history analysis#2
HI 365: Fall 2017
Name: Hind Aljohani
Source analysis #2
Primary source: Constitutions of Clanderon 1164. Translated in Albert Beebe White and Wallce Notestein, eds., Source Problems in English History (New York: Harper and Brothers, 1915). Comment by Sarah: good
Secondary source: Backman, Clifford. The worlds of medieval Europe. 3rd ed. New York: Oxford University Press, 2009.(254-282)
Primary Source Questions:
1. Who wrote the text, when was the text written and for whom did the author write? (E.g., give the name and the person’s role in society or the person’s role in relation to the events/ideas described in the text, specific year or general time period).
The Constitutions of Clarendon, a set of legal polices that were passed in 1164 by Henry II of England. These procedures comprised of sixteen scripts that were meant to represent the efforts of restricting ecclesiastical prerogatives in addition to curbing the authority that the Church courts exercised and the prominence of Papal power in England. This letter was written to the archbishops and bishops, clergy, and the earls and barons and great men of the kingdom to inform them on the changes that were expected by king Henry II of England concerning the legal abolition of legal powers that were initially bestowed to the church.
2. How do you know the author wrote the text for this audience? List two specific examples and explain why these examples are significant.
Stephen, Henry II’s predecessor, had a chaotic time in power, the ecclesiastical courts, reinforced by the development of the canon laws, had appropriated several irreligious judicial rights. Comment by Sarah: This information is not in the source itself. Do not use outside source information in order to answer any questions. Rather, you need to stay in the source in order to address the audience question.
A. “…and because of dissensions and discords which had arisen between the clergy and the lord king’s justices and the barons of the kingdom concerning the customs and dignities , this recognition has been made before the archbishops and bishops and clergy, and the earls and barons and great men of the kingdom.” Directs that the recognition targeted the bishops, the clergy, archbishops and to those who assumed profane laws.
B. “...the word of truth firmly premised by word of mouth should be held and observed for the lord king and his heirs in good faith and without subtlety.” The laws were to be observed in good faith without restraint or refinement. Comment by Sarah: How does this provide evidence that the audience are the people that you identified in the question above? Make sure that your evidence is always supporting the claims that you are making.
3. What possible biases does the author have? Give specific examples from the text to support why you think the author has a particular bias or is pushing a certain point of view.
“…if a controversy arise between laymen, or between laymen and clerks, or between clerks concerning patronage and presentation of churches, it shall be treated or concluded in the court of the lord king.” This is communal bias directing that it is only the king who had the power to resolve conflicts between disputing parties like conflicts between the clergy and the laymen. In a society practicing democracy, ultimate power should not be observed by a single individual, this bias is apparent as the king would disregard deliberations that are achieved without his consent. Comment by Sarah: Medieval England was certainly not a democracy! This is not a bias of this text, as it is not historically accurate to hold a twelfth-century king to the standards of modern US government. Think about what the text is really saying here. Why does Henry want to hold power in this situation? Does he feel like the Church has too many rights in his land? Is he biased against the rule of the Church?
4. Give a brief summary of the text (2-3 lines)
Constitutions of Clarendon stipulate 16 articles that were to be observed as guidelines during King Henry II of England’s reign. Stephen, his predecessor, had given churches ecclesiastical privileges that were meant to be observed in secular jurisdictions. The king felt that clergymen were to be limited in their authority of interdiction and excommunication and further prohibited to act in opposition of laymen. Comment by Sarah: You should summarize the types of laws that this source in particular states. This summary is not necessarily specific to this source.
5. Do you notice any themes or certain word choices in the text? What are they (please list specific examples from the text itself). Why are these important for gaining insights into the author’s point of view?
i. Prerogatives – privileges or rights that the Church courts assumed although Henry II considered their proceedings unlawful.
ii. Ecclesiastical –related to Church activities practiced by archbishops, bishops, and clergymen. Comment by Sarah: I am not sure where the other two words are coming from as themes, as they are not in the text. Ecclesiastical is certainly a word that is repeated multiple times here. Why is this significant? You have stated that the word is connected to activities of a certain group, but why are they a theme in this text? In what way does the text represent this group of ecclesiastics? Positive or negative? What does this tell us about the author’s point of view of this group?
iii. Predecessor’s tenure – the period which the Churches had supreme power and Papal authority was executed all over England in preference to the King’s authority.
6. Why is the text important for the society in which it was produced? What is its historical significance of the text?
Constitutions of Clarendon were meant to outline policies that were targeting the restriction of Church authority all over England to interdict people. Papal authority was supreme and the churches inclined to assume ecclesiastical privileges that meant not to interdict the archbishops and clergy. The appropriations of church policies were considered irreligious by secular judicial privileges.
7. How does this source complement or add to information learned in class through lectures or activities?
This content supplements individual information concerning the medieval setup of the English Kingdom. The kind of laws that were considered to introduce societal unison and equality has been illustrated as well. Comment by Sarah: Be careful here. Did the laws mean that all people were equal? Remember, this is not a modern day government in the US.
8. How does this source complement or add to information you have read in the assigned class readings?
Additional information gained is in early history churches had power over kingship. Those churches could exploit their authority to act in manners purported to secure their reputation in the eyes of the public without penalizations over malpractices. Comment by Sarah: In what specific reading did you learn about this, and in what specific way are you comparing this text to the other reading? You need to name a specific reading, an example from it, and have an explanation of how that information and this text are working together in some way.
9. What question about this time period do you think this source could help answer (e.g., the source provides evidence of what?)
Why did the churches exercise so much power? Churches are meant and anticipated to spread truth by word of mouth and gospel, how comes that during Stephen’s reign the churches were accountable for interdictions?
Secondary Source Questions:
10. What is the author’s thesis/argument? If you do not think there is an “argument” per se, what is the main point the author is trying to get across?
The author argues that during the Carolingian era, dynasts were able to spread into eastern and central Europe. These dynasts parceled their newly conquered territories religious fiefs rather than uninterrupted bouquets of their newly obtained loyalists. Civic officials were delegated with the daily tasks of administering the ecclesiastical fiefdoms, however, soon, the laymen developed the perception or notion that they were some distinct legal social class, hence they began to amend and codify some evolving customs pertinent to their activities. The author attempts to illustrate the rise into power by ecclesiastical customs. Comment by Sarah: This is not what happened in this chapter. This chapter gives an overview of 4 regions of Western Europe and how each ruler came to power in that area and through what means.
11. What evidence does the author use to support the thesis/argument(s) or support his/ her main point? You should cite page numbers here.
i. “They focused on administering their own demesne” Pg. 254 Comment by Sarah: You are not explaining why you are using these quotes, so I have no idea why you think that they are providing good evidence for the author’s claims. Focus on what type of sources/evidence the author uses. Does he use primary source documents to support his claims? Does he use archaeological material? Some of the quotes that you have here are also not on the page listed.
ii. “for all his pious dedication to the Church, Louis VII did not take action to limit its legal jurisdiction within France” Pg. 256
iii. “The monarchy had become strong enough to overrun some smaller baronies and so begin the process of linking together their demesnal lands into a patchwork quilt.” Pg. 254
iv. “At the same time he retained iron-fisted control over ecclesiastical appointments and saw to it that the Church served his ends as well as God’s. he also issued a new codification of English Law, one that recognized and confirmed Anglo-Saxon customs and privileges.” Pg. 260
12. Give a brief summary of the article/chapter.
This article illustrates the rise of ecclesiastical privileges over secular judicial kingship rule. The rise of the Capetian France is described and it happens to verify that during the Carolingian period, churches expressed so much power and that the laymen codified laws that were meant to secure their freedom. Secondly, the article captures the formation of the English empire where we see that Canute exercised similar authority by giving Churches secular freedom. Moreover, the article further introduces the restrictions that were initiated by succeeding rulers to give power to the kings instead of the churches. Comment by Sarah: Does it? Comment by Sarah: The Capetians are not Carolingians. In addition, the chapter also discussed Italy and the differences on the peninsula.
13. Do you see any problems with the author’s use of evidence or the author’s thesis?
The author’s use of thesis introduces a clear picture into the judicial frameworks and governing systems of ancient Europe. By studying their management and leadership techniques, students acquire medieval information concerning their past history. History is part of development and it bases the grounds for amending deliberations for the common good of the society.
14. How does this source complement or add information learned in class through lectures or activities?
Additional information attained is the composure of the governance and judicial systems of the medieval era. That the Churches had supreme power over secular judicial rights, actually, my expectation was that the churches were the bodies associated with emancipating the masses from oppression instead of escalating social inequality. Comment by Sarah: You need to specifically link this information to something you learned in a lecture/class.
15. How does this source complement or add information you have read in the assigned class readings?
The structure and composition of the Capetian France’s rise into reign is the complementary information that supplements coursework material. It is observed that approximately all over Europe, during the Anglo-Saxon dynasties, Churches exercised ecclesiastical privileges in contrast of judicial secular rights that were meant to be observed by everyone and seclude power to the king only. Comment by Sarah: In what specific reading did you learn about this, and in what specific way are you comparing this text to the other reading? You need to name a specific reading, an example from it, and have an explanation of how that information and this text are working together in some way.
16. What question about this time period do you think this source could help answer (e.g., the source provides evidence of what?)
I think there are several questions that this source can answer:
1. What was the purpose of appropriating ecclesiastical privileges in preference to secular judicial rights?
2. Were the general public less important compared to the Churches’ clergies and laymen?
3. What was the motive behind codifying and amending laws yet during this time period, churches were meant to facilitate civilization, however, not through coercion?