ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: History
Areas: Medieval History
Center Faculty of Geography and History
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
1. Provide a rational and critical knowledge of the past of the humanity for comprising the present.
2. Provide a precise knowledge of the events and of the processes of change and of continuity in a diachronic perspective.
3. Obtainment of a basic knowledge of the main methods, techniques and instruments of analysis of the historian, from most traditional ways to most recent virtual tool.
CONTENTS:
0. The Middle Ages. An introduction.
SECTION I 鈥 THE EARLY MIDDLE AGES (4th-8th centuries):
1.- The dawn of the Middle Ages: the end of the Western Empire.
2.- The Europe of the Germanic kingdoms: organization, kingdom and territory.
3.- The Church at the beginning of the Middle Ages: orthodoxy, heresy and monasticism.
4.- The Eastern Empire and Islam since the beginning of the Middle Ages.
5.- Economy, society and culture in the early Middle Ages.
SECTION II 鈥 THE HIGH MIDDLE AGES (8th-10th centuries):
6.- Carolingian Europe: the dynasty, the empire.
7.- The fall of the Carolingian Empire: political crisis and the second invasions.
8.- The Church in the High Middle Ages: institution, reform and culture.
9.- Economy, society and daily life in early medieval Europe.
10. Peripheral territories. Islam and Bizance in high Middle Ages.
11.- The medieval West until the year one thousand: political spaces in the paths of feudalism.
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DEVELOPMENT OF THE COMPETENCES IN THE COURSE:
-The presentation of the period in its extension in a brief Introduction to the Middle Ages, will articulate the fundamental understanding to understand the general diachronic structure of the past (Objective 1).
-The two temporal sections, in which historical time follows different rhythms, will emphasize the relationship with spatial coordinates. The student will acquire awareness of the space-time coordinates and a precise knowledge of the events and processes of change and continuity from a diachronic perspective (Objective 2).
-The theoretical activity and the associated personal work will contribute to the development of two general skills: knowing and analyzing the diachronic structure of history (CG-1) and using, ordering and interpreting historical sources (CG2).
Basic Bibliography:
脕LVAREZ PALENZUELA, V. 脕. (coord.), Historia Universal de la Edad Media, Barcelona, Ariel, 2013 (1陋 ed. 2002).
CLARAMUNT, S., PORTELA, E., GONZ脕LEZ, M. y MITRE, E., Historia de la Edad Media, Barcelona, Ariel, 1992 (1陋 ed.), 1995 (2陋 ed.), 2006 (7陋 reimp. de 2陋 ed.), 2008.
COLLINS, R., La Europa de la Alta Edad Media: 300-1000, Akal, Madrid, 2000 (1陋 ed. 1991).
DONADO VARA, Juli谩n; ECHEVARR脥A ARSUAGA, Ana, Historia Medieval I (siglos V-XI 1), Ed. Universitaria Ram贸n Areces - UNED, Madrid, 2014.
GARC脥A DE CORT脕ZAR, J. A., SESMA MU脩OZ, J. A., Manual de Historia Medieval, Madrid, Alianza, 2008 (revisi贸n de Historia de la Edad Media. Una s铆ntesis interpretativa, Madrid, 1997).
KAPLAN, M. (dir.), Edad Media. Siglos IV-X, Granada, Universidad de Granada, 2004.
LADERO QUESADA, M.A., Historia Universal. Edad Media, Barcelona, 1992 (2陋 ed.).
LE GOFF, J., La civilizaci贸n del occidente medieval, Barcelona, 1999.
MACKAY, A., DITCHBURN, D. (eds.), Atlas de Europa Medieval, Madrid, 1999.
McKITTERICK, R., La Alta Edad Media, Barcelona, Cr铆tica, 2001.
MITRE FERN脕NDEZ, E., Textos y documentos de 茅poca medieval, Barcelona, 1998.
MITRE, E., GARC脥A MORENO, L. A., LADERO, M. A., GONZ脕LEZ, M., SARASA, E. y BELTR脕N, F., Manual de Historia Medieval Universal. 3. Alta Edad Media, Madrid, Historia 16, 1994.
MITRE, E., La primera Europa: Romanos, cristianos y germanos 400-1000, Madrid, 2000.
PICARD, C. y ZIMMERMANN, M., Edad Media: Siglos IV-X, Granada, 2004.
The New Cambridge Medieval History, vols. 1, 2 e 3, Cambridge, Cambridge University Press, 1995-2005.
VERGER, J., La Alta Edad Media, Madrid, Sarpe, 1986.
WALLACE-HADRILL, J. M., The Barbarian West, 400-1000, Oxford, Basil Blackwell, 2000.
WICKHAM, C., Una historia nueva de la Alta Edad Media: Europa y el mundo mediterr谩neo (400-800 d.C.), Barcelona, Cr铆tica, 2008.
Complemetary bibliography:
BONNASSIE, P., Del esclavismo al feudalismo en la Europa Occidental, Barcelona, 1993.
BOUGARD, F. (dir.), Le Christianisme en Occident du d茅but du VIIe au milieu du XIe si猫cle, Paris, 1997.
BROWN, P., El mundo en la Antig眉edad tard铆a, Madrid, 1989.
COUPLAND, S., 鈥淭he Carolingian army and the struggle against the Vikings鈥, Viator, 35 (2004), 49-79.
FLEMING, R., Britain after Rome. The Fall and Rise, 400-1070, London, 2011.
FREEDMAN, P., 鈥淪iervos, campesinos y cambio social鈥, en Se帽ores, siervos, vasallos en la Alta Edad Media, Pamplona, 2002, 127-146.
GARC脥A MORENO, L., 鈥淟os b谩rbaros y los or铆genes de las naciones europeas鈥, Cuadernos de Historia de Espa帽a, 80 (2006), 7-23.
GOFFART, W., Barbarians and Romans, A.D. 418-584. The techniques of accommodation, Princeton, 1980.
HENNING, J., 鈥淪lavery or freedom? The causes of early medieval Europe鈥檚 economic advancement鈥, EME, 12:3 (2003), 269-277.
HERRIN, J., The formation of Christendom, Princeton, 1987.
ISLA, A., La Europa de los carolingios, Madrid, 1993.
MIDDLETON, N., 鈥淓arly medieval port customs, tolls and controls on foreign trade鈥, EME, 13:4 (2005), 313-358.
Nascita dell鈥橢uropa ed Europa carolingia: un equazione da verificare, Spoleto, 1981.
RICH脡, P., 脡coles et enseignement dans le haut Moyen 脗ge. Fin du Ve si猫cle 鈥 debut du XIe si猫cle, 2陋 ed., Par铆s, 1989.
RICH脡, P., Les Carolingiens. Une famille qui fit l鈥橢urope, Par铆s, 1983.
WICKHAM, C., 鈥淪pace and society in early medieval peasant conflicts鈥, en Uomo e spazio nell鈥橝lto Medioevo, Spoleto, 2003, 551-587.
GENERAL:
1. Know and analyse the diachronic structure of the history.
2. Use, order and interpret the historical sources.
3. Know and have skill to use the instruments of compilation of information, such like bibliographic catalogues, inventories of archives, and electronic references.
SPECIFIC:
1. Know, analyse and transmit the general history and the own history of the territory.
2. Know, analyse and interpret in detail one or more specific periods of the past of the humanity.
7. Comprise, interpret and elaborate historiopgraphic texts or original documents in the own language.
TRANSVERSAL:
1. Apply analytical thought, critic, logical and creative, showing dowries of innovation.
2. Work of autonomous form with responsibility and initiative.
4. Communicate information and ideas of clear and effective way in public.
TEACHING OF THE SUBJECT:
a) Lectures: preferential presentation and explanation of the basic theoretical contents of the subject. It is a face-to-face activity that recquires presence in the classroom.
b) Interactive classes: work sessions in small groups, dedicated to the discussion of readings from primary sources previously selected by the teacher and discuss by the students, work with virtual tools and platforms for research in Medieval History of the early Middle Ages, as well as a final project. The content of the interactive classes will aim to deepen the knowledge of topics of special relevance for understanding the evolution of different aspects of the High Middle Ages, basing the work on primary sources in several tools.
METHODOLOGICAL COMPLEMENTS OF TEACHING:
-Course in the Virtual Campus in which you will have various support materials and a calendar of activities.
-Personalized tutorials to monitor scheduled activities, as well as the definition of personal essays/work.
THE EVALUATION OF THE STUDENT will consist of:
1) Evaluation of the theoretical content. Through a written exam. Both in the ordinary and in the extraordinary opportunity, it will mean 60% of the final grade. In order to average the final grade, it will be necessary to obtain a minimum grade of 4 points out of 10. The exam will consist of: major question to be developed; text commentary; and two short questions to develop. It will have appraised space and it will be held on the date and classroom established by the Faculty of Geography and History for that purpose.
2) Evaluation of interactive contents. Through: attendance and participation in interactive sessions; completion of follow-up questionnaires or reinforcement of the contents; realization of an essay and individual work of the student; and essay or dialogue session about the mandatory reading DUBY, Georges, El A帽o Mil. The topic of the essay will be an agreed issue related to the agenda in a broad way and will have a weight of 30% in the final grade. Participation in the classroom and completion of follow-up or essay or reinforcement questionnaires will account for 10% of the final grade.
CALCULATION OF THE FINAL GRADE:
The final grade for the subject will result from the proportionate integration of the indicated elements: written exam (60%); essay/individual work (30%); and interactive part in attendance, participation and questionnaires (10%).
SECOND CHANCE CALL:
The qualification for the second chance call will be obtained through a written test on the content of the subject following said model. Regarding the part corresponding to the interactive classes, the student will be evaluated with the work and/or activities developed in the classes. Students who have presented all the practical work during the course are not obliged to present them again, and they will only have to pass the exam of the corresponding call.
DISPENSATION OF ASSISTANCE
For people with assistance exemption, the evaluation will consist of the mark of the written test (50%) and the delivery of an essay/individual work (50%).
Each hour of theoretical teaching (lectures) must be accompanied by a complementary work of the student of about two hours with the help of the bibliographic material, in order to carefully read the theoretical contents and assimilate them.
At the same time, for each of the hours of interactive teaching, the student must invest at least four hours of personal work.
Taking into account the teaching load of the subject and the aforementioned predictions, it is considered that the student's personal work time should be around 150 hours.
Although no specific prior training is necessary to enter the degree in History in general and enrollment in this subject in particular, it is recommended that the student's training be of a humanistic profile.
In cases of fraudulent performance of exercises or tests, the provisions of the "Regulations for the evaluation of the academic performance of students and the review of grades" will apply.I n case of academic fraud as defined in article 42 of the 奇趣腾讯分分彩 Coexistence Law of March 2023, the sanctions provided for in article 11 will be applied if plagiarism occurs in academic works or exams or non-consensual use of Intelligence tools. Artificial.
Xose Manoel Sanchez Sanchez
Coordinador/a- Department
- History
- Area
- Medieval History
- xosemanuel.sanchez [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
Pablo Fernandez Perez
- Department
- History
- Area
- Medieval History
- pablofernandez.perez [at] usc.es
- Category
- Xunta Pre-doctoral Contract
| Monday | |||
|---|---|---|---|
| 15:00-17:00 | Grupo /CLE_02 | Galician | Classroom 11 |
| Tuesday | |||
| 15:00-17:00 | Grupo /CLE_01 | Galician | Classroom 08 |
| Thursday | |||
| 17:00-19:00 | Grupo /CLE_02 | Galician | Classroom 11 |
| Friday | |||
| 17:00-19:00 | Grupo /CLE_01 | Galician | Classroom 08 |
| 01.20.2025 16:00-18:30 | Grupo /CLE_01 | Classroom 10 |
| 01.20.2025 16:00-18:30 | Grupo /CLE_01 | Classroom 11 |
| 06.26.2025 15:30-18:00 | Grupo /CLE_01 | Classroom 10 |