This course explores Jewish, Christian, and Muslim intercultural relations in Iberia from the Visigothic era (6th century CE) until the creation of Queen Isabel I and King Ferdinand II Catholic Spain (late 15th century). We evaluate the many identities of the peninsula known as Christian Hispania, Jewish Sefarad, and Islamic al-Andalus. We trace the origins and trajectory of conflict between these communities (the Muslim conquest of Spain, Christian Reconquista, prohibitions blocking intermixing of peoples, and expulsions). We aim to understand conflicts within communities as well, such as the tensions between Christian Arian Visigoths and native Catholic Iberians or the fundamentalist North African Almohad Dynasty that rejected the Spanish Umayyad Caliphate’s preference for religious tolerance. We delve into an appreciation of collaboration and coexistence among these communities. We explore the unique role of the Jewish community who Muslims and Christians depended upon as political and cultural intermediaries as well as their intellectual collaborators. We find the history of how peoples attempted to create and manage viable diverse communities. As we study this history, the Honors Track will employ an investigative process (“The Historian’s Craft”) that involves viewing, reading, analyzing, and reflecting on events, peoples, places, and artifacts.
Coexistence in Medieval Spain: Jews, Christians, and Muslims
Coexistence in Medieval Spain: Jews, Christians, and Muslims
Instructor: Roger L Martinez
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There are 5 modules in this course
This week introduces the idea of co-existence in medieval Spain. We begin our study of medieval Spain by briefly viewing Roman Spain and then learning about the Visigoths. Supplemental information places medieval Iberia within the contexts of European, Byzantine, and Islamic civilizations. The honors section of the course introduces "The Historian's Craft" and the task of "viewing".
What's included
6 videos29 readings3 assignments1 peer review3 discussion prompts
6 videos• Total 42 minutes
- Welcome to the Course!• 6 minutes
- REQUIRED CORE: An Introduction to Medieval Spain: Part 1 - Welcome to our Investigation• 4 minutes
- REQUIRED CORE: An Introduction to Medieval Spain: Part 2 - It is a Journey and Conversation• 9 minutes
- REQUIRED CORE: Convivencia (Coexistence) in Medieval Spain• 9 minutes
- REQUIRED CORE: Roman Hispania (201 BCE – 418 CE)• 6 minutes
- REQUIRED CORE: Visigothic Spain (418 – 711 CE)• 8 minutes
29 readings• Total 166 minutes
- What type of student are you? Casual Observer. Interested Learner. Engaged Investigator.• 5 minutes
- Are you a "Casual Observer"?• 5 minutes
- Are you an "Interested Learner"?• 5 minutes
- Are you an "Engaged Investigator"?• 5 minutes
- Get help and meet other learners in this course. Join your discussion forums!• 5 minutes
- Course Organization: Five Sections• 5 minutes
- Course Syllabus• 1 minute
- Choosing Course Content Based on Your Student Profile: Required Core, Supplemental, Optional, and Honors Track• 5 minutes
- Course Assessments• 2 minutes
- Why Choose the Honors Track?• 5 minutes
- Collaborators and Funders• 8 minutes
- REQUIRED CORE: Why study medieval Spain? Viewing our modern challenges through the lens of the past.• 7 minutes
- REQUIRED CORE: What is coexistence (convivencia)? It is positive, negative, and ambivalent.• 7 minutes
- SUPPLEMENTAL: Defining Who are "Us" and Who are "Them"? Friend or Foe?• 5 minutes
- SUPPLEMENTAL: Medieval Christian Perspectives of Jews and Muslims• 5 minutes
- SUPPLEMENTAL: Medieval Jewish Perspectives of Christians and Muslims• 5 minutes
- SUPPLEMENTAL: Medieval Muslim Perspectives of Jews and Christians• 5 minutes
- REQUIRED CORE: Roman Hispania (201 BCE to 418 CE)• 5 minutes
- REQUIRED CORE: Rome and the Visigoths• 5 minutes
- REQUIRED CORE: The Visigoths: New Lords of the Land (5th-7th Centuries CE)• 10 minutes
- OPTIONAL: Visigothic Religion and the Laity (the People)• 10 minutes
- OPTIONAL: The Formation of Medieval Europe• 7 minutes
- OPTIONAL: Byzantium: The Eastern Roman Empire• 7 minutes
- OPTIONAL: Europe's Sibling, the Islamic World• 7 minutes
- Overview of The Historian's Craft• 5 minutes
- The Historian's Craft: The Task of Viewing• 10 minutes
- Professor Martinez's Viewing Worksheet• 5 minutes
- Key Concept: What is Historiography?• 5 minutes
- Key Concept: What is Periodization?• 5 minutes
3 assignments• Total 90 minutes
- What type of learner are you?• 30 minutes
- REQUIRED CORE: Introduction to Coexistence• 30 minutes
- REQUIRED CORE: Roman and Visigothic Hispania• 30 minutes
1 peer review• Total 30 minutes
- Practicing the Historian's Craft: "Viewing"• 30 minutes
3 discussion prompts• Total 30 minutes
- What type of learner are you?• 10 minutes
- OPTIONAL: Which civilization is most fascinating?• 10 minutes
- What are your blind spots and biases?• 10 minutes
In this section of the course, we advance our investigation of medieval Spain to learn about Islamic al-Andalus (Islamic Spain) and Jewish Sefarad (Jewish Spain). This includes a study of the Islamic conquest of Visigothic Spain and the subsequent development of the Umayyad Dynasty. We evaluate the complexities of conflicts between religious groups and within religious groups. We witness interfaith collaboration. Islamic sciences are presented as is the Golden Age of the Spanish Jews. We view Islamic art and architecture. Lastly, in our honors section we continue with our study of the Historian's Craft and the task of "reading".
What's included
8 videos16 readings3 assignments1 peer review1 discussion prompt
8 videos• Total 56 minutes
- REQUIRED CORE: Islamic Conquest and Settlement (711 – 756 CE)• 9 minutes
- REQUIRED CORE: Islamic al-Andalus: The Umayyad Dynasty (756 – 1061 CE)• 8 minutes
- REQUIRED CORE: Museo de Santa Cruz (Toledo) - Welcome to the Museum• 8 minutes
- REQUIRED CORE: Museo de Santa Cruz (Toledo): Islamic Art and Architecture - Part 1• 5 minutes
- REQUIRED CORE: Museo de Santa Cruz (Toledo): Islamic Art and Architecture - Part 2• 4 minutes
- REQUIRED CORE: Museo de Santa Cruz (Toledo): Islamic Art and Architecture - Part 3• 4 minutes
- SUPPLEMENTAL: Museo de Burgos: Muslim Artifacts Become Christian (11th Century CE)• 8 minutes
- OPTIONAL: Contemporary Sephardic Authors: A visit with Esther Bendahan at the Centro Sefarad Israel (Madrid)• 10 minutes
16 readings• Total 174 minutes
- REQUIRED CORE: Islamic Conquest of Visigothic Spain (711 CE)• 12 minutes
- REQUIRED CORE: Christian Traitors: Count Julian of Ceuta and the Mozarabic Chronicle of 754• 10 minutes
- REQUIRED CORE: Al-Andalus: Islamic Spain (711-1061 CE)• 10 minutes
- REQUIRED CORE: Islamic Taifa Kingdoms (1009-1091), Almoravids (1086-1145), and Almohads (1145-1269)• 8 minutes
- REQUIRED CORE: Muslim Berbers Treated as Second-Class Citizens in Islamic Lands (8th Century CE)• 8 minutes
- REQUIRED CORE: Charlemagne, Abd al-Rahman I, and the Siege of the City of Zaragoza (787 and 789 CE)• 8 minutes
- REQUIRED CORE: The Christian "Martyrs" (or Agitators?) of Islamic Cordoba (850-859 CE)• 8 minutes
- REQUIRED CORE: Islamic Astronomical Pursuits: Navigation and Religion• 8 minutes
- SUPPLEMENTAL: Islamic Water and Food Revolution in Iberia• 8 minutes
- SUPPLEMENTAL: Islamic Medicine during the Caliphate of Cordoba• 8 minutes
- OPTIONAL: A Closer Look: The Islamic Taifa of Toledo (1009 - 1085 CE)• 8 minutes
- OPTIONAL: Religious and Cultural Competition Among Islamic Taifas• 8 minutes
- REQUIRED CORE: Sefarad: Jewish Spain (A selection from Prof. Jane Gerber)• 20 minutes
- REQUIRED CORE: Rejecting Tolerance: Ibn Tumart, the Almohads, and Maimonides in the 12th Century• 10 minutes
- The Historian's Craft: The Task of Reading• 10 minutes
- "In the Name of God": The First Islamic Coinage in Spain (711-712 CE)• 30 minutes
3 assignments• Total 75 minutes
- REQUIRED CORE: Islamic Conquest of Visigothic Hispania• 30 minutes
- REQUIRED CORE: Islamic Al-Andalus• 15 minutes
- REQUIRED CORE: Sefarad: Jewish Spain• 30 minutes
1 peer review• Total 30 minutes
- Practicing the Historian's Craft: "Reading"• 30 minutes
1 discussion prompt• Total 10 minutes
- REQUIRED CORE: Integrating Jews in Islamic Spain• 10 minutes
First, we continue with an investigation of the third principal culture of Iberian Peninsula -- Spanish Christian Hispania. We seek out more specific examples of the Christian kingdom's impact on political, religious, social, intellectual, and economic issues. Next, we examine the rise of the Spanish Christian Kingdom of Castile and Leon and the impact of King Alfonso X "The Learned". We study how Spanish Christians created culture through material objects and architecture. In addition, we explore the complications of Christians governing religious minorities in their lands. The honors section of the course continues with our study of the Historian's Craft and the task of "analyzing".
What's included
5 videos16 readings3 assignments1 peer review
5 videos• Total 41 minutes
- REQUIRED CORE: Resurgent Christian Kingdoms (711 – 1212 CE)• 12 minutes
- REQUIRED CORE: Museo de Burgos: The Urn of St. Dominic (12th Century CE)• 7 minutes
- REQUIRED CORE: Museo de Burgos: The Virgin of the Battles (13th Century CE)• 3 minutes
- SUPPLEMENTAL: Museo de Burgos: Christian Funerary Statues (13th-15th Centuries CE)• 6 minutes
- OPTIONAL: “Petrifying Wealth: The Southern European Shift to Collective Investment in Masonry as Identity, c.1050-1300” project at CSIC• 13 minutes
16 readings• Total 181 minutes
- REQUIRED CORE: The Christian Kingdom of Castile and the Origins of the Reconquest (711 - 1212 CE)• 10 minutes
- REQUIRED CORE: Medieval Spain and the Influence of the Crusades on the Reconquista• 10 minutes
- REQUIRED CORE: Bitter Rivals: King Fernando I of Castile and King Bermudo III of Leon (11th Century)• 10 minutes
- REQUIRED CORE: Mozarabs of Toledo: Christians Who Assumed Islamic Culture (11th Century)• 10 minutes
- SUPPLEMENTAL: The Christian Kingdom of Aragon and Catalonia (711-1212 CE)• 12 minutes
- OPTIONAL: Saint James and the Pilgrimage to Santiago de Compostela• 12 minutes
- REQUIRED CORE: Castilian King Alfonso X "The Wise" (r. 1252-1284 CE)• 5 minutes
- REQUIRED CORE: Simon R. Doubleday's Chapter 3: Stargazers from "The Wise King"• 20 minutes
- REQUIRED CORE: King Alfonso X's Las Siete Partidas: A Legal Code for Three Religions• 15 minutes
- REQUIRED CORE: Christians Governing Jews and Muslims: The Legalities of Coexistence• 10 minutes
- REQUIRED CORE: Las Cantigas de Santa Maria (The Canticles of Holy Mary) 1252-1284 CE• 10 minutes
- REQUIRED CORE: Forcing the Issue: The Christian-Jewish Disputation of Barcelona (1263 CE): Has the Messiah Appeared?• 10 minutes
- SUPPLEMENTAL: Todros Abulafia: A 13th Century Jewish Poet Fond of Debate• 12 minutes
- OPTIONAL: King Alfonso X and the Development of Spanish Universities• 10 minutes
- The Historian's Craft: The Task of Analyzing• 10 minutes
- Las Siete Partidas – Selection Pertaining to Jews, Muslims, and Christians• 15 minutes
3 assignments• Total 90 minutes
- REQUIRED CORE: Making Christian Hispania• 30 minutes
- REQUIRED CORE: King Alfonso X "The Wise" and Jewish Communities Under Christian Rule• 30 minutes
- REQUIRED CORE: Castilians Creating Culture through Objects• 30 minutes
1 peer review• Total 30 minutes
- Practicing the Historian's Craft: "Analyzing"• 30 minutes
This section of the course presents the end of coexistence in medieval Spain, which was characterized by the creation of new types of peoples (conversos, Jewish converts to Christianity), religious intolerance and expulsions. Multiple examples of the fluctuations in the relationships of Jews, Christians, and Muslims, are examined as Catholic Spain took shape. Special attention is also directed to Spanish archives that preserve this history. We take a closer look at the end of convivencia in the city of Plasencia, Spain, and view a digital video narration. As the Spanish Middle Ages did not occur in a vacuum, we share with you eight scholarly endeavors from the "Global Middle Ages" Project. The honors section of the course continues with our study of the Historian's Craft and the task of "reflecting" and features the music of the Texas Early Music Project.
What's included
15 videos20 readings2 assignments1 peer review2 discussion prompts
15 videos• Total 124 minutes
- REQUIRED CORE: Catholic Spain and the Nasrids (1212 – 1502 CE)• 13 minutes
- OPTIONAL: Museo de Burgos: Jewish Artifacts from Briviesca - Part 1• 5 minutes
- OPTIONAL: Museo de Burgos: Jewish Artifacts from Briviesca - Part 2• 4 minutes
- REQUIRED CORE: Treasures of the Archive of the Cathedral of Burgos• 10 minutes
- REQUIRED CORE: Introduction to the Archivo Municipal de Toledo and Its "Secret Archive"• 13 minutes
- SUPPLEMENTAL: Introduction to the Municipal Archive of Burgos• 12 minutes
- SUPPLEMENTAL: Exploring Manuscript SJ-1/1 “Alfonso VI concede al Monasterio”• 6 minutes
- OPTIONAL: Introduction to the Archivo Historico de la Nobleza (Toledo)• 12 minutes
- OPTIONAL: Exploring the Restoration of “Cartulario S. XV. Libro viejo de privilegios de los Reyes Catolicos, LI-385"• 4 minutes
- REQUIRED CORE: Introduction to Virtual Plasencia: A 15th Century Community of Jews, Christians, and Muslims• 10 minutes
- REQUIRED CORE: Digital Video Narration of “La Mota”: A Christian Assumes Ownership over Jewish Homes, circa 1416, in Plasencia, Spain• 13 minutes
- REQUIRED CORE: El Transito Synagogue of Toledo (Museo Sefardí) - 14th Century CE• 9 minutes
- SUPPLEMENTAL: Christians Creating "Mudejar" Material Culture• 10 minutes
- Video Snippet #1 from Convivencia Re-envisioned - Texas Early Music Project - 6 September 2015• 1 minute
- Video Snippet #2 from Convivencia Re-envisioned - Texas Early Music Project - 6 September 2015• 1 minute
20 readings• Total 115 minutes
- REQUIRED CORE: Unforeseen Events: The Plague, A Dead King, and Anti-Jewish Sentiment (14th Century CE)• 7 minutes
- REQUIRED CORE: Civil War in the Kingdom of Castile and Leon (14th Century)• 5 minutes
- REQUIRED CORE: The New Nobility of Castile: Arrival of the Conversos (Jewish Converts to Christianity) (End of the 14th Century CE)• 7 minutes
- REQUIRED CORE: Anti-Jewish Pogroms Across Christian Spain (1390s - 1420s CE)• 7 minutes
- REQUIRED CORE: Christian Unity Under Queen Isabel and King Ferdinand (Late 15th Century CE)• 7 minutes
- REQUIRED CORE: The Nasrids: The Last Islamic Kingdom in Granada (1231-1492) CE• 7 minutes
- SUPPLEMENTAL: Islamic Nasrid Textiles• 4 minutes
- SUPPLEMENTAL: Jewish Love and Marriage in Christian Spain• 4 minutes
- REQUIRED CORE: Exploring Archives that Preserve History• 2 minutes
- REQUIRED READING: Creating Conversos: The Carvajal-Santa Maria Family in Early Modern Spain• 10 minutes
- SUPPLEMENTAL: Exploring the Global Middle Ages• 7 minutes
- SUPPLEMENTAL: Mudéjar Metalwork: When the Islamic Becomes Christian (15th Century)• 4 minutes
- SUPPLEMENTAL: Christians Adopting Islamic Forms: Harmony in Islamic-Christian Manises Ceramics• 4 minutes
- REQUIRED CORE: Cultural Backlash: "Blood Purity" Laws: Separating "New" from "Old" Christians (1450s)• 5 minutes
- REQUIRED CORE: The Spanish Inquisition Begins its Work (1478 - 1480 CE)• 5 minutes
- REQUIRED CORE: The Spanish Tisha B'Av: The End of Jewish Spain and the Expulsion (1492)• 5 minutes
- REQUIRED CORE: Queen Isabel and King Ferdinand Expel Spanish Muslims (1502 CE)• 5 minutes
- The Texas Early Music Project: A Collaborator of Deciphering Secrets MOOCs• 5 minutes
- Musical Selection: De Antequera Sale un Moro (From Antequera leaves a Moor)• 5 minutes
- The Historian's Craft: The Task of Reflecting• 10 minutes
2 assignments• Total 60 minutes
- REQUIRED CORE: Formation of Catholic Spain and Its Impact on Religious Minorities• 30 minutes
- REQUIRED CORE: Creating Conversos at the End of Positive Coexistence• 30 minutes
1 peer review• Total 30 minutes
- Practicing the Historian's Craft: "Reflecting"• 30 minutes
2 discussion prompts• Total 20 minutes
- What aspects of the archives in Toledo and Burgos did you find most interesting?• 10 minutes
- Religious intolerance and expulsions.• 10 minutes
The final section of the course prompts students in the Honors Track to interpret and evaluate a historical artifact from medieval Spain (a material object, architecture, or a manuscript). This peer-reviewed project is not a required to complete the course as a regular student.
What's included
7 readings1 peer review1 discussion prompt
7 readings• Total 160 minutes
- Thank you for Participating! Hope to See You Again!• 10 minutes
- Applying the Historian's Craft• 10 minutes
- Assessing an Artifact: Overview of the Peer Review Project• 20 minutes
- Artifact #1 (Material Culture): Plate with the Arms of Blanche of Navarre• 30 minutes
- Artifact #2 (Manuscript): The Edict of Expulsion (1492)• 30 minutes
- Artifact #3 (Music): Una tarde de verano (A summer afternoon)• 30 minutes
- Artifact #4 (Architecture and Material Culture): "A Poem is a Robe and a Castle: Inscribing Verses on Textiles and Architecture in the Alhambra"• 30 minutes
1 peer review• Total 60 minutes
- Artifact Analysis Peer Review Project• 60 minutes
1 discussion prompt• Total 10 minutes
- Why did you choose the artifact that you did?• 10 minutes
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Reviewed on Aug 6, 2020
Awesome! I am going to revisit this class readings and keep learning. Amazing videos! Abundance of knowledge shared! Above and beyond of what I thought this class could be! Thank you so much!!!
Reviewed on Dec 31, 2018
well covered subject. However, the audio quality of nearly all of the Spanish speakers was terrible. I speak Spanish but had to turn the volume way up and even then I missed much of what was said.
Reviewed on Jun 3, 2022
This course was rreally insiteful and thought provoking as well as very informative. I really enjoyed this one.
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Frequently asked questions
This course, along with all Deciphering Secrets MOOCs, is a collaborative endeavor of Dr. Roger L. Martinez-Davila, the University of Colorado System, University of Colorado-Colorado Springs, and Universidad Carlos III de Madrid (Spain). This project has received funding from the Universidad Carlos III de Madrid, the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement nº 600371, el Ministerio de Economía y Competitividad (COFUND2013-51509) and Banco Santander. Additional funding provided by University of Colorado System, University of Colorado-Colorado Springs, and coursera.org. We are grateful for the generous formal and informal participation of approximately 20 institutions, organizations, and academics have contributed content to the Coexistence in Medieval Spain MOOC.
We thank:
Archivo de la Catedral de Burgos (Archidiocesis de Burgos)
- Matias Vicario Santamaria
Archivo Historico de la Nobleza (Ministerio de Cultura, Educacion y Deporte de España)
- Aránzazu Lafuente Urién
- Miguel F. Gómez Vozmediano
Archivo Municipal de Burgos (Ayuntamiento de Burgos)
- Milagros Moratinos Palomero
Archivo Municipal de Plasencia (Ayuntamiento de Plasencia)
- Esther Sanchez Calle
Archivo Municipal de Toledo (Ayuntamiento de Toledo)
- Mariano García Ruipérez
Archivo y Biblioteca de la Catedral de Toledo (Archidiocesis de Toledo)
- Ángel Fernández Collado
- Isidoro Castañeda Todera
Centro Sefarad Israel (Ministerio de Asuntos Exteriores y de Cooperación, Comunidad Autónoma de Madrid, y Ayuntamiento de Madrid)
- Sonia Sanchez
- Esther Bendahan
Simon Doubleday (Hoftra University (New York)
Jessica Fowler (IE School of International Relations)
Jane Gerber (CUNY-Graduate Center, NYC)
Global Middle Ages
- Geraldine Heng (University of Texas-Austin)
- Lynn Ramey (Vanderbilt University)
Hispanic Society of America (New York, USA)
- Margaret E. Connors McQuade
- Marcus B. Burke
- John O'Neill
Museo de Burgos (Junta de Castilla y Leon)
- Marta Negro Cobo
Museo Sefardi-Toledo (Ministerio de Cultura, Educacion y Deporte de España)
- Santiago Palomero Plaza
- Carmen Álvarez Nogales
Museo de los Concilios y la Cultura Visigoda-Toledo (Gobierno de Castilla-La Mancha)
- Fernando Luis Fontes Blanco
Museo de Santa Cruz-Toledo (Gobierno de Castilla-La Mancha)
- Fernando Luis Fontes Blanco
Museo Taller del Moro (Gobierno de Castilla-La Mancha)
- Fernando Luis Fontes Blanco
New Mexico History Museum (State of New Mexico, USA)
- Andrew Wulf
- Josef Diaz
Anthony Puglisi (Cornell University)
Revealing Cooperation and Conflict Project ("Virtual Plasencia")
- Victor R. Schinazi (ETH-Zurich)
- Paddington Hodza (University of Wyoming)
- Mubbasir Kapadia (Rutgers University)
- Sean Perrone (St. Anselm College)
- Francisco Garcia-Serrano Nebras (SLU-Madrid)
- Roger L. Martinez-Davila
Texas Early Music Project
- Daniel Johnson
- Stephanie Prewitt
- Allison Welch
Universidad Carlos III de Madrid (Spain)
- Jaime Alvar Ezquerra
- Maria Martin de Vidales Garcia
- Raúl Aguilera Ortega
- Rosa Sanchez Hernandez
Universidad Complutense de Madrid (Spain)
- Juan Carlos Ruiz Souza
- Susana Calvo Capilla
University of Colorado-Colorado Springs (USA)
- Paul Harvey
- Christina Jiménez
- Alycia Williams
- Kellen DeAlba
- Madelyn Husted
- David Walker
University of Colorado System (USA)
- Deborah Keyek-Franssen
University of Notre Dame Press (USA)
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