crusade (Cambridge, 1994)
Jonathan Philips (ed.), The First Crusade (Manchester, 1997)
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