The evolution of diplomatic practices during the early Middle Ages is discussed. Research suggests that some techniques and methods began much earlier than most historians have assumed. Diplomatic efforts of Otto the Great, king of Germany, 936-973, and Holy Roman Emperor, 962-973, were studied. (RM)

The creation of banners in an art project for students involved in a social studies unit concerning the Middle Ages is described. (CB)

Presents a model which describes the theories of kingship in Germany, France, and England between 800-1380 A.D. The three royal functions were defense of the realm, defense of the church, and material and moral improvement of royal subjects. (AM)

Discusses reasons for and solutions to declining enrollment in college history courses. Suggests that instructors be aware of the mental diversity of students and involve them in what is going on in the profession. Methods include trips, speakers, a newsletter, festivals, and research. Specific topics for medieval history are presented. (KC)

Examines various types of evidence to determine how much and what type of rhetorical training a student would have received in the medieval schools. (MH)

How events of the late medieval period of Great Britain are depicted in Robert Greene's play, "The Scottish History of James the Fourth," is discussed. The play reflects the spirit of a time in which some began to claim that women were the intellectual equals of men. (RM)

Studies the life and letters of Robert Joseph, the Monk of Evesham, to better understand the social and intellectual life in England during the late Middle Ages. (DS)

The broad acceptance of homosexuality in the ancient Mediterranean world ended in late antiquity with the spread of an asceticism hostile to all forms of sexual pleasure. Repression began as a consequence of organizational reforms in the church and class conflict associated with the commercialization of medieval society. (Author/AM)

Relates the history of ideas to the history of education during the middle ages. Topics discussed include cultural life, economic factors, the political economy of medieval education, and the difficulty of writing about educational trends during a time for which there are few authoritative sources. (DB)

Suggests how college history teachers can help students understand the French aristocracy and its role in medieval society by using a twelfth century epic. "Raol de Cambrai" gives students a sense that the poem's action could have happened to real people. A content analysis of the poem's action and characters is included. (DB)

Argues that Thomas Sampson, author of the 1396 "Modus Dictandi," deserves attention because of his work as a teacher. Explains that Sampson was a practitioner and instructor of the art of letter writing. Contends that Sampson's work is a discursive artifact yielding multiple insights into the origins of business communication as taught…

Discussion of visions of the future that are based on past history highlights imaginative literature that deals with the human spirit rather than strictly technological innovations. Medieval society, the Roman Empire, mythological atmospheres, and the role of writers are also discussed. (LRW)

A study of 13th-century industrial regulations in Paris shows how medieval apprenticeships in the textile industry functioned. The investigation interprets wool industry apprenticeship in the context of the production system and the social environment. (SK)

Discusses social and intellectual factors in medieval Italian algebra; problems and methods, including operating on the unknown, quasi-equation problems, and giving-and-receiving problems; and the scope of algebraic methods. Considers implications for teaching. (43 references) (MKR)