Chapter 0 - Orientation


Introduction

In this first chapter, we investigate how different cultures across the globe understood time and place during the period 500 to 1500. People viewed, and still view, time and geography from culturally specific points of reference. Take, for instance, the term “medieval.” This word is particularly tied to European history and not necessarily applicable to the major events of non- European cultures nor to the way those cultures define historical time. Medieval is Latin for middle age, typically used for the period between the fall of the Western Roman Empire (around 500) and the rise of the early modern period of Europe (around 1500). An Islamicate historian might refer to this period as the Rise of Islam (ca. 632) and the Golden Age (ca. 786 to 1258). For a Chinese historian, 500– 1500 is a portion of the Imperial Age, which includes eight different dynasties, one of which is called the Five Dynasties and Ten Kingdoms (907– 979). The Postclassical period of Mesoamerica is 900– 1521 and the historical periods of the Andes (present- day Peru) are Middle Horizon (600– 1000), Late Intermediary (1000– 1470), and Late Horizon (1470– 1532). Japanese historians consider Medieval Japan to extend from around 1100 to 1603. In this book, we use the term “medieval” because it is familiar to the audience reading this book in English, but at some point in the future, there will be a new term, or no term at all, that encompasses a global period between 500 and 1500. There are many ways to think about time.

In Section A, we discuss how different societies imagined and organized time. In direct collaboration, astronomers from China, the Islamicate world, and India found ways to use the motions of the moon, the sun, and the stars to plan and coordinate systems for planting fields, observing religious rituals, collecting taxes, and recording history. European systems emerged from the solar Julian calendar, standardized in the time of Julius Caesar (d. 44 BCE) which, though fairly accurate, gained an extra three days every 400 years. During the period 500– 1500, innovations and debates about telling time culminated in the development of the Gregorian calendar, named for Pope Gregory XIII, who introduced it in 1582. Today, it is widely used throughout the world, independently or in correspondence with particular religious calendars. Across the Atlantic Ocean and unknown to these other cultures, Mesoamericans similarly synchronized planting and rituals to the movements of celestial bodies.

In the above examples there is a sense of defining and labeling time, and that time is connected to location. In Section B, we examine maps and mapping systems. In addition to the various ways of marking time, groups defined social identity and claimed resources by naming the features of the immediate geography according to their own legends and events. Maps that survive from communities across the world tell us a lot about the individual cultures that created them. They were tools of political actors and religious leaders for controlling territory, and at the same time they were guides used by merchants and average people to find their way around that territory. What is at the top of a map? That depends on one’s perspective.

Research Questions

  1. How does algebra aid in the understanding of astronomy?
  2. Choose one of the cultures discussed in the chapter and look further into its calendar systems. What gods and events were celebrated? How is history charted and remembered? Who influenced these calendars, and what were their political purposes?
  3. Choose a constellation and research the stories attached to it by different
  4. cultures. What are different interpretations of this star configuration?
  5. In 1569, a Flemish man named Gerardus Mercator created a new method of drawing maps on flat surfaces that more accurately portrayed the size of landmasses closer to the poles. Watch a video or read a description of the Mercator system. Use this system to determine any distortion in the earlier map discussed here or another map in this book.
  6. Research the trade routes used in medieval Eurasia. How many calendar systems would a merchant encounter on a journey from China to Italy? Why might a solar calendar work best for this merchant?
  7. Choose one of the maps discussed in the chapter and learn more about it. What is the knowledge the cartographer wished to highlight? Why? Was there a political purpose to it? Scientific? What does the map celebrate? Does it reveal any fears about unknown or unfamiliar places or peoples?

Further Reading

Aveni , Anthony . Empires of Time: Calendars, Clocks, and Cultures . Boulder : University of Colorado Press , 2002.

Barber , Peter , ed. The Map Book . New York : Walker and Company , 2006.

Brown , Victoria . Feminism, Time, and Nonlinear History . New York : Palgrave , 2014.

Cohen , Jeffrey Jerome , and Linda T . Elkins- Tanton . Earth (Object Lessons) . London : Bloomsbury Academic , 2017.

Divakaran , P. P . The Mathematics of India: Concepts, Methods, Connections . New Delhi : Springer and Hindustan Book Agency , 2018.

Duncan , David Ewing . Calendar: Humanity’s Epic Struggle to Determine a True and Accurate Year . New York : Avon Books , 1998.

Hassig , Ross . Time, History, and Belief in Aztec and Colonial Mexico . Austin : University of Austin Press , 2001.

Harvey , P. D. A. Mappa Mundi: The Hereford World Map . Hereford : Hereford Cathedral, 1996.

Hayashi , Takao . “ The Units of Time in Ancient and Medieval India .” History of Science in South Asia 5 , no. 1 (July 2017 ): 1 – 116.

al- Khalili , Jim . The House of Wisdom: How Arabic Science Saved Ancient Knowledge and Gave Us the Renaissance . London : Penguin , 2010.

Reingold , Edward , and Nachum Dershowitz . Calendrical Calculations: The Millennium Edition . Cambridge : Cambridge University Press , 2001.

Rice , Prudence . Maya Political Science: Time, Astronomy, and the Cosmos . Austin : University of Texas Press , 2004.

Rosen , Ralph M. , ed. Time and Temporality in the Ancient World . Philadelphia : University of Pennsylvania Museum of Archeology and Anthropology , 2004.

Sorabji , Richard . Time, Creation, and the Continuum . Chicago : University of Chicago Press , 2006 .

Staal , Julius D. W . Patterns in the Sky: Myths and Legends of the Stars . Granville, OH : McDonald & Woodward , 1988 .

Steele , John M. , ed. Calendars and Years II: Astronomy and Time in the Ancient and Medieval World . Oxford : Oxbow Books , 2011.

Waugh , Alexander Time: Its Origin, Its Enigma, Its History . New York : Carroll & Graf , 2000 .

Chapter 1 - Religion 500-900


Introduction

Spiritual and theological concerns governed, justified, and animated the behavior of people throughout the world and, as such, we begin our journey with faith and religion. In the period 500– 900, the spread of monotheistic religions created a profound cultural influence across the Eurasian landscape. Monotheistic religions are those defined by the doctrine that there is only one God, omnipotent (all- powerful), omniscient (all- knowing), and omnipresent (present in all time and space). In the global medieval period, Europe, the Near and Middle East, and North Africa were dominated by three primary monotheisms: Judaism, Christianity, and Islam. These faiths and their various, and often conflicting, sects inspired people to their greatest work of artistic and philanthropic achievement, but also motivated them to their most debased acts of conquest and cruelty.

These religions were formed by interaction with other religions and groups. None lived in isolation from other faiths. For example, although many see medieval Europe as a Christian space, cosmopolitan European Christians knew the Jews in their cities, and Christians along the Mediterranean and in the Middle East lived and worked alongside Muslims and Jews. Muslims in the Middle East knew Jews and Christians, as well as Zoroastrians and, to the east, Hindus. In later chapters, we extend this discussion to Hinduism, Buddhism, Jainism, Confucianism, Daoism, and Shintoism, but in this chapter we focus on the eventual domination of two of these monotheistic religions: Christianity and Islam.

There was not one “true” practice of any of these faiths and we will introduce some of the early controversies and schisms. Since all faiths under discussion in this text are still living religions with adherents and practitioners worldwide, it is important to note that modern practices may be strongly related to their ancestral faiths, but there will be differences. Section A introduces the four major monotheistic faiths, including debates that led to separation of worshippers into sects, and discusses how political leaders adopted, adapted, and developed religious administrations for their own political and economic goals. Section B discusses the sacred textual traditions of Judaism, Christianity, and Islam, all of which include the patriarch Abraham and thus are called the Abrahamic religions. Because the written word of God, Christ, or Allah is a centerpiece of these faiths, by extension each culture was dedicated to recording divine and human knowledge in scrolls and manuscripts and preserving them in libraries. They are the People of the Book.

Research Questions

  1. What factors allowed for the expansion of Islam in the early centuries?
  2. How did early medieval Christian or Islamic political leaders use religion to achieve their goals?
  3. Compare and contrast Charlemagne’s and Vladimir’s uses of Christianity. What might account for the similarities and differences?
  4. Investigate Jewish manuscripts from 500 to 900. Compare this to the creation of the Christian Bible and the Islamic Qur’an in the same era. What is similar in construction? What differences are there?
  5. Look into the history of Zoroastrianism and Judaism during this period. What limited the growth of these two faiths?
  6. Discuss the relationship between literacy and the spread of monotheistic religions. How did the manuscript production in the second half of the chapter help the religious and political expansions detailed in the first half?

Further Reading

Ahmed, Akbar. Discovering Islam: Making Sense of Muslim History and Society. London: Routledge, 2002.

Blair, Heather. “Religion and Politics in Heian‐Period Japan.” Religion Compass 7, no. 8 (August 2013): 284–293.

Brown, Michelle, ed. In the Beginning: Bibles Before the Year 1000. Washington, DC: Smithsonian Institution, 2006.

Cox, George. African Empires and Civilizations: Ancient and Medieval. New York: Pan-African Publishing Company, 1992.

DeHamel, Christopher. A History of Illuminated Manuscripts. London: Phaidon, 1986, 2001.

Hoffman, Adina, and Peter Cole. Sacred Trash: The Lost and Found World of the Cairo Genizah.New York: Schocken Books, 2016.

Isichei, Elizabeth. A History of Christianity in Africa: From Antiquity to the Present. Trenton, NJ: Africa World Press, 1995.

Kennedy, Philip. Christianity: An Introduction. London and New York: Palgrave MacMillan, 2011.

McKenzie, Judith S., and Francis Watson. The Garima Gospels: Early Illuminated Gospel Books from Ethopia.Oxford: Manar Al-Athar Monographs, 2016.

Robinson, Chase. Islamic Civilization in Thirty Lives: The First 1,000 Years. Berkeley: University of California Press, 2016.

Settagest, Mary. When Zarathustra Spoke: The Reformation of Neolithic Culture and Religion. Costa Mesa, CA: Mazda, 2005.

Schimmel, Annemarie. Islam: An Introduction. Albany, NY: SUNY Press, 1992.

Small, Keith. Qur’ans: Books of Divine Encounter.Oxford: Bodleian Library, 2015.

Soskice, Janet. The Sisters of Sinai: How Two Lady Adventurers Discovered the Hidden Gospels.New York: Vintage Books, 2010.

Stausberg, Michael, and Yuhan Sohrab-Dinshaw Vevaina,eds. The Wiley Blackwell Companion to Zoroastrianism. Hoboken, NJ: John Wiley & Sons, 2015.

Chapter 2 - Economics 500-900


Introduction

People have been traveling long distances throughout human history – seeking new places to live and valuable goods from far away. Some of the oldest discovered human settlements provide evidence that, as early as the Neolithic period (ca. 10,000 BCE) in the eastern Mediterranean, humans were exchanging obsidian (a naturally occurring black volcanic glass, useful for hand tools) from Asia Minor for shells from the Levant and the Red Sea. And cowrie shells made their way from the Indian Ocean to gravesites in Central Asia and northern China, similarly, far back into prehistory. Such valued items are found thousands of miles from their places of origin, indicating the very early development of longdistance trade within human history, and as human settlements became more complex, so too did the networks of exchange that connected them. One of the most important reasons that historians are interested in longdistance trade is because exchanges between communities living far apart give us a sense of what people in the past valued, and how they interacted with each other. How did people in the premodern world relate to others across differences of religion, language, and culture? What did they desire enough to spend huge amounts of time and expense to acquire? What foreign items did they want to imitate, to bury alongside their beloved dead, or to adapt to their own cultural needs? The history of economies and trade is really a history of cultural connections and meaning in human societies. This chapter introduces the trade patterns of the early medieval period, highlighting the most active trade routes and the most highly desired commodities. In some ways, the early medieval period can be seen as laying the foundations for the massive economic growth and expansion of trade that characterized the later Middle Ages. However, in other ways, the early Middle Ages should be considered economically vibrant in their own right, with ships and caravans covering distances both long and short to bring coins and commodities (both luxury and subsistence goods) to people around the globe. And, indeed, by 900, various routes for long- distance trade in the Eastern Hemisphere were connected to each other at one or many points, making for globalized connections at least across this hemisphere and, at one point, even into the Americas.

The first section introduces some of the connections between ports, cities, and entrep ô ts (trading centers) in these various territories where deals were made, both luxury goods and utilitarian items were bought and sold, and representatives from various cultures and languages interacted, learned from each other, and exchanged ideas, technologies, and traditions. Travel over long distances, whether by land or by sea, was difficult, expensive, and often dangerous during the medieval period, but people continued to consider it worth the time, effort, expense, and danger. Travel by sea, despite its dangers, was much faster than overland travel and allowed for much larger cargoes, and was therefore often preferred by medieval traders. Consequently, we see that the early medieval economy was vibrant, despite periods of political decentralization, especially in the Indo- Pacific region, and increasingly in the Mediterranean and North seas. The second section takes a closer look at some of the trade goods themselves and the ideas, artistic styles, and cultural concepts that traveled with those goods.

Research Questions

  1. What is the relationship between gold and trade? How did the minting of coins aid in long-distance trade?
  2. Why did trade slow down in Europe? What aided in increasing that trade?
  3. Look at the slave trade throughout Eurasia during this period. How important were slaves to the economies under discussion? Why and where did slavery thrive? Where didn’t it? Why?
  4. Describe the process for moving goods along the silk roads during this period. What was traded? Who did the trading?
  5. Discuss how ideas and technologies moved along the land and sea routes. What seemed to be the most influential ideas to move along the merchant byways?
  6. Pottery from archeological sites tells us quite a lot about how people of this period functioned. Stoneware and earthenware vessels provide information about how food, oils, and medicinal extracts were processed and stored. Glazed porcelain expresses the artistry and aesthetics of the communities that produced them. Archeologists and cultural historians work all over the world, and their projects are limitless. Research an active archeological site of one of the cultures discussed in this chapter and report on new discoveries.

Further Reading

Chaudhuri, K. N. Asia Before Europe: Economy and Civilization of the Indian Ocean from the Rise of Islam to 1750. Cambridge: Cambridge University Press, 1990.Flecker, Michael, et al. The Tang Shipwreck: Art and Exchange in the 9th Century. Singapore: Asian Civilisations Museum, 2017.

Hansen, Valerie. The Silk Road: A New History. Oxford: Oxford University Press, 2012.

Hourani, George F. Arab Seafaring in the Indian Ocean in Ancient and Early Medieval Times. Princeton, NJ: Princeton University Press, 1951/1995 expanded edition.

Kennedy, Hugh. Great Arab Conquests: How the Spread of Islam Changed the World We Live In. New York: Da Capo Press, 2008.

McGrail, Sean. Boats of the World: From the Stone Age to Medieval Times. Oxford: Oxford University Press, 2004.

Power, Timothy. The Red Sea from Byzantium to the Caliphate: AD 500–1000. Cairo: American University in Cairo Press, 2012.

Price, Neil S. Children of Ash and Elm: A History of the Vikings. New York: Basic Books, 2020.

Stein, Stephen K., ed. The Sea in World History: Exploration, Travel, and Trade. Santa Barbara, CA: ABC-CLIO, 2017.

Wang, Helen. Money on the Silk Road: The Evidence from Eastern Central Asia to c. AD 800. London: British Museum Press, 2004.

Wells, Colin. Sailing from Byzantium: How a Lost Empire Shaped the World.New York: Delacorte, 2006. 

Whitfield, Susan. Silk, Slaves, and Stupas: Material Culture of the Silk Road. Oakland: University of California Press, 2018.

Ziaii-Bigdeli, Layah. “Medieval Globalism: Fragments of Chinese Ceramics in Nishapur, Iran.” Blog post, August 31, 2017. www.metmuseum.org/blogs/ruminations/2017/medieval-globalism-chinese-ceramics-iran.

Chapter 3 - Politics 500-900


Introduction

Despite its reputation as the Dark Ages, the early medieval period was one of great growth and change. The Frankish kings (in the Merovingian dynasty) created a strong and stable state in the area of France that lasted for several generations. As their power waned, a new family gained ascendancy. Charles Martel, Pepin the Short, and Charlemagne created a new, more powerful state known as the Carolingian Empire. Charlemagne, a great Germanic warlord, also helped change Christianity within Europe and fostered knowledge with his insistence on education. Further north, Britain saw waves of invasions by Germanic tribes and Scandinavians. Eventually, several stronger kings were able to control most of the island. In the south, Muhammad and his message spread quickly throughout the Arabian Peninsula and, although his life was short, his ideas had resounding effects in the Near East, Central Asia, Africa, and Europe. The caliphs who followed Muhammad created multiethnic empires across large swaths of territory. In Eastern Asia, the Chinese and Japanese political entities also consolidated their territories and peoples under single rulership. Although the Chinese Tang dynasty is considered a period of political stability, it was also a time of conquest, as there was a consistent influx of nomadic peoples and unrest, as in the An Lushan rebellion that helped bring the dynasty to an end. Japan, meanwhile, created an imperial political rule by emulating Chinese ideology while still holding true to its nature.

Although we cannot call the entities of the early medieval period nationstates, we can see the beginnings of the modern nation within these early political entities. The rulers under discussion took advantage of five strategies for strengthening and extending their authority:

  1. Creating a common identity among their people
  2. Using effective communication for administration
  3. Ensuring steady revenue streams
  4. Establishing and maintaining borders
  5. Controlling rivals and planning for succession of power.

This chapter focuses on how early medieval rulers implemented these strategies.

Research Questions

  1. Women feature prominently in Chinese and Japanese empires. Research why those areas allow for female rulers. Why is female rule the exception and not the norm?
  2. Explore writing systems. How have they changed over time? What has stayed constant?
  3. Look at examples of cultures that have been oppressed or ignored but are now taken seriously by historians (for example, the Sogdians or Tocharians) and compare them to current oppressed or ignored groups, like the Uighurs or Zoroastrian Iranians.
  4. Research minority religions within one of the empires/kingdoms mentioned in the text. How did Zoroastrians fare in Iran? Jews in Spain? Christians in China?
  5. Focus on one character in the Shahnemeh. What are the strengths and weaknesses of that character? If the person is heroic, what are the features of his or her success? Are his or her deeds physical (strength in battle), moral (devotion to the divine), or intellectual (promotion of learning). If the person is bad, what is the definition of his or her failures? From this evidence, determine how Ferdowsi and his people defined a good ruler or person.
  6. A thesis of this book is that even though cultures across the globe between 500 and 1500 may have had very little direct contact with each other, there are connections to be made across cultures that are worth considering. What are challenges to our historical method and thesis?

Further Reading

Bloom, Jonathan. Paper Before Print: The History and Impact of Paper in the Islamic World. New Haven, CT: Yale University Press, 2001.

Camille, Michael. Image on the Edge: The Margins of Medieval Art. London: Reaktion Books, 2004.

Dabashi, Hamid. Authority in Islam: From the Rise of Muhammad to the Establishment of the Umayyads. New Brunswick, NJ: Transaction Publishers, 1989.

Ferdowsi, Abolqasem. Shahnemeh: The Persian Book of Kings. Translated by Dick Davis. New York: Penguin Books, 2016.

Friday, Karl F. Samurai, Warfare and the State in Early Medieval Japan. New York: Routledge, 2004.

Hammer, Joshua. The Badass Librarians of Timbuktu: And Their Race to Save the World’s Most Precious Manuscripts. New York: Simon & Schuster, 2017.

Karam, Jonathan. Sui-Tang China and Its Turko-Mongol Neighbors: Culture, Power, and Connections, 580–800. Oxford: Oxford Scholarship Online, 2012.

McKitterick, Rosamund. Charlemagne: The Formation of a European Identity. Cambridge: Cambridge University Press, 2008.

Robinson, Andrew. The Story of Writing: Alphabets, Hieroglyphs & Pictograms. London: Thames & Hudson, 2007.

Sonn, Tamara. Islam: History, Religion, Politics. Chichester: Wiley, 2015.

Timbuktu Manuscripts. Manuscript Project organized through the University of Cape Town. Tombouctoumanuscripts.org.

Yamamura, Kozo, ed. The Cambridge History of Japan. Vol. 3. Cambridge: Cambridge University Press, 1990.

Chapter 4 - Society 500-900


Introduction

It is difficult to capture information about the life of a premodern common person. Most texts were written for and about the secular or spiritual elite. Much of the archeological evidence we have for this period is from the buried grave goods of high- status nobles and rulers or the ruins of castles and temples. Average people survived because of sustainable practices that did not leave behind much to see. They used and reused organic materials that eventually decayed or rusted away. They melted down old tools and repurposed the metals. They restored and repaired wooden furniture, carts, and ship masts until they degraded or were used for parts. They patched together woven fabrics or animal hides until they disintegrated. Nothing was wasted, not even feces, human or animal. Across Eurasia, villagers had a constant need for fertilizer, and both human and livestock waste was “cured” (left for a time to release harmful gases and pathogens) in pits or pots and placed on the fields at regular intervals. Since human waste was a vital resource, all foods collected from fields fertilized with it needed to be boiled to kill off any parasites lingering in the grains. Despite the intense recycling and repurposing, archeologists and historians have recovered material evidence about the lives of these peoples whose agriculture provided the basis for all economies, and for most social, cultural, religious, and political practices. By clearing forests, moving water, terracing land, and enclosing pastures, peasants manipulated their landscapes to provide food for themselves, local markets, their immediate lords and spiritual leaders, and, ultimately, their kings or emperors.

Research Questions

  1. How does the physical environment define peasant life and traditions in that area?
  2. Trace a meal you recently had from farm to table. How were farmers involved? How is technology involved? Where was it grown? Who grew it? Who harvested and shipped it? How many steps away are you from the making of your own food?
  3. Look at the recent evidence concerning the Medieval Warming Period. How do modern concerns about global climate change affect how we view the past? How does a change in temperature equate to an increased or decreased population?
  4. Just as in Southeast Asia, snake imagery is common and crucial to mythologies all over the world, many times magnified into either protective or destructive dragons. Whether the snakes, serpents, or dragons are welcomed or feared, they are venerated. Further explore the mythology of the naga or snake stories from another culture. What are the different ways in which snakes/serpents/dragons are treated? What does that tell you about the culture and its geographic environment?
  5. In premodern cultures, salt was used for everything from healing wounds to dyeing textiles. Research common uses of salt and consider the chemical reactions it permits.
  6. Attracting good fortune often happens through the warding off of evil. As we discussed in this chapter, humans express this duality through apotropaic gestures. While we may think these are only the practice of ancient people, consider the present-day “good luck” rituals and gestures of sports fans and athletes (for example, not shaving until the playoffs are over, wearing lucky socks, spitting sunflower seeds in a certain pattern). What are some apotropaic gestures you have seen or do?

Further Reading

Albala, Ken. The Food History Reader: Primary Sources. London: Bloomsbury Academic, 2014.

Benn, Charles D. Daily Life in Traditional China: The Tang Dynasty. London: Greenwood Press, 2002.

Brooke, John. Climate Change and the Course of Global History. Cambridge: Cambridge University Press, 2014.

Dehai, Huang, Xiang Jing, and Zhang Dinghao. Illustrated Myths and Legends of China: The Ages of Chaos and Heroes. Translated by Tony Blishen. Shanghai: Shanghai Press, 2018.

Ford, Patrick. The Mabinogi and Other Medieval Welsh Tales. Berkeley: University of California Press, 2008.

Frankopan, Peter. The Silk Roads: A New History of the World. New York: Vintage Books, 2017.

Deal, William E. Handbook to Life in Medieval and Early Modern Japan. New York: Oxford University Press, 2007.

Kerlansky, Mark. Salt: A World History. New York: Penguin Books, 2002.

Mazoyer, Marcel, and Laurence Roudart.  A History of World Agriculture. New York: Monthly Review Press, 2006.

Pilcher, Jeffrey. Oxford Handbook of Food History. Oxford: Oxford University Press, 2012.

Phillipson, David. Foundations of an African Civilisation: Aksum and the Northern Horn, 1000 BC–1300 AD. Rochester, NY: James Currey, 2012.

The Saga of the People of Laxardal. Translated by Leifur Eiriksson. New York: Penguin Books, 1997.

Sharma, S. D. Rice: Origin, Antiquity, and History. Boca Raton, FL: CRC Press, 2010.

Tauger, Mark. Agriculture in World History. New York: Routledge, 2010.

Unger, Richard. Beer in the Middle Ages and Renaissance. Philadelphia: University of Pennsylvania Press, 2007.

Chapter 5 - Religion 900-1300


Introduction

The word paradise often describes an earthly or heavenly place of unmatched beauty, but the concept can also refer to a mindset of harmony and bliss. Many world religions imagine such perfect places or enlightened states of mind, but the pathways for locating these sites – whether physical environments or spiritual modes of transcendence – vary greatly. In the Middle Ages, people journeyed across continents and oceans to uncover and retrieve precious materials believed to be auspicious, holy, and miraculous. Many of these objects were associated with sacred sites, specifically centers of pilgrimage. We know of these quests through the stories people recorded about them in handmade books or manuscripts, as well as xylographic books or scrolls (xylography is printing made from carved wooden blocks). In this chapter, we encounter sacred texts from major world religions – sutras in Buddhism, the Bible in Judaism and Christianity, the Qur’an in Islam, and others – in order to counter the outdated idea of the “Dark Ages.” As we will see, this period can be more accurately referred to as the Illuminated Ages, given the significant quantity of book arts on paper, palm leaves, and parchment that were produced across Afro- Eurasia on topics ranging from religion to medicine to history. Studying religion in a global medieval framework often involves understanding how faith communities comingled, which may involve considerations of politics and economics. In our first religion chapter, we outlined developments in the monotheisms of Judaism, Zoroastrianism, Christianity, and Islam across Afro- Eurasia, with a focus on sacred structures and scriptures. We saw how the Islamicate world began to expand and how the Christian world experienced dogmatic divisions. In this chapter, we look at visions of paradise and pilgrims’ journeys as recorded on paper, palm leaves, and parchment books made for Buddhist, Hindu, and Jain communities across India and East/ Southeast Asia, as well as for the People of the Book of the Abrahamic traditions. The theme of paradise allows us to consider ideal states, but we will also look at the realities of religious fragmentation and pluralism. Section A addresses the ways stories of the Buddha found new audiences across Eurasia, from monastery caves in China, to a powerful Muslim empire in greater Persia, to mercantile communities in the Mediterranean. The intermediality of manuscripts – that is, the relationship between text, images, devotional practices, and other media, such as painting or sculpture – varied by region and yet often invoked symbols of gems, gestures, or color to convey ideas about paradise. Section B examines the role that pilgrimage routes played in connecting distant religious communities as they sought relics or commodities, such as gems and spices, which were thought to bring an individual closer to serenity. In both sections, we will journey across Eurasia – with a few stops in Africa, coastal and interior – during the centuries 900 to 1300, with some examples into the 1500s that demonstrate the pursuit of paradise.

Research Questions

  1. Explore some of the pilgrimage sites of Buddhism and their relationship to the Buddha’s life: Lumbini (Nepal), Bodh Gaya, Sarnath, and Kushinagara (India).
  2. Consider the spiritual uses of plant products such as dyes (for example, saffron and indigo) or aromatics (for example, frankincense and myrrh). How was the dye or aromatic extracted and processed? How was it used in different regions?
  3. Coins, textiles, pottery or ceramics, and manuscripts often traversed the globe during the Middle Ages. Select two of these types of portable objects and consider how their manufacture or messages (textual or visual) compare and how they contrast.
  4. We have looked at three primary materials used for making books in this chapter: paper, palm leaves, and parchment. How did these materials affect the development of the book and what are the lasting challenges for the conservation or preservation of these examples of cultural heritage?
  5. In the medieval period, gardens were considered heaven on Earth. They were settings where people could feel closest to the blessing of a divine power, and each feature of the gardens was symbolic: the design, the trees, flowers, and water features. Choose a culture and investigate its idea of a sacred garden.
  6. Research tree diagrams in the writing of St. Bonaventure (the so-called Tree of Life) or Moses ben Cordovero (the Orchard of Pomegranates). What features do they share? How are they different? How might we connect them to Indian diagrams of bodily chakras?

Further Reading

Bodin, Helena, and Ragnar Hedlund, eds. Byzantine Gardens and Beyond. Uppsala, Sweden: Studia Byzantina Upsaliensia, Uppsala Universitet, 2013.

Blair, Sheila, and Jonathan Bloom. Images of Paradise in Islamic Art. Austin: University of Texas Press, 1991.

Keene, Bryan. Gardens of the Renaissance. Los Angeles, CA: J. Paul Getty Museum, 2013.

Keene, Bryan, ed. Toward a Global Middle Ages: Encountering the World through Illuminated Manuscripts. Los Angeles: J. Paul Getty Museum, 2019.

King, Anya. Scent from the Garden of Paradise: Musk and the Medieval Islamic World. Leiden: Brill, 2017.

McHugh, James. “The Incense Trees of the Land of Emeralds: The Exotic Material Culture of Kamasatra.” Journal of Indian Philosophy, no. 39 (2011): 63–100.

McHugh, James. “Gemstones.” In Brill’s Encyclopedia of Hinduism, edited by Knut A. Jacobsen, Helene Basu,

Angelika Malinar, and Vasudha Narayana. Leiden: Brill, 2012.

Pal, Pratapaditya. Indian Paintings: A Catalogue of the Los Angeles County Museum of Art Collection. New York: Harry N. Abrams, 1993.

Pal, Pratapaditya. Puja and Piety: Hindu, Jain, and Buddhist Art from the Indian Subcontinent. Oakland: University of California Press, 2016.

Scafi, Alessandro, ed. The Cosmography of Paradise: The Other World from Ancient Mesopotamia to Medieval Europe. London: Warburg Institute, 2016.

Chapter 6 - Economies 900-1300


Introduction

Although travel along overland routes continued, between 900 and 1300 long- distance travel and trade was increasingly conducted by sea. Maritime lanes across the Indo- Pacific and around the Mediterranean were not new in this period, but we can see greater traffic in commodities, raw materials, and people along the sea routes. Chinese- controlled fleets were particularly active in the China Seas and Indian Ocean, as were ships under the control of the Southeast Asian maritime empire of Srivijaya. Meanwhile, merchants from Muslim- ruled territories sailed throughout the Mediterranean Sea and Indian Ocean, and Scandinavian voyagers, commonly known as Vikings, dominated the North Sea routes. These merchants were intermediaries of long- distance trade and communications, both within their own and between regions. Along their paths, they met and interacted with many different peoples and their cultures. We find evidence of these extensive networks of land and sea travel from not only historical documents but also extant literary texts, archeological remains, transcriptions of oral traditions, and modern DNA science (using what is known as “aDNA” for “ancient DNA” evidence). These artifacts can help us to reconstruct the voyages and pathways by which the transmission of goods, technologies, and people moved across the medieval world.

Research Questions

  1. This chapter features the discovery of the Serçe Limanı and its cargo. Explore this underwater archeological site further. What was its cargo, and what does the cargo tell us about trade in this period? Where did the ship sail from? Where was it going? How was the wreckage found?
  2. Spices and herbs were valued as flavorings and for their medicinal properties. Modern science confirms the healthful properties of many spices; for example, cinnamon is an antioxidant and an anti-inflammatory. What are the valuable benefits of other spices and herbs as determined by modern medicine? How do these compare to medieval medical texts’ discussions of their benefits?
  3. Animals essential to survival were traded (oxen, camels, horses, and dogs). They were used for heavy labor such as carrying riders and supplies, turning mills, or hauling carts and plows. Other animals were purchased and gifted as signs of status. The macaw skeletons found at Chacoan sites and the peacocks from the Gokstad burial are two examples of animals bought and sold as luxury items or curiosities. What are other examples of medieval trade in live animals or animal parts?
  4. Research historical ship trading routes and shipwrecks. Are there certain areas that are more prone to shipwrecks? Why?
  5. Examine the place of women within economies. What labor did they perform? What goods did they produce? Did this give them any economic security? Political or social power? Why or why not?
  6. Research the sea power of Srivijaya – a coastal state based in Sumatra that controlled transit through the Straits of Malacca from the seventh century to the tenth century. How did their geographical location aid their rise to power? What goods moved through their area?

Further Reading

Benn, James A. Tea in China: A Religious and Cultural History. Honolulu: University of Hawai‘i Press, 2016.

Broadhurst, R. J. C., trans. The Travels of Ibn Jubayr. London: Jonathan Cape, 1952.

Chen, BuYun. Empire of Style: Silk and Fashion in Tang China. Seattle: University of Washington Press, 2019.

Crown, Patricia, and W. Jeffrey Hurst. “Evidence of Cacao Use in the Prehispanic American Southwest.” Proceedings of the National Academy of Sciences 106, no. 7 (2009): 2110–2113.

Crown, Patricia, et al. “Ritual Drinks in the Pre-Hispanic US Southwest and Mexican Northwest.” Proceedings of the National Academy of Sciences 112, no. 37 (2015): 11436–11442.

Frazier, Kendrick. People of Chaco: A Canyon and its Culture, rev. ed. New York and London: W.W. Norton, 2005.

Freedman, Paul, Out of the East: Spices and the Medieval Imagination. New Haven, CT: Yale University Press, 2008.

Goitein, S. D., trans. Letters of Medieval Jewish Traders. Princeton, NJ: Princeton University Press, 1973.

Haddawy, Husain, trans. The Arabian Nights II: Sindbad and Other Popular Stories. New York: Knopf, 1998.

Heng, Geraldine. “An Ordinary Ship and Its Stories of Early Globalism: World Travel, Mass Production, and Art in the Global Middle Ages.” Journal of Medieval Worlds 1, no. 1 (2019): 11–54.

Krahl, Regina, John Guy, J. Keith Wilson, and Julian Raby. Shipwrecked: Tang Treasures and Monsoon Winds. Washington, DC: Arthur M. Sackler Gallery, Smithsonian Institution; Singapore: National Heritage Board: Singapore Tourism Board, 2010.

Jung-pang Lo. China as a Sea Power 1127–1368: A Preliminary Survey of the Maritime Expansion and Naval Exploits of the Chinese People during the Southern Song and Yuan Periods, edited by Bruce A. Elleman. Singapore: National University of Singapore Press, 2011.

Kunz, Keneva, and Gísli Sigurðsson, trans. The Vinland Sagas: The Icelandic Sagas About the First Documented Voyages Across the North Atlantic: The Saga of the Greenlanders and Eirik the Red’s Saga. London and New York: Penguin, 2008.

Lunde, Paul, and Caroline Stone, trans. Ibn Fadlān and the Land of Darkness: Arab Travellers in the Far North. New York: Penguin, 2012.

Mair, Victor H., and Erling Hoh. The True History of Tea. London: Thames and Hudson, 2012.

Pollard, Edward, and Charles Kinyera Okeny, “The Swahili Coast and the Indian Ocean Trade Patterns in the 7th–10th Centuries CE.” Journal of Southern African Studies 43, no. 5 (2017): 927–947.

Prange, Sebastian R. Monsoon Islam: Trade and Faith on the Medieval Malabar Coast. New York: Cambridge University Press, 2018. Respess, A., and L. C. Niziolek. “Exchanges and Transformations in Gendered Medicine on the Maritime Silk Road: Evidence from the Thirteenth-Century Java Sea Wreck.” In Histories of Medicine and Healing in the Indian Ocean World, edited by A. Winterbottom and F. Tesfaye, 63–97. Palgrave Series in Indian Ocean World Studies. New York: Palgrave Macmillan, 2016.

Zaouali, Lilia. Medieval Cuisine of the Islamic World: A Concise History with 174 Recipes. Translated by M. B. DeBevoise. Oakland: University of California Press, 2007.

Chapter 7 - Politics 900-1300


Introduction

In this section we examine the centralization and fragmentation of several political entities. The recognized definition of a state is “a sovereign organized political community under one government, that is concerned with both civil and military affairs.” States have recognized territory, bureaucracies, and some control over their constituents. They levy taxes, operate a military and police force, and are comprised of bureaucratic institutions (like a court system) that administer and enforce laws. Although few of the political communities from 900 to 1300 can be classified formally as nation- states (nation- states are “imagined communities” where the people see themselves as one unit, tied to a political and geographic space), most of the political leaders were working to establish statehood. Bureaucratic stability became the key. With stability comes the ability to innovate (see Chapter 3 ) and to create lasting legacies. Leaders began creating political states by using their authority to create succession plans, administer justice and enforce laws, and levy consistent taxes. While some areas grew toward statehood, others found themselves spread too thin, with challenges to their governmental institutions that caused retraction and fragmentation. Losing the bureaucratic center, these states often fell to internal and external fighting. The crusades of the Middle East and the growth of the Mongol Empire are two important events that show how external pressures, combined with internal disintegration, had far- reaching consequences.

Research Questions

  1. Explain the relationships between the cultural ideas of marriage and parenthood and the political reality of a ruling family.
  2. Research one of the crusades in Europe and the Middle East. How is this crusade related to the ones that came before it? What were the goals of the crusaders? Did they meet those goals? Why or why not?
  3. How did the Mongols affect the existing regimes and power structures of Russia? China? Iran?
  4. Examine medieval warfare. What technological advances occur during war? How do battles and wars change political, religious, and cultural boundaries?
  5. Research several medieval European romances such as those by Chretien de Troyes (1130–1191) or Marie de France (1160–1215). Or research several Chansons de Geste (Tales of Great Feats) such as Song of Roland or Song of El Cid. What are the major themes within the tales? How do they relate to other fictional works we’ve discussed in this chapter?
  6. Research visual representations of the Heike Monogatari or the Bayeaux Tapestry. How does the work represent the political intrigues and military strategies of its day? Can you find anything subversive in the presentation that seems to be commentary and not history?

Further Reading

Bowersock, G. W. The Crucible of Islam. Cambridge, MA and London: Harvard University Press, 2017.

Brook, Timothy. The Great State: China and the World. London: Profile Books, 2019.

Ciocîltan, Virgil. The Mongols and the Black Sea Trade in the Thirteenth and Fourteenth Centuries, translated by Samuel Willcocks. Leiden: Brill, 2012.

Cobb, Paul. The Race for Paradise: An Islamic History of the Crusades. Oxford: Oxford University Press, 2016. Davis-Secord, Sarah. Where Three Worlds Met: Sicily in the Early Medieval Mediterranean. Ithaca, NY: Cornell University Press, 2017.

De Nicola, Bruno, and Charles Melville. The Mongols’ Middle East: Continuity and Transformation in Ilkhanid Iran. Leiden: Brill, 2016.

Jackson, Peter. The Mongols and the Islamic World: From Conquest to Conversion. New Haven, CT: Yale University Press, 2017. Hansen, Valerie. The Year 1000: When Explorers Connected the World – and Globalization Began. New York: Simon & Schuster, 2020.

Hempel, Rose. The Golden Age of Japan, 794–1192. Translated by Katherine Watson. New York: Rizzoli, 1983. Levtzion, Nehemia, and Jay Spaulding, eds. Medieval West Africa: Views from Arab Scholars and Merchants. Princeton, NJ: Marcus Wiener Publishers, 2003.

Mahabharata: A Shortened Modern Prose Version of the Indian Epic. Translated by R. K. Narayan. Chicago: University of Chicago Press, 1978.

Murasaki Shikibu. Tale of Genji. Translated by Royall Tyler. New York: Penguin Classics, 2006.

Osae, T. A., S. N. Nwabara, and A. T. O. Odunsi. A Short History of West Africa, A.D. 1000 to the Present. New York: Hill and Wang, 1975.Rossabi, Morris. The Mongols and Global History: A Norton Documents Reader. New York: W.W. Norton, 2011.

Sánchez García, Raúl. The Historical Sociology of Japanese Martial Arts. London: Routledge, 2018.

Shinoda, Minoru. The Founding of the Kamakura Shogunate, 1180–1185: With Selected Translations from the Azuma Kagami. New York: Columbia University Press, 1960.

Stride, G. T., and Caroline Ifeka. Peoples and Empires of West Africa: West Africa in History, 1000–1800. New York: Africana, 1971.

The Tale of the Heike. Translated and introduction by Helen C. McCullough. Stanford, CA: Stanford University Press, 1988.

Vernon, Clare. “Dressing for Succession in Norman Italy: The Mantle of King Roger I.” Al-Masāq 31, no. 1 (2019): 95–110.

Weatherford, Jack. Genghis Khan and the Making of the Modern World. New York: Crown, 2005.

Wilhite, David. Ancient African Christianity: An Introduction to a Unique Context and Tradition. London: Routledge, 2017

Chapter 8 - Society 900-1300


Introduction

Class is an ordering of society, generally based on differences in wealth, inherited rank or position, profession, occupation, race, or gender. “Class” is a comparative tool used to define hierarchical social groups; although it is a modern term with ties to post- Industrial society, we use it because people in the Middle Ages were organized along economic, occupational, and institutional lines. Those within a particular class share similar economic or social status, which often aligns with political power. These separations make the people easier to control and organize, which, in turn, makes the creation of a stable state easier to manage. In the premodern period, class- based societies were closely linked to economic security. Those of the noble classes held legal, social, cultural, and political sway over the lower classes, and, although members of the military and religious organizations could occasionally come from lower classes, aristocratic nobles held the positions of leadership. This meant that almost all the positions of authority and power were held within one class, a small group of families that passed down resources and titles to their descendants and lived off the labor of the agricultural class. Medieval people believed these classifications were divinely determined, and religious organization reiterated these categories within their written commentaries, supporting social and political striations. Since the advent of writing, codes have separated people by birthright, economic status, occupation, and gender. From ancient Mesopotamia, laws privileged free men of property over free men; after all, free men of property were the ones who wrote the laws. Slaves had no power at all. These ancient codes also defined religious leaders (priests) from the rest of society, and women almost always held a lesser position within their economic state – that is, free women of property were “worth more” than free women, and both classes were above slave women, but all women were less than men within their class. In all societies under discussion here, women held lower positions than men, socially, legally, and economically.

Research Questions

  1. All societies have a class system, but the class categories differ depending on what a society values. In one community, strong, aggressive, young men may have elite status and elderly men are considered a burden. In another, elderly men who communicate with gods may have the highest status. How would you describe the class you belong to? Who might be your counterpart be in the medieval period?
  2. How could motherhood confer authority upon a woman?
  3. Read selections from Heian women’s writing. What importance did the women place on class within their society?
  4. There are many ways of identifying what class a person belongs to and stereotyping them by outward appearance. Sometimes outward appearance is a conscious act of self-expression. Sometimes outward appearance is controlled by societal norms. Choose a culture from this chapter and investigate how class was communicated through such things as the type and color of clothing, physical features, possession of goods and tools, and intellectual abilities such as literacy.
  5. Investigate animal fables from one culture or follow the symbolism of a particular animal across a number of cultures. What do animal fables tell us about the personality of a culture? Which animals are seen as comic relief and which ones are part of teaching a lesson about human behavior?
  6. Disability studies is a growing field. Investigate medieval peoples’ ideas about disabilities. What were the social, medical, religious, and cultural aspects of disability?

Further Reading

Buckley Ebrey, Patricia, ed. Chinese Civilization: A Sourcebook. New York: Free Press, 1993.

Christenson, Allen J. Popol Vuh: Sacred Book of the Maya: The Great Classic of Central American Spirituality, Translated from the Original Maya Text. Quiché Maya People. Norman: University of Oklahoma Press, 2003. Electronic Version: Mesoweb: www.mesoweb.com/publications/ de Sahagún, Bernardino. The War of Conquest: How it Was Waged here in Mexico. Salt Lake City: University of Utah Press, 1978.

Eaton, Richard M., and Phillip B. Wagoner. Power, Memory, Architecture: Contested Sites on India’s Deccan Plateau, 1300–1600. Oxford: Oxford Scholarship Online, 2013.

Ebrey, Patricia Buckley. Women and the Family in Chinese History. Abingdon: Routledge, 2002.

Finlay, Victoria. Color: A Natural History of the Palette. New York: Random House, 2002.

Goldin, Paul Rakita. The Culture of Sex in Ancient China. Honolulu: University of Hawaiʻi Press, 2002.

Kellogg, Susan. Weaving the Past: A History of Latin America’s Indigenous Women from the Prehispanic Period to the Present. New York: Oxford University Press, 2005.

Levitan, William. Abelard and Heloise: The Letters and Other Writings. Indianapolis, IN: Hackett Publishing, 2007.

Lutegendorf, Philip. Hanuman’s Tale: The Messages of a Divine Monkey. Oxford: Oxford University Press, 2007.

McNab, Cameron Hunt. Medieval Disability Sourcebook: Western Europe. Goleta, CA: Punctum Books, 2020.

Metzler, Irina. Disability in Medieval Europe: Thinking about Physical Impairment during the High Middle Ages. Oxford: Routledge, 2006.

Mews, Constant. The Lost Love Letters of Heloise and Abelard: Perceptions of Dialogue in Twelfth-Century France. New York: Palgrave MacMillan, 1999; 2nd edition, 2008.

Morrison, Elizabeth, and Larisa Grollemond. Book of Beasts: The Bestiary in the Medieval World. Los Angeles: J. Paul Getty Museum, 2019.

Mvuyekure, Pierre-Damien. West African Kingdoms, 500–1590. Detroit, MI: Gale, 2004.

Rehman, S. A., and Balraj Verma, eds. The Beautiful India – Andhra Pradesh. New Delhi: Ess Ess Publications, 2005.

Scher, Sarahh, and Billie Follensbee, eds. Dressing the Part: Power, Dress, Gender, and Representation in the Pre-Columbian Americas. Gainesville: University Press of Florida, 2017.

Singh, Sabita. The Politics of Marriage in Medieval India: Gender and Alliance in Rajasthan. Oxford: Oxford Scholarship Online, 2019.

St. Clair, Kassia. The Secret Lives of Color. New York: Penguin, 2016.

Sundarakanda from the Ramayana. PDF download www.holybooks.com/sundara-kanda-hanumans-odysey/. A Tale of Flowering Fortunes: Annals of Japanese Aristocratic Life in the Heian Period. Translated, with an introduction and notes, by William H. and Helen Craig McCullough. Stanford, CA: Stanford University Press, 1980.

Wu, Cheng-en. Monkey. Trans. by Arthur Waley. New York: Grove Press, 1970. 

Watson, Frank. One Hundred Leaves: A New Annotated Translation of Hyakunin Isshu. New York: Plum White Press, 2013.

Chapter 9 - Religion 1300-1500


Introduction

In the first chapter on religion, we discussed the major monotheistic faiths that influenced Eurasia from 500 to 900. In the second chapter on religion, we discussed India, China, and the subcontinental region with the massive expansion of Buddhism during the central medieval era. In this last chapter, we discuss the rise of affective religious experiences that permeated several faith traditions. This key development of late medieval religiosity was endemic throughout many of the cultures we have been discussing. We focus, in this chapter, on women’s experiences with the spirituality of the late medieval world. This chapter also expands its timeline to include women who lived prior to 1300 and who died after 1500. As Joan Kelly wrote, in her groundbreaking 1977 article “Did Women Have a Renaissance?”, women’s history must question all accepted historical periodization, as the historical development of men’s history has differing effects on women, and, we might add today, all peoples outside a strict gender binary.

As we have seen in earlier chapters, it behooved sovereigns to have strong connections with religious leaders; religion created group cohesion while also motivating political, social, and cultural decisions and divisions. Throughout Europe, Africa, and the Middle East, the time from 1300 to 1500 was politically unstable, particularly after the traumas of the Black Death in the fourteenth century. Economically, politically, and socially, societies were changing, and we see this directly within the religious ideologies popularized during this time. So- called heretical movements and challenges to religious leadership increased, as people sought more personal and intimate relationships with their gods.

Although these changing religious ideologies affected people of all classes and genders, in this particular chapter we focus on how religion affected and was affected by women. In doing so, we highlight the particular roles of women within the larger movements of religious change, and learn about these larger trends through looking at women’s spiritual lives. Despite constraints placed on them by male- controlled religious doctrine, women across the world created religious and spiritual opportunities and spaces for themselves and their concerns. It must be said, piety and spirituality themselves have no gender, except that which is socially constructed. People across time and space have lived within the gender constraints of their worlds, and certain types of customs, beliefs, and behaviors have become known as “female” since those who were coded female were the ones who practiced them. In the first section of this chapter, we discuss the spiritual practices of women within major religious groups around the world. The second section discusses how expanding spiritual consciousness affected literature and art just prior to the modern period.

Research Questions

  1. Compare the writings of two authors listed here. What symbolism seems consistent among them? What is different? How might you account for those differences? You may choose authors within the same culture, across cultures, or across genders.
  2. How did the political and social change affect the spirituality of this period?
  3. Compare cathedrals from different areas of Christianity. What is the influence of local customs on the cathedrals?
  4. What is the importance of the connection between the growing middle class and urban spirituality, especially as seen through the growth of the cathedral movement?
  5. Imagine yourself as one of the marginalized peoples listed here (woman, peasant, colonized person, religious minority). How do you keep your own religious traditions and ideals alive within the majority culture? Can you connect this to the modern period?
  6. How does the increase in movement in the later Middle Ages change religious traditions? Think of pilgrimage, commercial travel, and religions such as Christianity, Islam, and/or Hinduism.

Further Reading

Carrasco, David. City of Sacrifice: The Aztec Empire and the Role of Violence in Civilization. Boston, MA: Beacon Press, 1999.

Chandra, Satish. Essays on Medieval Indian History. New Delhi: Oxford University Press, 2003.

Clendinnen, Inga. Ambivalent Conquests: Maya and Spaniard in Yucatan, 1517–1570. Cambridge and New York: Cambridge University Press, 1987.

Cornell, Rkia Elaroui. Rabi’a From Narrative to Myth: The Many Faces of Islam’s Most Famous Woman Saint, Rabi’a al-Adawiyya. New York: Bloomsbury Academic, 2019.

Cortés, Hernán. Letters from Mexico. New York: Grossman, 1971.

Joyce, Rosemary. Gender and Power in Prehistoric Mesoamerica. Austin: University of Texas Press, 2000.

Levtzion, Nehemia, and Jay Spaulding. Medieval West Africa: Views from Arab Scholars and Merchants. Princeton, NJ: Markus Wiener, 2003.

Miner, Earl R., Hiroko Odagiri, and Robert E. Morrell. The Princeton Companion to Classical Japanese Literature. Princeton, NJ: Princeton University Press, 1984.

Phillips, Charles. The Lost History of Aztec & Maya: The History, Legend, Myth and Culture of the Ancient Native Peoples of Mexico and Central America. London: Hermes House, 2004.

Rieff Anawalt, Patricia. Indian Clothing before Cortés: Mesoamerican Costumes from the Codices. Norman: University of Oklahoma Press, 1981.

Ruether, Rosemary Radford. Goddesses and the Divine Feminine: A Western Religious History. Oakland: University of California Press, 2005.

Sterckx, Roel. Ways of Heaven: An Introduction to Chinese Thought. New York: Basic Books, 2019.

Tiesler, Vera, and Maria Cecilia Loza. Social Skins of the Head: Body Beliefs and Ritual in Ancient Mesoamerica and the Andes. Albuquerque: University of New Mexico Press, 2018.

Wieck, Roger S. Painted Prayers: The Book of Hours in Medieval and Renaissance Art. New York: George Braziller, 1997.

Introduction

The late Middle Ages was a transformative period for the world system, and economic exchange was at the heart of these developments. West African gold mines had long supplied the Islamicate and Byzantine economies, and gold from eastern Africa was one product among many traded in the Indian Ocean. But, over the thirteenth and fourteenth centuries, European traders established trade colonies along the southern shores of the Mediterranean, allowing them greater access to that precious metal. Mongol conquests across Central Asia and China facilitated trade connections across land and sea, but also changed the relationship between China and the rest of the hemisphere. Although known as land- based warrior nomads, the Mongol Yuan dynasty (1271– 1368) was in fact quite interested in maritime long- distance exchange. Under their rule, China’s ships dominated commerce in the China Seas and eastern Indian Ocean. Their successors, the Ming dynasty (1368– 1644), oversaw the further growth of maritime trade (to the disadvantage of overland trade along the silk roads) and revived the tributary economy of earlier Chinese dynasties. In western Asia, merchants based in Europe and the Middle East took advantage of Mongol rule to trade for desired eastern products. After the breakup of the Mongol Empire, however, the flow of goods from the East became more difficult for merchants to access by land routes, so European merchants and explorers, already in control of Mediterranean Sea trade, launched out on new maritime routes to the East. In South America, the powerful Inca Empire facilitated the production and distribution of both basic foodstuffs and valued luxury goods. This system was demolished during the sixteenth- century Spanish conquest of the Inca.

Research Questions

  1. Compare and contrast monetary systems in two different regions/countries/locales. Remember to include non-coinage systems!
  2. How did the Mongols both disrupt and encourage trade in their empires?
  3. Compare some of the entries in Marco Polo’s travels to those of ibn Battuta. What seems to interest both of these men in their travels? What differences do you see in the narrative styles? What do these narratives tell us about the economic, political, and/or cultural worlds of each of these men?
  4. How is clothing and adornment a signal of wealth and power? What types of clothing/adornment were important signs in South America? Europe? Africa? The Middle East?
  5. Numismatics is the study of coins. Investigate a local numismatic society and inquire if anyone there has studied or traded in medieval coins. What types of coins are most favored by modern numismatists? What coins are abundant?
  6. The mariner’s astrolabe and the quadrant allowed sailors to navigate open waters and unchartered seas. How did sailors use these tools? How did they operate?

Further Reading

Allsen, Thomas T. The Steppe and the Sea: Pearls in the Mongol Empire. Philadelphia: University of Pennsylvania Press, 2019.

Berzock, Kathleen Bickford, ed. Caravans of Gold, Fragments in Time: Art, Culture, and Exchange Across Medieval Saharan Africa. Princeton, NJ: Princeton University Press, 2019.

Bennett, Judith M. Ale, Beer and Brewsters in England: Women’s Work in a Changing World, 1300–1600. Oxford: Oxford University Press, 1996.

Boehm, Barbara Drake. The Colmar Treasure: A Medieval Jewish Legacy. London: Scala Arts Publishers, 2019.

Farmer, Sharon. The Silk Industries of Medieval Paris: Artisanal Migration, Technological Innovation, and Gendered Experience. Philadelphia: University of Pennsylvania Press, 2016.

Gomez, Michael A. African Dominion: A New History of Empire in Early and Medieval West Africa. Princeton, NJ: Princeton University Press, 2018.

Hansen, Valerie. The Open Empire: A History of China to 1800, 2nd ed. New York: W.W. Norton, 2015.

Lane, Kris. Potosí: The Silver City that Changed the World. Oakland: University of California Press, 2019.

Lo, Jung-pang. China as a Sea Power, 1127–1368. Singapore: National University of Singapore Press, 2012.

Mendieta, Ramiro Matos, and Jose Barreiro, eds. The Great Inka Road: Engineering an Empire. Washington, DC: Smithsonian Books, 2015.

Pillsbury, Joanne, Timothy Potts, and Kim N. Richter, eds. Golden Kingdoms: Luxury Arts in the Ancient Americas. Los Angeles: Getty Publications, 2017.

Russell, Peter. Prince Henry ‘the Navigator’: A Life. New Haven, CT: Yale University Press, 2000.

Spufford, Peter. Money and its Use in Medieval Europe. Cambridge: Cambridge University Press, 1988.

Chapter 11 - Politics 1300-1500


Introduction

From 1300 to 1500 CE, ambitious rulers followed in the footsteps of traders and explorers, laying claim over territories and resources, natural and commercial. The familiar borders of present- day nations or states began to take shape for some parts of Eurasia, and these centuries also witnessed the rise of European colonial exploitation that we must continually keep in mind while looking at the politics of naming, erasing, acknowledging, and reclaiming the histories of land, water, and, most importantly, of people, in large parts of Africa, Southeast Asia, Austronesia, and the Americas. Keep in mind as you read that despite their small size and disconnection from land masses, several island- nations – from Great Britain to Indonesia and Japan – ruled considerable territory and contributed to the trade examples discussed at the beginning of this chapter.

Maps assist in the creation of national history and in the process of state formation. As an example, consider a letter written on 21 August 1501 by Angelo Trevisan, secretary of the Venetian chancellor to Spain, to the Venetian naval captain Domenico Malipiero (1428– 1515): “The map of the voyage to Calicut (India) is impossible to acquire, as the king has decreed the penalty of death to anyone who gives it away.” Trevisan is referring to the prohibition by King Manuel I (r. 1495– 1521) of spreading information about the voyages of Vasco da Gama (1460s– 1524) and Pedro Á lvares Cabral (ca. 1467/ 68– ca. 1520) to India. This mandate exemplifies the maxim that knowledge is power. More specifically, that knowledge of geography is power: geography is political.

Research Questions

  1. Select one of the following islands or island geographic regions and research the history, art, literature, and religion there from 1300 to 1500: Sri Lanka, Madagascar, New Guinea, the Caribbean, Polynesia. What has survived? How do scholars reclaim these histories?
  2. We have studied the politics of several natural resources in this chapter, including herbs and spices, gold and silver, and birds and animals. Undertake a comparative study of the value placed on one of these or other materials or living things in different locations around the globe. You might wish to explore precious stones (including diamonds and rubies), beautifully plumed birds (parrots, peacocks/peafowl, and macaws), or lustrous pearls and coral.
  3. Gather material (from the list of additional readings or online) that introduces Indigenous Ways of Knowing or Native perspectives on the past and write about these views. Consider the relationship between human experience and the landscape and resources of a place.
  4. Research the Inca “royal road” system. Where did these roads lead? What goods were traded on these roads? How far did the networks extend into Central and North America? How did the transportation system indicate the politics of the region?
  5. Research what happened to the Easter island moai called Hoa Hakananai‘a that was removed from the island. Where is it now and where did its journey take it? Should it be returned to its home on the island?
  6. Some of the cultures that rose to power or individuals who lived from 1300 to 1500 have received popular acclaim through film, video games, comic books, or social media memes. These include the Mongols, Marco Polo, Ming Dynasty China, Mansa Musa of Mali, and the competing factions of the European Hundred Years’ War. Research how popular presentations compare with the historical sources.

Further Reading

Alt, Susan, and Timothy Pauketat. Medieval Mississippians: The Cahokian World. Santa Fe, NM: School for Advanced Research Press, 2015.

Budge, Sir E. A. Wallis. The Queen of Sheba and Her Only Son Menyelek (Kebra Nagast). Cambridge and Ontario: In Parentheses Publications, Ethiopian Series, 2000.

Crown, Patricia L., ed. The House of the Cylinder Jars: Room 28 at Pueblo Bonito, Chaco Canyon. Albuquerque: University of New Mexico Press, 2020.

Delmas, Adrien. “Writing in Africa: The Kilwa Chronicle and Other Sixteenth Century Portuguese Testimonies.” In The Arts and Crafts of Literacy: Islamic Manuscript Cultures in Sub-Saharan Africa, edited by A. Brigalia and M. Nobili, 181–206. Berlin: De Gruyter, 2017.

Fauvelle, François-Xavier. The Golden Rhinoceros: Histories of the African Middle Ages. Princeton, NJ: Princeton University Press, 2018.

Heng, Geraldine. The Invention of Race in the European Middle Ages. Cambridge: Cambridge University Press, 2018.

Jennings, Jesse, ed. The Prehistory of Polynesia. Cambridge, MA: Harvard University Press, 1979.

Kelly, Samantha. “Ewostateans at the Council of Florence (1441): Diplomatic Implications between Ethiopia, Europe, Jerusalem and Cairo.” In Afrique [online], placed online 29 June 2016, consulted 1 July 2019. http://journals.openedition.org/afriques/1858.

Malotki, Ekkehart, and Ellen Dissanayake. Early Rock Art of the American West: The Geometric Enigma. Seattle: University of Washington Press, 2018.

Nash, George, and Aron Mazel. Narratives and Journeys in Rock Art: A Reader.Oxford: Archaeopress Publishing, 2018

Patterson-Rudolph, Carol. Petroglyphs and Pueblo Myths of the Rio Grande. Albuquerque, NM: Avanyu Publications, 1993.

Roullier, Caroline, Laurie Benoit, Doyle B. McKey, and Vincent Lebot. “Historical Collections Reveal Patterns of Diffusion of Sweet Potato in Oceania Obscured by Modern Plant Movements and Recombination.” Proceedings of the National Academy of Sciences of the United States of America 110, no. 6 (2013): 2205–2210.

Chapter 12 - Society 1300-1500


Introduction

The common understanding of the Black Death is that it was European in scope and generally limited to the period from 1347 to 1353. While partially true, this limits our understanding of the extent of this pandemic that lasted from the early 1220s to the late 1370s. Widening our lens to 150 years and including an Afro- Eurasian context reveals how much more virulent, dangerous, and devastating the disease was, as well as showing us the resiliency, adaptiveness, and determination of humanity. We begin with a medical understanding of the bacteria, move to the thirteenth- century plague in China, and then shift westward to the Middle East, Africa, and European spaces. The growth of technology (a direct by- product of globalization) intensified long- distance travel and the spread of knowledge, which both helped and hindered responses to the plague. It is estimated that over 150 million people died across Eurasia and Africa, with significant consequences for the societies, cultures, and economies of the impacted communities. Labor shortages led to major changes in wages and labor practices in Europe, and long- distance trade was slowed for a time as quarantines were imposed.

Research Questions

  1. How did the Second Plague Pandemic affect systems of government? Research social and economic changes to society from a region that was affected by the plague.
  2. Read some of the English sumptuary laws. What do we learn from these laws about growing tensions among the classes?
  3. Imagine yourself as a doctor living in Salerno, Italy. What knowledge do you use to understand and treat the plague? What if you are from Baghdad, Iraq? Cairo, Egypt? London, England?
  4. Read up on the Genome Project on the Black Death. How does modern science help us to understand the past better? How do we use that information to aid our modern struggles against disease and pandemics?
  5. The second half of this chapter discusses large buildings of the empires in China, Peru, and Europe. How are architectural projects related to political power, religious worship, and/or class status? What modern projects can you compare to these medieval ones?
  6. We go to museums to see objects from all over the world, but is it right for them to be in museums far from their original contexts? Is it justified to take artifacts from an archeological site and place them in another country, even if those items are secure and available for study? Research a contemporary example of cultural artifacts that have been sent from one area to another. Or research an example of artifacts repatriated to their original home.

Further Reading

Aberth, John. Doctoring the Black Death: Medieval Europe’s Medical Response to Epidemic Disease. Lanham, MD: Rowman & Littlefield, 2021.

Boeckl, Christine M. Images of Plague and Pestilence: Iconography and Iconology. Kirksville, MO: Truman State University Press, 2000.

Boccaccio, Giovanni. The Decameron. Translated by Wayne A. Rebhorn. New York: W.W. Norton, 2021.

Caferro, William. Petrarch’s War: Florence and the Black Death in Context. Cambridge: Cambridge University Press, 2018.

Chaganti, Seeta. Strange Footing: Poetic Form and Dance in the Late Middle Ages. Chicago: University of Chicago Press, 2018.

Chouin, Gérard. “Reflections on Plague in African History (14th–19th c.).” Afriques 9 (2018).

Cohn, Samuel. Epidemics: Hate and Compassion. Oxford: Oxford University Press, 2018.

Cohn, Samuel K., Jr. The Black Death Transformed: Disease and Culture in Early Renaissance Europe. London and New York: Arnold and Oxford University Press, 2002.

Dante Alighieri. Inferno. Translated by Michael Palma. New York: W.W. Norton, 2021.

Dodd, Robin. From Gutenberg to Open Type: An Illustrated History of Type from the Earliest Letterforms to the Latest Digital Fonts. Vancouver: Hartley & Marks, 2006.

Dols, Michael. The Black Death in the Middle East. Princeton, NJ: Princeton University Press, 1977.

Fancy, Nahyan. “Knowing the Signs of Disease: Plague in Arabic Medical Commentaries Between the First and Second Pandemics.” In Death and Disease in the Long Middle Ages, edited by Lori Jones and Nükhet Varlik. York: York University Press, forthcoming.

García-Ballester, Luis, Roger French, Jon Arrizabalaga, and Andrew Cunningham, eds. Practical Medicine from Salerno to the Black Death. Cambridge: Cambridge University Press, 1994.

Gertsman, Elina. The Dance of Death in the Middle Ages: Image, Text, Performance. Turnhout, Belgium: Brepols, 2010.

Green, Monica, ed. Pandemic Disease in the Medieval World: Rethinking the Black Death. Amsterdam and Kalamazoo, MI: Arc-Medieval Press, 2015.

Hatcher, John. The Black Death: A Personal History. Cambridge, MA: Da Capo, 2008.

Herlihy, David. The Black Death and the Transformation of the West. Cambridge, MA: Harvard University Press, 1997.

Hsy, Jonathan. Trading Tongues: Merchants, Multilingualism, and Medieval Literature. Columbus: Ohio State University Press, 2013.

Little, Lester, ed. Plague and the End of Antiquity: The Pandemic of 541–750. Cambridge: Cambridge University Press, 2007.

Malory, Thomas. Le Morte d’Arthur: Selections. Edited by Maureen Okun.Peterborough, Ontario: Broadview Press, 2015.

Palma, Michael, and Lee Butler. “‘Washing off the Dust’: Baths and Bathing in Late Medieval Japan.” Monumenta Nipponica 60, no. 1 (Spring, 2005): 1–41.

Soifer Irish, Maya. “Genocidal Massacres of Jews in Medieval Western Europe (1096–1391).” In The Cambridge World History of Genocide,Volume I: Genocide in the Ancient, Medieval and Premodern Worlds, edited by Ben Kiernen, Tracy Maria Lemos, and Tristan Taylor. Cambridge: Cambridge University Press, forthcoming