Prof. Richard Abels (302 Sampson, x6263, abels@nadn.navy.mil)
Office Hours: MW second period; Tu 1330-1430, and by appointment (and
by appointment)
PLAGIARISM STATEMENT:
REQUIRED READING
Lesson Plan
Citing
Internet Sources
Citations
in Chicago Manual Style (Turabian)
(Last revised 6 September 2005)
Description:
HH462 is the "capstone" seminar for the History major. Focusing
on the interpretative debates surrounding a particular event or problem in
history, students in HH462 learn to evaluate secondary and primary sources
critically, to discriminate between conflicting interpretations, and to make
judgments regarding the merits of different analyses.
This section of HH462 studies the historiography of the Crusades in the Muslim East. Through examination of the historical debates over the meanings and significance of the Crusades, we will investigate methodologies and approaches to the writing of history, examine the biases and agendas (whether hidden or explicit) of historians, and learn about various aspects of Crusades, Holy War, and medieval Christian and Muslim religion and culture. Most broadly, this course will ask you to think critically about the relationship between reality and the constructs (ideal models and abstractions) developed by historians to give order and meaning to their data.
Our discussions will focus upon historical interpretation and method. We have purposely assigned secondary source readings with conflicting interpretations. You will be expected to identify the key historical issues defined by these works and to explore how and why the authors dealt with them in the manner in which they did. We will also examine primary sources and how historians use them to arrive at their interpretations.
Requirements:
1. Class Participation (40%). This class will center on the analysis,
discussion, and assessment of historical arguments and sources. Consequently,
it is imperative that you complete the readings and be prepared to discuss them
prior to class meetings. All students are expected to participate in class
discussions. You are required to write up a discussion question based on the
day’s reading. The questions ought to deal with matters of comprehension,
analysis, application, or synthesis (the terms are from Bloom's
Taxonomy of Educational Goals .)
Each student will be required to lead a class
discussion. Each student will also act as a designated note-taker
for the class and be required to type up the notes and distribute copies to his
or her classmates and the professor (you may do so via email) before the
beginning of the next class meeting. Both will be graded activities. Quizzes
will be given as required.
2. Writing assignments (40%). To facilitate our discussions, each student will write concise evaluations of twelve starred (*) readings in the Lesson Plan (no more than one per class, however). I have required reading evaluations of Sivan’s article assigned for 20 September and an article by Riley-Smith on 27 September.) These evaluations are to be no longer than two pages. The heading for an evaluation must include the author’s name, title of the work, and full publication information. To be complete an evaluation must 1) identify the thesis, 2) identify against whom or what the author is arguing (the ‘straw man’), 3) identify the sources of evidence employed by the author to make his or her case, and 4) provide a thoughtful assessment or reaction. You should also keep in mind how a particular reading relates to other assigned articles and/or books in the course. You are to bring your written evaluations to class with you, and I will collect them at the end of class.
In addition you will have a few short writing assignments (2 pages maximum) on assigned topics. All such assignments are due at the beginning of the class for the day they appear in the syllabus.
3. Capstone essay. (20%). Due beginning of class of Tuesday, 6 December. Each student will write an end-of-semester capstone essay (6-8 full typewritten, double-spaced pages in Times New Roman 12 point font) in which she/he synthesizes the arguments and methodologies encountered in the semester's readings and draws her or his own conclusions about the historiography of the Crusades.
Capstone essay topic: Based upon your study
of the key historical questions, perspectives, and methodologies you encountered
this semester in the study of the Crusades, what have you learned about
1) the Crusades as a historical movement; and
2) the purposes, approaches, and limitations of the discipline of History?
In addressing these questions, consider explicitly how the
focus of historical enquiry has changed over time, how it has been influenced
by the contexts in which the historians have written, and how historians’
assumptions and preconceptions have influenced their understanding of the
Crusades. Optional: You may also explain the course has
influenced your understanding of contemporary issues.
Weight of Assignments:
Class participation 40%
Writing assignments 40%
Capstone
essay 20%
Books
and
Riley-Smith, Jonathan. The Crusades: A Short History.
Madden,
Thomas. Ed. The Crusades: The Essential
Gillingham, John.
France, John. Victory in the East. A Military History of the
First Crusade.
Partner,
Peter. The Knights Templar and their Myth.
Destiny Books, 1990 (originally published by Oxford U. Press, 1987).
In addition, you will be receiving handouts (marked as ho in the syllabus) and assigned readings on the internet.
N.B. The lesson plan and readings undoubtedly will change somewhat over the course of the semester. Make sure you click on the syllabus regularly.
LESSON
PLAN
Note that reading assignments for each class are in brackets. All
assignments, whether reading or writing, are due on the day they appear in the
syllabus.
Key to the Lesson Plan:
Note that you must have an entry in your Journal for each of the starred (*)
readings in the Lesson Plan
Discussion leader. The responsibility of the discussion leader is to elicit discussion and to keep that discussion on topic. Discussion leaders must prepare a list of discussion questions and order them in a logical fashion so that the discussion in class is coherent. Discussion leaders must, of course, have read carefully and critically the assigned reading for that day.
Discussion leaders are NOT to lecture. (To the class in general: do not 'bilge' your classmate by coming in unprepared to discuss intelligently the reading. If you do so, you are not only making yourself look bad and hurting your grade, but you are also making very difficult for the mid tasked with being discussion leader to look good.)
Note-takers are to record questions, issues, arguments, insights and conclusions from our discussions. If possible, the speaker should be identified and credited. Note-takers are to type up their notes and distribute them to their classmates and me via email before the beginning of the following class. We will begin the next class by reviewing the notes and, if need be, correcting them.
[N.B. You must write evaluations of twelve starred (*) works through the
course of the semester (no more than one per class). The evaluations are due at
the beginning of the class for which that reading was assigned.]
Week of 23 Aug
T. Introduction to course
[
Th. Interpretations and historiography of the Crusades
[Reading: Madden
introduction; Jonathan
Riley-Smith," Rethinking the Crusades"; White House
apologizes for using the word 'crusade', AP 9/18/01 ; Osama
bin Laden's speech against Crusaders and the UN ; Andrew Curry, "The
Crusades: The First Holy War"; James Reston on the legacy of the
Crusades; J.
Riley-Smith, "Jihad Crusaders: What an Osama bin Laden means by
'crusade'"
Week of 29 Aug
T. Overview of the Crusades
[
Th. Short History of the Crusades
[
Week of 5 Sept
T. Short History of the Crusades
[
Th. Short History of the Crusades
[
Week of 12 Sept
T. Short History of the Crusades
[
[Writing assignment (no more than 2 pages): Based on your reading of Riley-Smith’s survey, 1) identify three major issues or historical controversies in crusader studies, and 2) create a chronology of ten significant dates for the Crusades, briefly explaining why you chose these particular events.]
Th. Modern Historiography of the
Crusades: the Western Perspective
[
Week of 19 Sept
T. Modern Historiography of the
Crusades: the Muslim Perspective
[
Th. Islam and Jihad
[
Week of 26 Sept
Th. Crusaders and medieval
Christian ideas about war and violence
[
Th. “Crusades”: definitions and historical constructs
[
Week of 3 Oct
T. Issues and debates: Pope Urban II and the origins of the First Crusade
[
Th. Issues and Debates: Motivations and worldview of the Crusaders
[
Week of 10 Oct
T. Issues and debates: economic motivations?
[
Th. Cultural history: constructing
the Other (how the Muslims saw the Franks)
[
Week of 17 Oct
T. Crusades and Orientalism
[
Th. Cultural history: constructing the Other (how the Franks saw the Muslims)
[
Week of 24 Oct
T. Crusader colonialism?
[
T. Military History: First Crusade
[
Week of 31 Oct
T. Military History: Siege of
[
Th. Third Crusade through
biography: Richard the Lionheart (movie followed by discussion)
[
Week of 7 Nov
T. Third Crusade through biography: Richard the Lionheart
[
Th. Third Crusade through
biography: Richard the Lionheart
[
Week of 14 Nov
T. Third Crusade through biography: Richard the Lionheart
[
Th. Constructing personality: Was
Richard the Lionheart Gay?
[
Week of 21 Nov
T. Women's History and Feminism
[Reading: J.M.. Bennett, "Medievalism and Feminism"*; Helen Nicholson, "Women on the Third Crusade," Journal of Medieval History 23 (1997): 335-349 * OR Maier, "The Roles of Women in the Crusade Movement: A Survey"*
Th, THANKSGIVING
Week of 28 Nov
T. Military Orders
[
Th. Were the Templars guilty?
[
Week of 5 Dec
T. History to Myth
[
Capstone essay due