Section Overview / Theme

This course treats one of the oldest (and arguably, saddest) phenomena in the human story: the blending of religious/spiritual beliefs with the organized application of lethal violence to human crises – in other words, war. This will open up myriad questions about how supernatural belief has justified, shaped, and on occasion, prevented war or its worst aspects. We will be focused here on pre-modern history, and yet inevitably, the legacies of these distant times will be identifiable in modern conflicts.

As you'll see in the diverse topics below, it's a lot to cover. But 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 and ideologies.

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 topic with such modern-day ramifications, 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.

Section Goals/Objectives

The goals (or should I say fruits?) of a history course are as numerous as the books which historians produce. At the broadest level, historical study encourages and hones critical analysis of the questions which most concern us. Such 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 religious convictions. 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 pre-modern societies. Upon successful completion of this course, students will:

• Demonstrate an understanding of how war and religion have each shaped the development of the other.
• Demonstrate a knowledge of how the pre-modern roots of holy war influence modern debates.
• Have learned to work with ancient & medieval primary sources (identifying agendas/biases, 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 20%.

♦ 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 demonstrating real understanding of the complex issues here, we will participate in the campus-wide Research Day (18 Nov), with posters based on the research you've been doing for your major paper. More details will be available in Canvas, including sign-up announcements and preliminary deadlines for drafts and departmental printing. (10%)

♦ 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. (20%)

♦ 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 3 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’s student manual stipulates. Our readings here have been apportioned accordingly.

In addition, for Rory Cox's book, I suggest two modes of approaching the bulky reading assignments:

• P: Peruse (“to go over and mentally take in the content of” –MerriamWebster) / “Predatory Reading” (see Patrick Rael’s website for guidance on such)
• R: Read (to study, absorb, and consider deeply the assigned information)

Date	Topic	Reading Assignment
25 Aug	Course Introduction; Defining Terms	Review course policies P: Cox, “Introduction”
27 Aug	Intro to Ancient Warfare / Egypt I	P: Cox, Chapters 1 & 2
1 Sept	Egypt II: ius ad bellum	R: Cox, Chapter 3
3 Sept	Egypt III: ius in bello	R: Cox, Chapter 4
8 Sept	Hittites I:	P: Cox, Chapter 5 R: Cox, Chapter 6
10 Sept	Hittites II:	R: Cox, Chapter 7
15 Sept	Ancient Israel I:	P: Cox, Chapter 8 R: Cox, Chapter 9
17 Sept	Ancient Israel II:	R: Cox, Chapter 10
22 Sept	Debating Gaps and Precedents	R: Cox, “Conclusion”
24 Sept	Later Judaic History: Maccabees & the Jewish Revolt	Assmann, “Religion and War from Antiquity to Early Modernity” Trampedach, “The War of the Hasmoneans” (chapters in e-book: Dying for the Faith, Killing for the Faith)
29 Sept	The Roman Roots	Rich, “Fear, greed and glory: the causes of Roman war-making in the middle Republic” Lockwood, “Cicero’s Philosophy of Just War”
1 Oct	Christianity: Pacifism vs. Duty	Bainton, “The Early Church and War”
6 Oct	Mid-Term Exam
8 Oct	Fall Break
13 Oct	Christianity: Growing Militarism	Allen/Amt: 6-9 Grant, “Weapons Strong for God...”
15 Oct	Augustine... and still more Augustine	Langan, “The Elements of St. Augustine's Just War Theory” Hartigan, “Saint Augustine on War and Killing: The Problem of the Innocent”
20 Oct
22 Oct	Jihad: Preludes & Contexts	Bonner, Chs. 1-2
27 Oct	Islam’s Military Expansion	Bonner, Chs. 3-4
29 Oct	Martyrdom & Tolerance	Bonner, Chs. 5-6
3 Nov	Lawyers, Scholars, Soldiers...	Bonner, Chs. 7-8 (pp. 97-144)
5 Nov	(Haskins)
10 Nov	Review: Religions of Peace or War?	Allen/Amt: Chapter 1 (pp. 13–34)
12 Nov	First Crusade	Allen/Amt: Chapter 2
17 Nov	Crusader States	Allen/Amt: Chapter 3
19 Nov	Setbacks: 2nd / 3rd Crusades	Allen/Amt: Chapter 4
24 Nov	The Hand of Innocent III	Allen/Amt: Chapter 6
1 Dec	Convivencia & Collapse	Allen/Amt: Chapter 8 (pp.323-43) and Chapter 9 (pp.357-83)
3 Dec	Looking over Modernity’s Shoulder...	Allen/Amt: Chapter 10
TBD	Final Exam	Acc. to Longwood’s Exam Schedule
	Final Exam: According to the university schedule

Academic Honesty

Sadly, every year a few students attempt to submit 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 in line with 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).

• Rory Cox, Origins of the Just War
• Michael Bonner, Jihad in Islamic History
• S.J. Allen and Emilie Amt, The Crusades: A Reader
• 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 11:00-11:50pm; TR, 1-1:50pm
• 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.