Section Overview / Theme

The very topic of women and warfare hardly needs an introduction, let alone Joan of Arc herself. But a few words might focus our upcoming studies. We will be attentive throughout the semester to clichés: the too easily accepted ones about women's roles, or the nature of medieval combat, as just two “low-hanging fruit”—to use another overplayed figure of speech. Besides establishing the contextual patterns of actual medieval warfare, we will follow Joan’s brief career particularly for how it both confirmed and overturned medieval expectations... about war, women, faith, politics, etc.

As you'll see in the diverse topics below, it's a lot to cover. But I fully anticipate that you’ll find the investment of your time and effort amply rewarded by the discussions we will have, not simply about the factual narrative, but more so by the search for the significance—then and now—of these events.

This course is a Seminar. That means that instead of relying on lectures delivered by the instructor, the course focuses more on key readings in the field and our discussion of the material/themes/debates covered by those readings. For a medieval topic with such modern-day ramifications as women and military action, we will have no shortage of material that is being contested by specialist historians as well as popular groups and media. Student participation is therefore key to class success. It is incumbent on students not merely to “do” the reading, but to consider the issues and wider debates being supported or rebutted by the readings.

This Course and COVID-19

Before we turn to the normal nitty-gritty of HIST 150-1, we must face our ongoing adversary: the Coronovirus pandemic. Our endeavor to keep each other safe and yet push our lives and dreams onward has entailed wholesale adaptations in education. I have COVID-related links to Longwood's news releases and policy changes built into our Canvas course site; these policies are subject to change, based on the best advice our nation's scientists can provide.

The very short version here is going to note only 2 items (there are so many more...): first, in the classrooms and academic hallways, facemasks are currently required—this means really wearing them, over mouth and nose, not as a diaper for your chin; and second, by wearing masks, we can (halle-freakin-lujah!) hold class in person. Unless policies have to change, this means Zoom will be turned off, except in the MOST necessary, pre-arranged circumstances.  Nonetheless, as we try to relocate and recenter our normal academic expectations, a lot of grace is going to be needed on all sides. You've heard the clichés about “new normals;” well, this is that. As will be the next set of circumstances...   
For those pre-arranged emergencies, when you might qualify to attend online, the Zoom link is available on the course's Canvas home page.

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, and (in this course) with the links between organized violence and gendered expectations about women. 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 do present-day presumptions sway my conclusions?

We will be asking the above questions, all while studying the intersection of cultures, belief-systems, and organized, state-sanctioned violence in western Europe. Upon successful completion of this course, students will:

• Demonstrate an understanding of the basic narrative of the last third of the 100 Years War, and the role of Joan of Arc therein
• Demonstrate a knowledge of how medieval women conformed (and not) to gendered expectations
• Have learned to work with medieval primary sources (identifying agendas, contemporaneity, and related traits)
• Have built independent analyses of historical problems and situated them within the historiographical traditions
• Have developed skills in the oral presentation and defense of their own scholarship

Grading & Assignments

♦ EXAMS:  There will be two exams: a Mid-Term and a Final. More information about the structure of the exams will be provided as we approach them, but students can be sure that there will be significant essay components. The Mid-Term will count for 18% of the course grade and the Final for 18%.

♦ QUIZZES / QUESTIONS:  Precisely because reading and participation are vital to this course, and to each other, I sadly have to ensure that students are doing the reading. This could involve Reading Quizzes, which often seem to punish more than simply monitor reading.
   Before giving in and going the quiz route, we shall first try Reading Questions instead. For this, students shall come to class with two prepared questions (prepared = typed-out and thought-about, and uploaded into Canvas). They do not have to be questions for which you know the answers, but they should be issue-oriented and derive from the day's assigned readings. 10% of the final grade.

♦ PAPERS:  There will be a major research paper produced in the course of this seminar.  To assist you in this effort, we have a number of preparatory assignments scattered throughout the semester.  These are important steps, not mere busy-work. For many of you, they will provide early warning of whether you want to pursue a topic or shift to something else.  In sum, these early tasks will be worth 5% of the course grade. The paper itself (10 pages, Chicago Style, more details to come in Canvas...) will be worth 20% of the course grade.

NOTE:  In formal writing assignments, there will be little 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 my General Policies, plus the Writing and Plagiarism Guides. Also, beware my list of Homonym Crimes. These are multiple, automatic grade deductions, and they can add up viciously. Students who demonstrate a clear disregard for good advice and the basic requirements of the assignment will have their work returned to be redone, minus a letter-grade. And of course, plagiarism (as I apparently cannot emphasize enough) is an automatic failure for the entire course.

♦ RESEARCH POSTER: In keeping with the course's goal of spreading the real/factual story of Joan (and other medieval women of military import), we are going to participate in the campus-wide Research Day, with posters based on the research you've been doing for your major paper. More details TBA. (7%)

♦ IN-CLASS WORK:  Because this is a seminar-style course, I cannot stress enough how important this element is. Do the readings in advance and come to class prepared to discuss them. Come with your own questions (see above), not just as respondents to the professor's prompts. (22%)

♦ 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 (late work, absences, etc.).

Schedule of Lectures/Assignments

You will need to read at the times indicated below for the maximum benefit during our lectures and discussions. Readings are to be done before you come to class. The information provided by that text will do much to color in the background of the points I will be stressing either by lecture or posing questions to you. If the indicated readings are not one of our 5 required books, or active links to the Web, then look for them in the course Canvas site. 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.

Date	Topic	Reading Assignment
24 Aug	Introduction: Go over course syllabus	Study the professor's course policies.
26 Aug	Backgrounds to 1400: A Medieval Primer
31 Aug	A Medieval Military Review	Bennett: “The Myth of the Military Supremacy of Knightly Cavalry” Strickland: “Provoking or Avoiding Battle? Challenge, Duel and Single Combat...”
2 Sept	Women and Medieval War	McLaughlin: “The Woman Warrior” Nicholson: “La Damoisele del chastel...”
7 Sept	Christine de Pizan: Introductions	Rider: “Becoming a Man” Nederman: “Governing the Body Politic”
9 Sept	Intro: Desirable Military Qualities First Paper Topic Proposal Due	CdP: The Book of Deeds... 1–48
14 Sept	Tactics for Commanders	CdP: The Book of Deeds... 48–92
16 Sept	Military Knowledge / Exemplars	CdP: The Book of Deeds... 92–139
21 Sept	From Classical to Medieval Lessons	CdP: The Book of Deeds... 139–183
23 Sept	Laws of War Second Proposal Due	CdP: The Book of Deeds... 185–219
28 Sept	Women in the 100 Years War	Excerpt from Green, “Women and War: Power and Persecution”
30 Sept	Christine & the Impact of Joan	CdP: “Ditié de Jehanne d’Arc” McWebb: “Joan of Arc and Christine de Pizan: Symbiosis..."
5 Oct	Mid-Term Exam
7 Oct	Fall Break
12 Oct	Joan of Arc: Coming to her Mission	DeVries, 1–7, 29–49
14 Oct	First Tests (by the French)	Excerpts from Fraioli Taylor, Joan of Arc, 72-74
19 Oct	Joan in Battle: Victory at Orléans	DeVries, 50–91
21 Oct	Contemporary Reactions Preliminary Bibliography Due	Taylor, Joan of Arc, 74-93
26 Oct	Joan as Kingmaker	DeVries, 92–128
28 Oct	One End of the Story	DeVries, 129–180
2 Nov	Justice and Judicial Procedure Trial of Condemnation I	Taylor, Joan of Arc, 137-174
4 Nov	Trial of Condemnation II	Taylor, Joan of Arc, 174-203
9 Nov	Ordinary Trial	Taylor, Joan of Arc, 204-216
11 Nov	TBD
16 Nov	Symposium Day
17 Nov	Research Posters
18 Nov	Abjuration / Relapse / Execution	Taylor, Joan of Arc, 216-235
23 Nov	Aftermath: Socio-Political	Wood: “Joan of Arc’s Mission” (Canvas) Taylor, Joan of Arc, 235-261
23 Nov (by midnight)	Research Paper Due!
30 Nov	Aftermath: Rescuing Joan	Taylor, Joan of Arc,
2 Dec	Joan for the Ages: Mysticism / Re-Invention	Elliott: “Seeing Double”
	Final Exam: According to the university schedule

Academic Honesty

Sadly, every year a few students attempt to su<br>bmit work which is not their own. This act is, of course, the crime of plagiarism. Do not test your luck in this arena. The eventual odds are against you, and the penalties are unpleasant. Any student who submits plagiarized work will automatically fail the entire course. Previous students have found that I do not negotiate this point. If you're not sure what constitutes academic dishonesty, consult the student handbook, ask your instructors, or see my links to the problem.

All other forms of cheating will be penalized to the fullest extent of university policies.

Required Textbooks

We have three major readings for this course. They are all required, and yes, I actually expect students to read them (along with all the other assignments above).

• Christine de Pizan, The Book of Deeds of Arms and of Chivalry (trans. Willard)
• Kelly DeVries, Joan of Arc: a Military Leader
• Joan of Arc: La Pucelle, ed./trans. Craig Taylor
• Varied readings linked on the Web, or in the course’s Canvas site

Contacting Dr. Isaac

• Office: Ruffner 226A
• Telephone: 395-2225
• e-mail: isaacsw@longwood.edu
• Office Hours:  MWF 2-2:50pm; TR, 1-2:00pm
• Feel free to drop in at anytime; if I can’t see you during the set office hours, I will gladly set up an appointment at your convenience. I am available most afternoons as well if you just want to come by.

Official Verbiage

Catalog Description
HIST 415. Seminar in European History. 3 credits. WI
Note: Satisfactory completion (earning a C- or better) of this course and each of its requirements is required of all history majors in order to graduate.