Course / Topic Overview

Welcome to the Honors section of Longwood's new-ish course, Historical Inquiry. In less than four months, we will cover the development of Western human belief and disbelief in the supernatural from early days in the Fertile Crescent, subsequent transformations in ancient Greece and Rome, changes wrought during the Middle Ages and the Renaissance, and finally, the division of Christendom following the Reformation. In essence, we are going to dash across five or six millennia in the comparative blink of an eye. Speaking as one historian to another, we can admit this is an outrage. Much valuable material will receive only slight attention, and an even more atrocious amount of information will be ignored completely. (How can we live with the shame?)

We are going to compensate for this situation by wringing all we can out of basic secondary sources (this interweb-thingy, or sometimes your prof) for our basic narrative. Alongside that, we will be reading provocative essays that explore the grey areas in historical argument. The plan is that, while getting to know some of the key developments in the early history of the divine, we shall focus no less on how it is that historians ply their craft. We are going to ask how the narrative(s) about gods came about, how set in stone such stories were, and why we can prefer some interpretations over others. In other words, what’s the argument underneath all the story? Thus, our class will operate more as a seminar, less as a lecture, which means we will all be presenting observations, questions, and conclusions. Obviously, then, your participation in class matters and will depend in no small way on preparing adequately for our conversations. While developing your understanding of the material, feel free—be eager even—to question/challenge/verify the interpretations presented by the instructor. (Hint: this last quality—when practiced well—is most highly prized by your professors.)

Along the way, we are going to produce something more than just hot air during classtime. As we explore the context behind our sources and deepen our understanding of the processes behind historical production, we will inevitably each be creating our own understanding of the historical record. We will have several projects underway throughout the semester to highlight our own assumptions and biases about history both past and present.

Section Goals/Objectives

The goals (or should I say fruits?) of a history course are as numerous as the books which historians produce. Some have already been hinted at above. At the broadest level, though, historical study encourages and hones critical analysis of the questions which most concern us. And these issues are themselves countless, but in the most generic terms, they mostly center on the relations of people with one another, with themselves, with their god(s), and (in this course) with the truth. We will be asking “why?” rather a lot:  Why did they think that? Why did they assume such a thing? Why does the past appear simultaneously alien and similar? Even as we ask these questions, others lie implicitly underneath: Why do I think what I think? What are my prejudices and assumptions? How does my culture sway my conclusions?

We will be asking the above questions all within the context of Longwood's Civitae Core Curriculum objectives (see below under the official verbiage).  In light of the outcomes envisioned by the Civitae pillar (Historical and Contemporary Insights), this course section has its own specific desired outcomes for students. Upon successful completion of this course, students will:

• Demonstrate a basic understanding of historical method as it pertains to identifying and interpreting evidence from primary sources and using that evidence to construct evidence-based arguments.
• Describe the role and context of religious belief in its ancient, medieval, and pre-modern settings, with historical understanding of the differences from contemporary presuppositions.
• Explain the possibilities and limits of studying something as intangible as faith or atheism via tangible historical evidence.

Grading & Assignments

Two things in particular will be assessed in this class: mastery of the content presented and skill in analyzing that same material.

ESSAY EXAMS: There will be two essay exams, whose form will be discussed in detail as they approach. The exams are weighted so as to give students the benefit of experience. Thus, the first is worth 12% and the second one 14%, while the final essay exam will be replaced by this semester's AI Debate (13%). In practical terms, think of these papers as research papers, with all the attendant need to cite, be precise, and present evidence. For the conceptual side, well ...think of them as, well ... concept pieces.

RESPONSE PAGE: At four points in the semester, students will submit a one-page Response to that day’s reading assignment, in which attention will especially focus on the selection’s thesis, evidence, and possible weaknesses. Further specifics and guidance on this part of the course will be available from the professor, and in Canvas. (20%)

QUIZZES: At multiple dates in the semester, there will be a pop quiz (of the multiple choice and true/false variety) so as to ensure that everyone is staying on pace with the readings. (9% total)

PAPER:This course has one primary written assignment (if one doesn’t count the exams...). Students will conclude the course with a 8-page paper (Source Analysis) on a topic of their choice after consulting with the professor. The topic must be one that will permit the use of primary sources (even if only in translation), and will permit an examination of the topic within the framework of the issues our course will be exploring about how history gets written. (20%)

Note: there will be a low threshold of tolerance for grammatical errors and all other transgressions which a simple proofreading should catch. Remove these yourself so I won’t have to remove hard-earned points. Remember, the spell-checker is not your friend! For further guidance, consult the menu options under policies and the writing guide. Also, beware the menu of especially heavy Homonym Crimes (7pts lost per transgression!).

PARTICIPATION: Dive in, read voraciously, be intensely curious, ask tough questions that tackle big issues, proofread your freakin’ papers...you know...show the professor that the grey stuff in your head isn’t dead weight just keeping you anchored to terra firma.(9%)

AND THE REST...Be certain to read my “General Policies” page as well for further information on how your performance in the course will be assessed.

Lecture & Reading Schedule

Come to class having already digested the day’s reading. This preparation on your part helps lectures move along that much faster and thereby give us more opportunity for fruitful discussions. Recall, as well, that it is a standard, minimum expectation for university education that students will spend “2 hours outside of class working and studying for every 1 hour spent in class,” as Longwood itself stipulates. Our readings here have been designed accordingly.