Logo UAB
2021/2022

The Hispanic Medieval Kingdoms and Al-Andalus

Code: 100357 ECTS Credits: 6
Degree Type Year Semester
2500241 Archaeology OT 3 0
2500241 Archaeology OT 4 0
2500501 History OT 4 0
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Félix Retamero Serralvo
Email:
Felix.Retamero@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Teachers

Ignacio Diaz Sierra

Prerequisites

Ability to read in Catalan, Spanish and French

Objectives and Contextualisation

The aim of the course is to provide a deepest knowledge of the Iberian medieval societies: to discuss the principal events and the main historical figures, as well as the historiographical context; to understand the main historical processes that determined the formation of the different Iberian medieval societies, and to explore the connections between the destruction and the construction of new societies in the context of the Iberian conquests and the Modern expansion.

Competences

    Archaeology
  • Developing critical thinking and reasoning and communicating them effectively both in your own and other languages.
  • Managing the main methods, techniques and analytic tools in archaeology.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethic relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
    History
  • Identifying the main historiographical tendencies and critically analysing their development.
  • Respecting the diversity and plurality of ideas, people and situations.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.

Learning Outcomes

  1. Autonomously searching, selecting and processing information both from structured sources (databases, bibliographies, specialized magazines) and from across the network.
  2. Critically assessing and solving the specific historiographical problems of war studies.
  3. Effectively expressing themselves and applying the argumentative and textual processes of formal and scientific texts.
  4. Engaging in debates about historical facts respecting the other participants' opinions.
  5. Interpreting historical texts in relation to archaeological contexts.
  6. Mastering the relevant languages to the necessary degree in the professional practice.
  7. Properly using the specific vocabulary of History.
  8. Submitting works in accordance with both individual and small group demands and personal styles.
  9. Use the specific technical vocabulary of interpretation and commentary of ancient texts.

Content

1. The Visigothic Kingdom (6th-8th c.)

2. The conquest of 711 and the making of al-Andalus. The Umayyad dinasty (8th-10th c.)

3. Counties and kingdoms of the Northern Peninsula. The Kingdom of Asturias; the Asturian-Leonese Kingdom; Castile (8th-11th c.)

4. The Almohad dinasty. The conquests of the 13th century

5. The Taifa dinasties and the Almoravits. The Iberian conquests in the context of the 1st and 2nd Crusades (11th-12th c.)

6. Castile in the 13th-14th centuries

7. Tne Nasrid Amirate of Granada and the final conquest. The moriscos (15th-16th c.)

8. The Iberian medieval precedents of the modern colonisations

Methodology

-Practical exercises on case-studies; text analysis.

-Work by students: assisting to the lectures; reading, research and analysis of information, assignments. The student must take into account the news and informations published on the Virtual Campus/Moodle. All activities have a deadline that must be met strictly, according to the proposed schedule.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Theory: lectures. Practical exercises on case-studies; text analyses 50 2 2, 1, 6, 3, 5, 4, 8, 7, 9
Type: Supervised      
Tutorial seasons on written and oral works 15 0.6 2, 1, 6, 3, 5, 4, 8, 7, 9
Type: Autonomous      
Work by students: assisting to the lectures; reading, research and analysis of information, assignments. 75 3 2, 1, 6, 3, 5, 4, 8, 7, 9

Assessment

1. Two written tests: 30 % of the final grade each.
2. One or two individual essays: 40% of the final grade.
The marks below 3,5 will not add in the calculation of the average. To pass the course a minimum mark 5 will be required. To participate in the re-avaluation process students must have been previously evaluated in a set of activities whose weight equals to a minimum of 2/3 parts of the total grade.

In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.

In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Essay 40% 7 0.28 2, 1, 6, 3, 5, 4, 8, 7, 9
Test 1 30% 1.5 0.06 2, 1, 6, 3, 5, 4, 8, 7, 9
Test 2 30% 1.5 0.06 2, 1, 6, 3, 5, 4, 8, 7, 9

Bibliography

-Arce, J., Esperando a los árabes. Los visigodos en Hispania (507-711), Marcial Pons, Madrid, 2011

-Barceló, M., El sol que salió por Occidente, Universidad de Jaen, 1997 (edició revisada i ampliada publicada per la Universitat de València,2010)

-Barrios, A.; R. Peinado, dirs., Historia del Reino de Granada, 3 vols., Universidad de Granada, 2000

-Barton, S. & R. Portrass, eds, Beyond the Reconquista. New directions in the history of Medieval Iberia (711-1085), Brill, 2020, 103

-Fernández Armesto, Felipe, Before Columbus. Exploration and Colonization from the Mediterranean to the Atlanic, 1229-1492, University of Pennsylvania Press, 1987

-Fernández Conde, F.J., J.M. Mínguez, E. Portela, El reino de Hispania (siglos VIII-XII). Teoría y prácticas del poder, Akal, 2019

-Garcia Fitz, La guerra contra el Islam peninsular en la Edad Media, 2019

-Guichard, P., De la expansión árabe a la Reconquista: esplendor y fragilidad de al-Andalus, El Legado Andalusi, Granada, 2002

-Malpica, A., Las ultimas tierras de al-Andalus. Paisaje y poblamiento del reino nazari de Granada, Universidad de Granada, Granada, 2014

-Monsalvo, J.M., Atlas histórico de la Espana Medieval, Madrid, Sintesis, 2010

-O'Callaghan, J.F., The Last Crusade in the West. Castile and the Conquest of Granada, University of Pennsylvania Press, 2014

-Powers, J., A society organised for war. The Iberian municipal militias in the Central Middle Ages, 1000-1284, University of California Press, 1988

-Rios Saloma, M.F., La Reconquista. Una construccion historiografica (siglos XVI-XIX), UNAM-Marcial Pons, Madrid, 2011

-Ruiz, T., Las crisis medievales (1300-1474), Critica, Barcelona, 2008

-Torró, J., "Pour en finir avec la Reconquête. L'occupation chrétienne d'al-Andlua, la soumission et la disparition des populations musulmanes (XIIe-XIIIe siècle)", Cahiers d'Histoire, 78, 2000, p. 79-97

-Wolfe, P. "Settler colonialism and the elimination of the native", Journal of Genocide Research, 8-4, 2006, p. 387-409

Software

*