<p> Seminar in Scholarly Inquiry 2 194: Castles Spring 2017: Mon/Wed/Fri 12:00-12:50 (Wyatt 304)</p><p>Professor Katherine Allen Smith email: [email protected] office: Wyatt 142 office hours: Mon. 10:00-11:30, Thurs. 2:00-3:30 (and by appointment) phone: 253-879-3906 (ext. 3906) </p><p>Course Description: Castles are one of the most recognizable symbols of the medieval past, evoking visions of both romance and violence. In Western Europe between the ninth and fifteenth centuries, castles served as status symbols and reminders of political and economic hierarchies, as focal points for military conflict, and as domestic and courtly settings. This course introduces students to the castle phenomenon, using recent work by historians and archaeologists that has considerably enhanced our understanding of the origins, physical construction, and functions of castles. Students become familiar with a range of medieval evidence, such as extant castles and ruins, medieval literature, and chronicles, and study castles from the perspectives of several disciplines, including history, archaeology, and literary studies, asking how we know what we think we know about castles. In the second half of the semester students research and write a substantial term paper with a complementary digital component. </p><p>Course Objectives: As an SSI2, this course will help students develop the skills needed to enter into academic conversations and carry out original research. More specifically, all students will have the opportunity to: o work collaboratively with peers as part of a learning community with common goals; o hone their ability to critically evaluate primary and secondary sources, both orally and in writing; o learn to construct and defend scholarly arguments based on close readings of sources; o frame a significant research question and carry out independent research, utilizing the full range of academic resources available at Puget Sound; o and research and write a substantial scholarly paper with complementary digital elements. </p><p>Required Texts: The required texts below are available for purchase at the bookstore. Additional readings will be found on our course’s Moodle page and the web, as listed in the schedule of readings. When you come to class, I will expect you to bring the assigned texts (or, for online readings, bring your laptop/tablet or a printout).</p><p> o Oliver Creighton, Early European Castles: Aristocracy and Authority, AD 800-1200, Debates in Archaeology Series (London: Bloomsbury, 2015) ISBN: 1780930313</p><p> o Chrétien de Troyes, Perceval: The Story of the Grail, trans. Burton Raffel (New Haven: Yale University Press, 1999) ISBN: 0300075863</p><p> o Joseph Gies and Frances Gies, Life in a Medieval Castle, 2nd edn. (New York: Harper Perennial, 2015) ISBN: 0062414798</p><p> o SSI2 194 Course Reader (=CR in schedule of readings) Assignments and Evaluation: 1) Class Participation and Preps: Class discussion is not a spectator sport! In order to do well and, just as importantly, get something out of the course – it is crucial to keep up with the reading, and come to class with the assigned texts in hand, ready to discuss them. To prepare for discussion, read assigned sources actively, jotting down notes and questions that you can refer to in class. In addition, each student will be assigned to one of three participation groups (designated by the letters A, B, and C on the schedule of classes). On 5 out of your group’s 8 designated dates, you will turn in a 1-paragraph (double-spaced) typed response to one or more of the readings assigned for that day. You may choose to turn in preps for any 5 of your group’s 8 dates, but please note that late preps will not be accepted, since their purpose is to enhance class discussion. I will not give the preps formal grades, but will mark them with ✓, ✓+, or ✓- and count them towards the participation grade. Preps should identify and respond to a single issue or problem in the reading. Successful preps will demonstrate careful reading, be polished, well-focused, and include citations as appropriate. *Note on Attendance: Regular attendance is essential to your success in the course, and I take attendance each class. I understand that illness and emergencies can occur, and will not penalize you for missing up to two classes. I will deduct 1/3 grade from the participation grade for each additional absence. I reserve the right to withdraw any student from the class for excessive unexcused absences, normally defined as 6 or more over the course of the semester. If you are ill or have an emergency that will take you out of class, please contact me so I can excuse these absences and we can arrange for you to stay on track. 2) Discussion Leadership: In the second half of the semester, everyone will take a turn leading class discussion as part of a team of two or three. In consultation with one another and, if they like, the instructor, discussion leaders will create a lesson plan of activities that will allow the class to consider important points from assigned readings. 3) Two Short Essays: These assignments will give you practice articulating and defending arguments using evidence from assigned sources. Detailed descriptions of each assignment will be handed out in class two weeks prior to the due-dates. No additional research is required. 4) Final Research Paper: In the second half of the semester each student will carry out independent research on a castle-related topic chosen in consultation with the instructor. This final project consists of several components: a research proposal, annotated bibliography, outline, and a final paper of ~8-10 double-spaced pages with a bibliography and complementary digital elements, including an interactive timeline and annotated plans and/or images, to be created in the Atavist program. At the end of the term, everyone will give a brief research presentation. </p><p>2</p><p>Grading Scale:Major assignments will be graded from A to F, as per these numerical equivalents: A: 93-96 A-: 90-92 B+: 87-89 B: 83-86 B-: 80-82 C+: 77-79 C: 73-76 C-: 70-72 D+: 67-69 D: 63-66 D-: 60-62 F: below 60</p><p>Other Resources: Students are strongly encouraged to make use of two additional resources this semester: Collins Library and the Center for Writing, Learning, and Teaching. We will have a library methods workshop with our liaison librarian, Peggy Burge, but you should feel free to make an individual appointment to meet with her to discuss your research for your final project. Peggy may be reached by email ([email protected]) or phone (ext. 3512). The library’s Peer Research Advisor, Taylor Roghair, can also help with questions about research and citations, as well as time management. She may be reached at [email protected]. The Center for Writing, Learning and Teaching (located in Howarth 109) is a great resource for anyone who wants to improve their writing, is trying to master a new writing form or learning to write in a new discipline, or who just needs help getting started on an assignment. Cassandra McMurry will be serving as our writing liaison. Cassandra will visit our class in connection with major writing assignments, and students are also encouraged to make individual appointments with her by emailing [email protected] or calling ext. 3404. </p><p>University Policies: Disability-Related Accommodations: If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Peggy Perno (Howarth 105, ext.3395). She will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential. Academic Honesty: All students are expected to abide by the guidelines on academic honesty outlined in the Logger (at http://www.pugetsound.edu/student-life/student-resources/student- handbook/academic-handbook/academic-integrity/) Violations of honesty in research (i.e., inventing or falsifying sources or data) or writing (i.e., borrowing the arguments or words of others without attribution), or the defacing or destruction of library materials will result in a grade of ‘0’ for the assignment in question and, at the instructor’s discretion, dismissal from the course. Bereavement Policy: Students are normally eligible for, and faculty members are expected to grant, three consecutive weekdays of excused absences, without penalty, for the death of a family member, including parent, grandparent, sibling, or persons living in the same household. Should the student feel that additional days are necessary, the student must request additional bereavement leave from the Dean of Students or the Dean’s designee. In the event of the death of another family member or friend not explicitly included within this policy, a bereaved student may petition for grief absence through the Dean of Students office for approval. Emergency Information : Please review emergency preparedness and response procedures posted at www.pugetsound.edu/emergency/. Familiarize yourself with hall exit doors and the designated </p><p>3 gathering area for your class and laboratory buildings. If evacuation becomes necessary (e.g., earthquake), meet your instructor at the designated gathering area so she/he can account for your presence. Then wait for further instructions. Do not return to the building or classroom until advised by an emergency response representative. If confronted by an act of violence, be prepared to make quick decisions to protect your safety. Flee the area by running away from the source of danger if you can safely do so. If this is not possible, shelter in place by securing classroom or lab doors and windows, closing blinds, and turning off room lights. Stay low, away from doors and windows, and as close to the interior hallway walls as possible. Wait for further instructions.</p><p>COURSE SCHEDULE (with readings listed below due dates, and in recommended order)</p><p>(W) Jan. 18th – Introduction to the Course *Handout: sources for Conwy Castle: floor plan, elevation, ruins, and 3D reconstruction</p><p>Unit 1: The Castle Revolution In this first unit we will address some basic questions about the nature and origins of castles, such as: What is a castle? Why and when did castles first appear in different parts of Europe? How did early castles reflect political and socioeconomic changes in the period from c. 800 - c. 1200? What aspects of the castle revolution do modern historians debate, and why? This unit will also introduce the main types of written and material sources historians and archaeologists use to reconstruct the castle revolution, and ask students to use these sources to make their own scholarly argument in the first essay. </p><p>(F) Jan. 20th The Castle Revolutions: Contexts and Debates (A) SSI2 194 syllabus (read it carefully, please!) Creighton, Early European Castles, pp. 11-49</p><p>(M) Jan. 23rd The First Castles Appear (B) Creighton, Early European Castles, pp. 50-84</p><p>(W) Jan. 25th A Case-Study: Fulk the Black and Early Castles in Anjou (C) (CR 1-5) Mary Lynn Rampolla, “Working with Sources,” in A Pocket Guide to Writing in History, 8th ed. (Boston: Bedford/St Martin, 2015), 8-17. (CR 6-17) Primary Source: Chronicle of the Counts of Anjou, trans. Steve Lane, Internet Medieval Sourcebook, ed. Paul Halsall, http://www2.hawaii.edu/~kjolly/IMS/Anjou.html. *discussion of prompt for Essay #1</p><p>(F) Jan. 27th A Case-Study: Early Castles in Anjou, cont. (A) (CR 18-20) Mary Lynn Rampolla, “Evaluating Secondary Sources,” in A Pocket Guide to Writing in History, 8th ed. (Boston: Bedford/St Martin, 2015), 18-23. (Web) Bernard S. Bachrach, “The Angevin Strategy of Castle Building in the Reign of Fulk Nerra, 987-1040,” The American Historical Review 88, no. 3 (June 1983): 533-60. * part of your assignment is to locate this article in the JSTOR database and download it as a PDF. (Moodle) Map of Angevin castles built by 1050, in The Cambridge Illustrated Atlas of Warfare: The Middle Ages, eds. Nicholas Hooper and Matthew </p><p>4 Bennett (Cambridge: Cambridge University Press, 1996), 35. </p><p>(M) Jan. 30th Debates in Early Castle Archaeology (B) Creighton, Early European Castles, pp. 85-108 *bring in the question you will ask in the first essay, as well as your hypothesis (what you think you will argue) to work with in class</p><p>(W) Feb. 1st Writing Workshop for Essay #1 *bring in a complete outline of your first essay, as well as a draft of your introduction and at least one body paragraph to work with in class. </p><p>Unit 2: Castles, Conflict, and ‘Colonial’ Landscapes This unit will explore the role castles played in the conquest of new territory and the consolidation of royal authority in medieval England. We will ground our analysis of these larger issues in several case-studies: the roles of castles in the Norman Conquest of 1066, the ‘anarchy’ of the mid-twelfth century, the Angevin conquest of Ireland under King Henry II, and Edward I’s conquest of Wales in the thirteenth century. Students will hone their ability to identify and work with the arguments in primary and secondary sources through a second short essay dealing with the role of castles in the conquest of England, Ireland, or Wales. </p><p>(F) Feb. 3rd The Norman Conquest of England No reading due! Just come to class with a hard copy of your essay in hand. We will watch a documentary: BBC’s “The Normans: Conquest” (2010) in class. *ESSAY #1 DUE IN CLASS</p><p>(M) Feb. 6th Castles and Conquest in the Eleventh Century (C) (CR 21-26) R. Allen Brown, “The Castles of the Conquest,” in Domesday Book Studies, ed. A. Williams and R. W. H. Erskine (London, 1987), 69-74. (CR 27-33) Primary Source: The Anglo-Saxon Chronicle on the Norman Conquest, in Medieval England: A Reader, ed. Emilie Amt (Peterborough: Broadview, 2002), 55-66. (Web) Primary Source: The Bayeux Tapestry, at http://www.bayeux-tapestry.org.uk (read the short introduction, then scroll through the tapestry)</p><p>(W) Feb. 8th Castles and Political Anarchy in the Twelfth Century (A) (e-book) Richard E. Morton, “Stephen, King of England,” in Oxford Dictionary of the Middle Ages (part of your assignment is to locate this entry in Collins Library’s digital collections via the Primo search engine) (CR 34-46) Charles Coulson, “Castles of the Anarchy,” in The Anarchy of Stephen's Reign, ed. Edmund King (Oxford: Oxford UP, 1994), 67-92. (e-book) Primary Source: The Peterborough Chronicle for the years 1135-1154, ed. and trans. Harry A. Rositzke (New York: Columbia University Press, 1951), 158-164 *Part of the assignment is to locate this book via Primo</p><p>(F) Feb. 10th A Case-Study: The Tower of London (B) (CR 47-53) Edward Impey, “Summary History of the Tower of London,” </p><p>5 (CR 54-68) Jeremy Ashbee, “The Function of the White Tower Under the Normans,” and (CR 69-73) Primary sources on the Tower, all in The White Tower, ed. Edward Impey (New Haven, Yale University Press, 2009), 1-6, 125-39, 325-26. *Discussion of prompt for Essay #2 </p><p>(M) Feb. 13th Castles and the Conquest of Ireland (C) (e-book) Tom McNeill, Castles in Ireland: Feudal Power in a Gaelic World (London: Routledge 1997), 6-15, 16-19, 47-55, 76-79 *part of your task is to locate this e-book via Primo (CR 74) Michael Richter, “Gerald of Wales,” in The Oxford Dictionary of the Middle Ages, ed. Robert E. Bjork (Oxford: Oxford University Press, 2010), http://www.oxfordreference.com/view/10.1093/acref/ (CR 75-93) Giraldus Cambrensis, The Conquest of Ireland, trans. Thomas Forester, rev. Thomas Wright (Cambridge, Ontario: In parentheses Publications, 2001), 50-67.</p><p>(W) Feb. 15th Castles and the Conquest of Wales (A) (CR 94-99) Michael Prestwich, “Edward I and Wales,” in The Impact of the Edwardian Castles in Wales, ed. Diane M. Williams and John R. Kenyon (Oxford: Oxbow Books, 2010), 1-8. (CR 100-113) Ifor Rowlands, “The Edwardian Conquest and its Military Consolidation,” in Edward I and Wales, ed. Trevor Herbert and Gareth Elwyn Jones (Cardiff: University of Wales Press, 1988), 41- 66.</p><p>Unit 3: Living in a Medieval Castle In this unit we turn to a consideration of castles as theaters for the performance of social hierarchies, gender roles, ritual display and conspicuous consumption, as well as domestic spaces. In addition, we consider the challenges and possibilities presented by new kinds of primary sources: medieval artifacts and works of literature. Students will complete a second short essay and present this work to the class. Beginning in this unit, students will also take a more active role in shaping each class discussion through service as discussion leaders. </p><p>(F) Feb. 17th Writing Workshop for Essay #2 *Bring in a draft of your introduction, two body paragraphs, and a complete outline of the remainder of the paper to work with in class. </p><p>(M) Feb. 20th Castles, Conspicuous Consumption, and Display (B) Creighton, Early European Castles, pp. 109-124 (Moodle) Household objects: acquamanile, glass beaker, and coffret</p><p>(W) Feb. 22nd The Castle as a Domestic Space (C) Gies and Gies, Life in a Medieval Castle, pp. 57-94 (Moodle) Objects associated with women: mirror case, enameled belt, brooch</p><p>6 Discussion leaders: ______and ______and ______.</p><p>(F) Feb. 24th Colloquium on Castles and Conquest: Presentations of the Second Essays Prep: In addition to completing your second essay, come to class prepared to give 2- minute overview of your essay’s argument and use of evidence. ESSAY #2 DUE IN CLASS</p><p>(M) Feb. 27th The Castle Household (A) Gies and Gies, Life in a Medieval Castle, pp. 95-124 (Moodle) “Checkmate! Medieval People at Play,” Walters Art Gallery exhibit Discussion leaders: ______and ______and ______.</p><p>(W) Mar. 1st Castles and the Surrounding Landscape (B) Gies and Gies, Life in a Medieval Castle, pp. 125-65 (Moodle) “Illuminating the Medieval Hunt,” Morgan Library exhibit</p><p>(F) Mar. 3rd Castles and Knighthood (C) Gies and Gies, Life in a Medieval Castle, pp. 166-85 (Moodle) Martial objects: sword, mail shirt, targe, tournament helm</p><p>(M) Mar. 6th Castles in the World of Medieval Romance (A) Perceval: The Story of the Grail, lines 1-2973</p><p>(W) Mar. 8th Castles in the World of Medieval Romance, cont. (B) Perceval: The Story of the Grail, lines 2973-6199 Discussion leaders: ______and ______and ______.</p><p>(F) Mar. 10th Castles in the World of Medieval Romance, cont. (C) Perceval: The Story of the Grail, lines 6200-9235 Discussion leaders: ______and ______and ______.</p><p>** Spring Break: March 13th – 17th **</p><p>Unit 4: Castles and War Historians once believed that castles were primarily military installations, but recently some scholars have downplayed the role of castles in warfare, pointing out that many fortifications were never attacked, and emphasizing castles’ roles as political symbols, social and domestic spaces. Others continue to maintain the importance of castles within the history of medieval warfare, especially in frontier regions. We will engage with these debates and explore two specific contexts: the crusader states and France during the Hundred Years War. In addition, students will begin plan their final research projects and draft initial research proposals. </p><p>(M) Mar. 20th Debating the Role of Castles in War (A) (CR 114-19) Charles Coulson, Introduction to Castles in Medieval Society: Fortresses in England, France, and Ireland in the Central Middle Ages (London: Oxford University Press, 2003), 1-10.</p><p>7 (CR 129-139) Colin Platt, “Revisionism in Castle Studies: An Introduction,” Medieval Archaeology 51 (2007): 83-102. *Overview of final research paper</p><p>(W) Mar. 22nd The Military Functions of Castles (B) Gies and Gies, Life in a Medieval Castle, pp. 186-205 (CR 140-48) Primary Source: Roger of Wendover, Philip Augustus’ campaigns in Normandy (1204), from The Flowers of History, trans. J.A. Giles (London: Henry G. Bohn, 1869), 204-09, 213-14. Discussion leaders: ______and ______and ______. *Sign-up for individual meetings on research topics next week</p><p>(F) Mar. 24th Presidential Inauguration (no class)</p><p>(M) Mar. 27th Library Research Class with Peggy Burge (meet in Library 118) Prep: Prior to today’s class, review the list of possible research topics, choose one or two possibilities that interest you, then locate and read a relevant article in one of the subject encyclopedias listed on our course’s library page. </p><p>(W) Mar. 29th Individual Meetings to Discuss Final Project Topics (no group class) *Come to our meeting prepared to discuss your research progress to date</p><p>(F) Mar. 31st Siege Warfare in the Crusader East (C) (CR 149-51) David Nicolle, “Siege Warfare,” in The Crusades: An Encyclopedia, ed. Alan V. Murray (Santa Barbara: ABC-CLIO, 2006), 1108-1111. (CR 152-61) Primary Sources: The Siege of Antioch (1097-98) on the First Crusade, in The First Crusade: The Chronicle of Fulcher of Chartres and Other Source Materials, 2nd ed., ed. Edward Peters (Philadelphia: University of Pennsylvania Press, 1998), 187-206. (CR 162) Maps of Antioch and the crusaders’ siegeworks, from Thomas Asbridge, The First Crusade: A New History (Oxford: Oxford University Press, 2004), 161, 197. Discussion leaders: ______and ______and ______. *FINAL PAPER PROPOSAL DUE IN CLASS</p><p>(M) Apr. 3rd Castle-Building and Warfare in the Crusader States (A) (CR 163-85) Mathias Piana, “Crusader Fortifications: Between Tradition and Innovation,” in The Crusader World, ed. Adrian J. Boas (London: Routledge, 2016), 437-59. (CR 186-93) Statistical tables from Christopher Marshall, Warfare in the Latin East, 1192-1291 (Cambridge: Cambridge University Press, 1992), 215-19, 242-45. (CR 194) Hugh Kennedy, “Ibn al-Athir,” in The Crusades: An Encyclopedia, ed. Alan Murray (Santa Barbara, CA: ABC-CLIO, 2006), http://legacy.abc- clio.com/reader.aspx?isbn=9781576078631&id=CRUSADE.1493. (CR 195-201) Primary Source: Ibn al-Athir, Saladin’s sieges of Chastellet and Kerak, </p><p>8 in The Chronicle of Ibn al-Athir for the Crusading Period from al-Kamil fiʼl- taʼrikh, 3 vols, trans. D. S. Richards (Aldershot: Ashgate, 2006-08), 2: 264-66, 297- 98, 300-01, 318-19. Discussion leaders: ______and ______and ______.</p><p>(W) Apr. 5th Siege Warfare in the Later Medieval West (B) (CR 202-33) Sean McGlynn, “Sieges,” in By Sword and Fire: Cruelty and Atrocity in Medieval Warfare (London: Weidenfeld & Nicolson, 2008), 141-94. (CR 234-41) Primary Source: The Siege of Calais, from Jean Froissart, Chronicles, trans. Geoffrey Brereton (London: Penguin, 1968), 97-110. Discussion leaders: ______and ______and ______.</p><p>(F) Apr. 7th A Case-Study: Joan of Arc at the Siege of Orléans (C) (CR 242-43) David Grummitt, “Joan of Arc,” in The Oxford Encyclopedia of Medieval Warfare and Military Technology, ed. Clifford Rogers (Oxford: Oxford University Press, 2010), Oxford Reference Online (CR 244-86) Kelly DeVries, “Relieving the Siege of Orléans,” in Joan of Arc: A Military Leader (Stroud: Thrupp, 2009), 54-96. </p><p>Unit 5: Final Research Project In this final unit students will complete a substantial research paper on a topic selected in consultation with the instructor. Approaching the project in stages, students will gather relevant primary and secondary sources and develop an annotated bibliography, and craft a detailed outline of their paper before beginning the drafting process. During the last three classes students will formally present their research. The final project, created in the Atavist platform, will include a historical essay as well as complementary digital elements, including annotated ground plans, interactive timelines, maps, and images. </p><p>(M) Apr. 10th Research Day (no class) *Use this time to meet with me, or to continue researching, reading, and working on your annotated bibliography!</p><p>(W) Apr. 12th Annotated Bibliography Workshop *Bring in at least three draft annotated bibliography entries to work with in class. </p><p>(F) Apr. 14th Research Day (no class) *Use this time to meet with me, continue researching, or work on your bibliography. *ANNOTATED BIBLIOGRAPHY DUE IN CLASS </p><p>(M) Apr. 17th Building Medieval Castles in the Modern Period</p><p>9 (Web) Guédelon Castle (1997-?) http://www.guedelon.fr (read ‘The Venture’ and ‘Construction’ sections) (Moodle) BBC Secrets of the Castle (2014, 105 min.), episode. 1: ‘Why Build a Castle?’ *watch before coming to class</p><p>(W) Apr. 19th Outline Workshop *Bring in a draft outline of your final paper to work with in class. </p><p>(F) Apr. 21st First Atavist Workshop (bring your laptop or tablet to class) *OUTLINE DUE</p><p>(M) Apr. 24th Second Atavist Workshop (bring your laptop or tablet to class)</p><p>(W) Apr. 26th Workshop on Drafting *Bring in a draft of your paper’s introductory paragraph, as well as at least two body paragraphs (for a total of at least 2 pp.) to work with in class.</p><p>(F) Apr. 28th Final Presentations: Panel 1 </p><p>(M) May 1st Final Presentations: Panel 2</p><p>(W) May 3rd Final Presentations: Panel 3</p><p>**Final Research Projects due Friday, May 12th by 2pm on Atavist**</p><p>10</p>