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F2017 Syllabus – Texas Wesleyan University |
Instructor: Chris Ohan |
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HIS 3342-40 Era of the Crusades |
Office: PUMC 244 Phone: 817-531-4913 |
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Meeting: Tuesdays 7-9:30 |
Office Hours: Mon/Wed 11-12; 1:30-3:30; Tues 2:30-5; Thurs 9:30-1:00, or by appt. |
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Location: PUMC 124 |
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Web: www.historymuse.net |
E-mail: cohan@txwes.edu |
I am
fairly sure that those who are now demanding an apology for the crusades are
themselves, without knowing it or understanding how rapidly the ground is
shifting beneath them, sharing in a new consensus which is often not very far
from the war theology they are condemning. A stance that justifies a
"humanitarian" war on moral grounds has placed itself at least in the
same field as that once occupied by crusade theorists. The language that
demands that our ancestors be posthumously anathematized is not too distant
from that of the men who wanted the corpse of Pope Boniface VIII to be exhumed
and burnt. We may be entering a period of conceptual uncertainty about the most
difficult of all society’s dilemmas—when or when not to use force—and we need
not emotion, but cool heads and an objective analysis of the past. –Jonathan
Riley-Smith, (2000)
If truth may cause a scandal, it is better to allow
that scandal than to deny the truth.
–St. Gregory the Great (7th century)
Course description: The
Crusades helped Western Europe emerge out of the Middle Ages and also marked
the beginning of European imperialism in the Muslim Near East. This course will
examine the Crusading era from 1000-1300 and show how it affected the three
great civilizations that participated in them, how/why they ended, and,
ultimately, their legacy.
Details and Objectives: The Crusading era is one of the most recognized
events of the Middle Ages, yet the importance of this period is not nearly as
well understood. In fact, it is one of
the most misunderstood of historical events. This course will introduce the
student to the crusading movement from various perspectives between 1000 and
1300, namely as an important facet of a broad movement of European encounter
with other civilizations and societies (Islamic and Byzantine). Students will
study and upon successful completion of the course, be able to articulate the
themes of cultural diffusion, conquest and colonization within the context of
interactions between the competing societies of Western Europe, Eastern Europe,
and those of the geographic area of the Levant/Egypt/Anatolia. The significant learning outcome should be an
increased understanding of the period and an increased tolerance.
Learning Objectives History
Program Goals
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Objective 1: This course
will provide students with an outline of this history of the crusading era in
Europe, Byzantium and the Levant from approximately 1000 through 1300
including, but not restricted, to the following major points through lecture,
textual material, films, and websites: ·
historiography
of the era from three different perspectives: European (Christian), Byzantine
(Orthodox), Levantine (Islamic) ·
major historical
figures ·
development of
European and Levantine military tactics over the era ·
major
cross-cultural influences between the three areas/groups ·
fundamental
causes for each crusade ·
the legacy of
the crusading era in the modern Middle East and Europe/the West today |
1. Develop a general
knowledge of human history, including a basic chronology of both western and
non-western societies covering time periods from the ancient to the modern. |
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Objective 2: This course
will provide students with an understanding of the period through a
discussion of historiography: using the major primary and secondary sources
for each group. |
2. Understand Historical Interpretation and
Historiography. |
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Objective 3: Students will
learn the various skills associated with the craft of history by the
following assignments: a. Read essays and primary sources relative to the
period b. Write DBQ essays using primary sources. c. Use computer software to produce all assignments. |
3. Learn the various skills
associated with the craft of history. These skills include: a. Reading Comprehension and
Cognitive Skills b. Historical Thinking
Skills c. Research Skills d. Written Communication
Skills e. Oral Communication Skills f. Computer Literacy |
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Objective 4: This course is an optional course for other
history majors and satisfies the 3-hour degree requirement for a
social-cultural history class. |
4. Students completing a
major in the Department of History will be prepared to enter graduate
programs in History, teach History in secondary or middle schools, or enter
other careers open to graduates with degrees in the Liberal Arts. |
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Required Materials: |
Jonathan Riley-Smith, The
Crusades (Yale, 2005) |
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S. J. Allen and Emilie Amt
(eds.), The Crusades: A Reader
(Broadview, 2003) |
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Amin Maalouf,
The Crusades Through Arab Eyes (Al Saqi,
1984) |
Supplemental (Optional)
Reading Materials:
Thomas Asbridge,
The
First Crusade : a new history.*
A. R. Azzam, Saladin.*
Malcolm
Barber, The New Knighthood: A History of
the Order of the Temple.
Richard Bedser,
Holy
warriors [video recording]: Richard the Lionheart & Saladin .*
James
A. Brundage, Medieval
Law and the Crusader.
The Chronicle of Ibn al-Athir.*
Carl
Erdmann, Origins of the Idea of the
Crusade.
John
France, Victory in the East: A Military
History of the First Crusade.
Francesco
Gabrieli, Arab historians of the Crusades.*
John
Gillingham, Richard
the Lionheart.
Norman
Housley, The Later Crusades, 1274-1580.
D.
E. P. Jackson, Saladin: The Politics of
the Holy War.
Terry
Jones, Crusades.*
William
Chester Jordan, Louis IX and the
Challenge of the Crusade.
Angus Konstam, Historical atlas of the Crusades .*
Peter Lock, The Routledge companion to the
Crusades .*
Derek
W. Lomax, The Reconquest
of Spain.
Christoph T. Maier (ed), Crusade propaganda and ideology: model
sermons for the preaching of the cross.*
Jean
Richard, The Latin Kingdom of Jerusalem.
Jonathan
Riley-Smith, The First Crusade and the
Idea of Crusading.*
Jonathan
Riley-Smith, The First Crusaders.
Jonathan
Riley-Smith, The Crusades, Christianity, and Islam.*
Jonathan
Riley-Smith, What were the Crusades.*
Christopher
Tyerman, God's
war : a new history of the Crusades.*
Villehardouin and de Joinville, Chronicles of
the Crusades .*
Instructional
Methods. Most classes will consist of a lecture, with
some give and take as questions come up.
Do not hesitate to bring up questions and comments at any moment. It is assumed that you will complete the
assigned reading for each week. It is
also assumed that you will attend all classes.
Class
Schedule. See p. 7 below.
Grading:
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Book Review |
20% |
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Midterm Exam
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20% |
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Research
Project |
35% |
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Final Exam |
25% |
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------- |
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100% |
Grades will be assigned
according to the following percentages: 90-100=A; 80-89=B; 70-79=C; 60-69=D;
0-59=F
Exams.
The midterm and final exams will be out-of-class written essays
answering a series of questions provided.
The midterm essay will be due on Oct
10 at 7pm in Blackboard. The final
exam will be due in Blackboard at the time of the class’ regularly scheduled
final exam (Dec 12 at 7pm).
Book Review.
You are responsible for completing one book reviews on the Maalouf text listed above.
The review will be turned in via Blackboard by 7pm on Oct 24.
See guidelines/format below.
Research Paper.
The largest chunk of your grade, is your research paper. You may choose almost any topic in crusading
history but you must first clear the topic with me. Stop by my office during regular office
hours, or make an appointment to talk about your topic. (Given the general ignorance on this topic by
most, I will have a list of possible topics from which you may select. Once a topic is selected, however, change is
not possible.) The Supplemental Reading list, browsing through the Riley-Smith
text or the reader is a good place to start.
I have also assembled some good internet sources for the crusades. See the class website for these. You
must meet with me by Sept 19 to
discuss/finalize your working thesis. (Please do not ask to discuss/finalize
your thesis during or immediately after class.)
The students in the class
will be randomly divided into groups of three for the purpose of
reading/critiquing each others’ papers. Students will use OneDrive to share their
papers (Word docs only) with their teammates and the instructor. Papers should be shared by Nov 17.
Each student will read two other papers, make substantive comments,
offer critique and return the paper to the student by 7pm on Nov 27.
The final paper is due in Blackboard Dec 4 by 7pm. See paper
guidelines below.
Finally on Dec 5, you will make a brief
presentation (not more than 8-10 minutes) explaining your thesis and supporting
evidence. This presentation will make up
part of your paper grade.
Attendance is mandatory. If
you miss more than 1 class (for us, the equivalent of one week) consider the
effect on your grade. Should you miss
more, please do not offer excuses, notes or request special consideration. Keep in mind a) that “dropping a course” is
perfectly legitimate when circumstances arise that prevent you from completion,
and b) that I should not be expected to change class expectations based on your
circumstances. You are responsible for
all class assignments regardless of attendance.
Quizzes covering assigned readings may be given at any time and factored
into the course grade at the discretion of the instructor. If you are unable to complete this course,
you must withdraw from it. Please note
that if you miss more than the equivalent of one-week’s
worth of class, I reserve the right to drop you from the course. The last date to drop is Tuesday, November
14.
Class
Participation. A large portion of class time will be devoted
to discussion. Discussions will draw
primarily on the primary source readings from the Allen/Amt and Maalouf texts. Your
class participation will consist of my evaluation of your preparedness and the
level of your participation in these discussions. Obviously, if you are absent on a discussion
day you will be unable to participate very effectively.
Internet/Blackboard: Feel free to
send email to the address above. Please
assume I have no idea who you are so include your name and course number in the
message. Keep in mind that I will not
entertain discussion about grades, missed classes &etc
over email—that’s why faculty have office hours. In addition, this syllabus, the
lecture/reading schedule, some of the course readings and any other class
handouts will be posted on the above web address. Announced changes to the lecture/reading
schedule will be reflected in the schedule’s online version. All student work will be turned in through
Blackboard.
Academic Integrity:
Familiarize yourself with Texas Wesleyan’s Student
Code of Conduct. Academics are not only
devoted to learning, research, and the advancement of knowledge, but also to
the development of ethically sensitive and responsible persons. By accepting
membership in this class, you are joining a community characterized by free
expression, free inquiry, honesty, respect for others, and participation in
constructive change. All rights and
responsibilities exercised within this academic environment shall be compatible
with these principles.
Academic Dishonesty is a breach of the Student Code of
Conduct. Dishonesty includes:
- Plagiarism, representing the work of another as
one's own work;
- Preparing work for another that is to be used as
that person's own work;
- Cheating by any method or means;
- Knowingly and willfully falsifying or
manufacturing scientific or educational data and representing the same to
be the result of scientific or scholarly experiment or research;
- Knowingly furnishing false information to a
university official relative to academic matters;
- Soliciting, aiding, abetting, concealing, or
attempting conduct in violation of this code.
Academic Dishonesty will not
be tolerated in this course. Any offense will result in an F in the class (not
simply on the assignment) and be referred to the appropriate academic officials
for adjudication. If you have any questions regarding this subject please see
me. For a detailed description and
further clarification, please see the link for “Plagiarism and Academic
Dishonesty” on my website, the Texas Wesleyan Catalog, or the Student Handbook.
Writing for this course should employ standard academic
formatting—double spaced, typed—with citations following either MLA or Chicago
style. If you need help with this see the
guides on the links page of the class website, the Wesleyan library or the
instructor. Correct use of source
information and citations is assumed on the college level. Failure to cite or format according to one of
the styles listed will result in a lower grade.
See Grading Guidelines on the class webpage for specific grading
criteria regarding written work.
Statement
of Understanding:
As a professional, I follow
the American or western model of higher education. According to this model the instructor
encourages the students to think critically.
This is not merely the expression of an opinion, but well-thought,
structured and supported arguments. Do
not be surprised if I voice an unconventional argument—particularly as we get
into more current events. My purpose is
not to express my own opinion but to challenge you to think critically about
the topic being considered. If you find
yourself offended by something said in the classroom, consider than in the
Humanities and Social Sciences “Truth” is at best illusive and tolerance
essential.
A valid method of instruction
that has been used in the east and west for centuries, since 500 BCE, was
founded in Greece; the Socratic method is based on rhetorical
argumentation. Rhetorical argument, in
the classical sense, means the following: to inform, to convince, to explore,
to make decisions, and even to meditate, as odd that may sound. Although arguments may at times “pique” you
emotionally, as an educated person you must learn to weigh ideas and use logic
and not emotion to counter the
argument. Scholars of pedagogy agree
that we learn best when we are confronted with a problem or, put another way,
when we are humbled. Therefore you should
not consider a critique from me or anyone else in the class to be a negative
attack or an occasion for anger and vengeance, but an opportunity for critical
thought and reflection. Moreover, and
most importantly, education requires us to be tolerant of ideas that we may not
understand and to consider values that we do not embrace. Tolerance means that we allow others to
believe a certain way even though we do not believe it; it does not mean that
we have to embrace that belief. If,
however, we do not open our minds enough to understand ideas that we might
disagree with, then we all will live in shallow, ignorant worlds of like minds
and never come to agreement about anything except among people who thing just
like us. The latter is not
characteristic of a university and as a member of Texas Wesleyan’s academic community,
I assume that you agree.
I respect students who
respect learning, so please do not show disrespect to me or your fellow
students by asking to submit papers late.
Also, if you turn in writing that does not meet the standards set for
class, you will receive the grade you deserve.
That grade does not reflect anything personal; it is strictly a
professional assessment of academic work.
I have many years of experience on the university level, so I am fully
aware of how to score work. Although I
am always happy to explain why you earned a particular grade on an assignment,
please think carefully before asking me to change a grade; to do so is
tantamount to asking me to undermine the integrity and professional standards
to which I try to adhere. It is also an
insult to the students who earned a higher grade. I will protect the students who earned those
grades.
Miscellaneous:
- Education is a
privilege not a right. While some
institutions market education as a product, I offer no product but rather
facilitate an opportunity. I follow
the traditional liberal arts model.
In a nutshell that means you should never say things like “I paid a
lot of money for this class,” “I need a C to maintain my GPA or
scholarship” or “I always make As on tests in other classes.” Do not insult me or demean yourself by
attempting to bargain for a grade.
- I facilitate
learning. The burden of learning is
always on you.
- Turn your cell
phones and other mobile devices (AKA “gods”) off and put them away.
- Do not arrive late
to class. If you cannot
consistently arrive on time you should probably drop.
- Once a class
meeting is underway, please do not leave/come back—plan accordingly for
bathroom activities. While the
class is long, we will take a 5-10 minute break about half way.
- “Extra Credit” is
a term I remember from high school.
Don’t insult yourself or me by using it.
- Since much of the
class material can be related to current events (national and
international), you should have a sense of what’s going on (i.e. headline
news). This, by the way, is one
mark of an “educated” person.
·
I grade the quality
of your work rather than the amount of time and effort you spend on it.
·
I will strive to
help you perform at your best.
My Goal in teaching this class is that you develop an
understanding of the crusading period from multiple perspectives. In our class, ideas will hold precedence over
facts, dates, and the like. It is
important that you consider the classroom an open forum for discussion—of
anything related to the themes and topics of the course. (Of course, any argument—whether spoken or
written—must be supported.) While I (or
other students) may challenge beliefs/perspectives, realize that the purpose is
not to change them. That said, an
open/tolerant attitude is essential in this class. Remember—this is a college course where you
ought to be able to discuss things openly and intelligently. If you choose to be intolerant and interrupt
class discussion, I reserve the right to you to leave the classroom.
As a goal, historians strive
to be objective. Therefore, for the
purposes of this class regarding the religious beliefs that are held by the
various groups we will examine, all are equally valid. That is, while faith and organized religion
certainly affected the period, we will avoid arguments that suggest one group
or religion has any more claim to absolute “Truth” than another.
Small Print:
Texas Wesleyan University Policies
· Students should read the current Texas Wesleyan
University Catalog and Student Handbook to become
familiar with University policies.
· Cheating, plagiarism (submitting another person’s
material as one’s own), or completing assignments for another person who will
receive academic credit are impermissible. This includes the use of
unauthorized books, notebooks, or other sources in order to secure or give help
during an examination, the unauthorized copying of examinations, assignments,
reports, or term papers, or the presentation of unacknowledged material as if
it were the student’s own work. Disciplinary action may be taken beyond
the academic discipline administered by the course instructor. Course exams may
not be printed out. Any person possessing a hardcopy of a course exam will be
in breach of copyright and may be held liable.]
· Texas Wesleyan University adheres to a disability
policy which is in keeping with relevant federal law. The University will
provide appropriate accommodation as determined by the Director of the
Counseling Center, Dr. Michael Ellison. Students must notify instructors of any
permanent or temporary disabilities and must provide documentation regarding
those disabilities prior to the granting of an accommodation. For assistance,
students should consult with Dr. Ellison at mellison@txwes.edu or (817) 531-7565.
· Course syllabi are intended to provide students with
basic information concerning the course. The syllabus can be viewed as a
'blueprint' for the course; changes in the syllabus can be made and students
will be informed of any substantive changes concerning examinations, the grading
or attendance policies and changes in project assignments.
· Any course taken at Texas Wesleyan University and
repeated for a grade must be repeated at Texas Wesleyan University. Any course
taken at another university may be repeated at Texas Wesleyan, and the most
recent grade on the course will be counted. When a course is repeated, the
grade point average will be computed using the most recent grade achieved.
· As noted in the catalog under the Unified
Discrimination and Harassment Policy, Texas Wesleyan University is committed to
providing an environment free of all forms of prohibited discrimination and
sexual harassment. If you have
experienced any such discrimination or harassment, including gender- or
sex-based forms, know that help and support are available from the following
resources:
o
Complete
online incident report at https://txwes.edu/student-life/report-a-concern/
o
Contact
Campus Conduct Hotline (24 hours a day): (866) 943-5787
o
Campus
security (24 hours a day): (817) 531-4911
o
Dean
of Students: deanofstudents@txwes.edu OR (817) 531-4872
o Please be aware that all Texas Wesleyan University employees,
other than designated confidential resources (i.e., Community Counseling
Center) are required to report credible evidence of prohibited discrimination
or harassment to the University’s Title IX Coordinator, or to one of the Title
IX Assistant Coordinators. If you wish
to speak to someone confidentially, please contact the Community Counseling
Center at (817) 531-4859 to schedule an appointment.
Book Review
Format (please consult the book review rubric:
https://lat.taskstream.com/rubricExternal/awcwcscwcyc2cqct)
1. 5-6 pages
typewritten, double-spaced. Title page,
if used, does NOT count. Observe the
normal rules of writing such as standard one-inch margins, page numbering, etc.
2. Full bibliographic
citation on the title page or at the top of the first page. (Consult an MLA or Chicago style guide if
you’ve forgotten how to do this. Do NOT
make up your own form.)
3. Brief
introduction to the topic or subject of the book. Why is this topic or subject important to the
period of history being covered?
4. Summarize
the author’s thesis (argument) and main points concisely but fully. (What do you think the author is trying to
accomplish by writing the book?)
5. Briefly
say something regarding the author’s qualifications.
6. Critique
the book. (What you’re doing is
analogous to what happens in a courtroom. Consider yourself the judge and the
author a lawyer who has presented an argument/case. It’s up to you, having read his/her
argument/case to decide whether or not her claims have validity.) Based on your answer to #4 do you find
his/her arguments and conclusions convincing?
How does s/he do in terms of accomplishing his purpose for writing? Do not walk fences or resort to elementary
tactics such as pleading ignorance.
(This should be about one-half of your paper.)
(6a.
If the book is a work of literature, you’ll still consider what the author is
trying to accomplish, but you’ll need to think about what the work says about
the time period or place in which it’s set, the characters, the environment,
etc. For example, you’d look at it the
same way an historian would look at More’s Utopia
or possibly Stowe’s Uncle Tom’s Cabin. Those works are good literature but say a lot
about the time period in which they were written.)
7. While a
review does not usually include the readers own opinion, you may provide a
brief personal evaluation of no more than one paragraph. Be sure to explain and support your opinion
carefully and coherently. At this point
in your academic career, you ought to have an informed opinion. “Informed” suggests that you’re offering
specific evidence as to how and why you agree or disagree.
8. This is
not a research paper, so formal footnoting is not necessary. If you do quote or draw on information that
is not your own, simply use a parenthetical reference according to MLA or Turabian/Chicago style.
9. Papers
which are turned in after the time they are due will be penalized one letter
grade for each day. No papers which are
more than four days late will be accepted.
If you or someone close to you is looking like they’re coming down with
the latest disease or that they might need emergency surgery, turn it in early. If you want mercy, pray.
(Please consult the grading rubric for this
assignment: https://lat.taskstream.com/rubricExternal/k7ecfjfjfifhf6ep)
1.
8-12 pages
typewritten, double-spaced. Title page,
if used, does NOT count. Observe the
normal rules of writing such as standard one inch margins, page numbering,
etc. (Consult an MLA handbook or the Turabian/Chicago manual of style. Also, please do not use folders or plastic
covers. A staple will suffice)
2.
Begin with a very
general overview of your specific topic providing the necessary context to
prepare the reader to understand your own research. Then move into a discussion of your
argument/thesis. Explain it carefully
and concisely. This should be about 1-2
pages.
3.
The bulk of your
paper will be the presentation of your sources/evidence. Specifically, explain your documents and how
they support your argument. You should
also consider if there are sources that might possibly refute your thesis and
then address any conflicts. 5-7 pages
should be about right.
4.
Next you will want
to consider if your argument/thesis has already been considered by
historians. (Don’t be discouraged if you
can’t come up with something original.)
Who are these historians, when did they write, and what were their
conclusions? How does your thesis differ
from theirs (if at all)?
5.
When you quote or
draw on information that is not your own, use either Chicago or MLA style. (Consult your Freshman Comp guide if you’ve
forgotten.)
6.
Late papers are
penalized one letter grade per day after the due date. No papers which are more
than four days late will be accepted. Again, if you or someone close to you is
looking like they’re coming down with the latest disease or that they might
need emergency surgery, turn it in early.
If you want mercy, pray.
HIS 3342
The Crusades - Tentative Lecture Topic and Reading Schedule
(Riley-Smith + number refers
to chapters in The Crusades. Maalouf + number
refers to chapters in The Crusades Through Arab Eyes. Allen + number refers to a document in The Crusades, A Reader.)
|
Aug 22 |
Introduction |
|
Aug 22 |
Rome’s 3 heirs |
|
Aug 29 |
Regional Introduction: #2 Byzantium Readings: Allen 3, 5 |
|
Sept 5 |
Regional Introduction: #3 Western Europe and
Medieval Warfare Readings: Allen 2, 8, 9 |
|
Sept 12 |
Papacy, Piety and
Pilgrimage, Examples of Spain and Sicily Readings: Riley-Smith 1;
Allen 1, 6, 7, 11 |
|
Sept 19 |
Alexius I, Urban II and the
First Crusade Readings: Riley-Smith 2; Maalouf 1-3; Allen 10, 12-22, 46 |
|
Sept 26 |
Conquest and Defense of
Outremer Readings: Riley-Smith 3, 4;
Maalouf 4-5;
Allen 23, 24, 26, 27, 28 |
|
Oct 3 |
Native Politics in the
Levant, Egypt and Asia Minor Readings: Maalouf 6-7; Allen 29, 30 |
|
Oct 3 |
Midterm Discussion (Midterm
Due Oct 10 @7pm) |
|
Oct 10 |
The Second Crusade and
Bernard of Clairvaux; Readings: Riley-Smith 5; Maalouf 8-10; Allen 33-40 |
|
Oct 17 |
Byzantine Recovery, Trade
and Cultural Exchange |
|
Oct 24 |
The Horns of Hattin and the
Third Crusade (Book Review due @7pm) Readings: Riley-Smith 6; Maalouf 11-12; Allen 41-44 |
|
Oct 31 |
The Fourth Crusade:
Jerusalem to Constantinople Readings: Riley-Smith 7;
Allen 56-58, 61 |
|
Nov 7 |
Ayyubid Egypt and Seljuk Anatolia and the Fifth Crusade Readings: Riley-Smith 8:
Allen 63, 71-73 |
|
Nov 14 |
The End of the Crusades Readings: Riley-Smith 10; Maalouf 13-14 |
|
Nov 17 |
Paper drafts should be shared with your group. |
|
Nov 27 |
Groups should return critiqued drafts by 7pm. |
|
Nov 28 |
The Crusades Today |
|
Dec 4 |
Final papers turned into Blackboard by 7pm. |
|
Dec 5 |
Research Presentations |
|
Dec 12 |
Final Exam Due 7pm |