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Viewing: HIST 4555W huneycuttl : Medieval France

Last approved: Mon, 19 Dec 2016 20:41:30 GMT

Last edit: Mon, 19 Dec 2016 20:13:41 GMT

Proposal Type

Writing Intensive

Contact Information

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Term for Proposal

Spring 2017

Course Catalog Information

History (HIST)
Medieval France
This course covers the area that became the kingdom of France from the end of the Roman era until the end of the Hundred Years War; emphasis on political and cultural developments.
Social Science
A-F (allow student to choose S/U option)
junior standing.
Previous coursework in medieval history.

Instructor Information

(numbers only)
Tenured Associate Professor
Department of History, 114A Read Hall
Yes, but instructor doesn’t recall when or it has been longer than five years

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Honors Course Information

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Writing Intensive Course Information

France is the largest country in modern Europe, and over the centuries French cultural and political developments have exerted tremendous influence well beyond its borders. This course looks at the development of French lands from the end of the Roman world until the outbreak of the Hundred Years’ War with England in the fourteenth century and seeks to explain its rise to dominance. We will focus on religious, cultural, and economic developments as well as on the political developments in the areas that became France over the course of the Middle Ages. The chronological focus of the course will be the later twelfth and thirteenth centuries.
Self paced?

Should this course be considered for funding?

Large Enrollment Courses:

Writing Intensive Assignments

Paper One
The first paper in the course requires students to do close readings of primary sources that are not necessarily primarily historical in nature (hagiographical, liturgical, poetic, visual culture) and evaluate their value as historical sources.
Length of assignment:
Lois L. Huneycutt
Lois L. Huneycutt

Paper Two
Paper Two requires students to compare and contrast the "picture" of twelfth and thirteenth century Paris one gets while reading various kinds of sources (biographical, hagiographical, epistolary) and asks students to think about the pluses and minuses of the development of urban life in the period.
Length of assignment:
Lois L. Huneycutt

Paper Three
Paper three is the "major paper" for the semester. It requires students to revise one of their previous papers and expand it from the initial 5-7 pages to ten to twelve pages. In the process they will read secondary authors on the problems they have identified in their previous paper.
Length of assignment:
Lois L. Huneycutt

Final Examination
The final examination requires students to write an in-class critical essay on the final reading for the course, The Trial of Joan of Arc. The reading I have chosen for the course not only contains long excerpts from the trial itself, but also a variety of secondary authors who evaluate the trial and raise questions about the voices that Joan heard. The students will be asked to defend or reject the modern interpretations and explain why.
Length of assignment:
Lois L. Huneycutt

Total pages for all assignments:
First drafts:
The writing assignments are a little unusual in that Paper #3 is really a revision and expansion of one of the two previous papers. Students will write on essentially the same topic they chose before, but rather than being a personal reaction/exploration of a question about a primary source reading, they will be required to bring secondary authors into the conversation to arrive at a deeper understanding of the problem they have chosen to explore. I had to "invent" a revision for Paper One in order to fit the requirements for electronic submission, but really, students can choose to revise or expand EITHER paper one or paper two, and the true total of pages the students will write is about 28, not about 41.

Writing Intensive Teaching

Instructor provided feedback
Each of the papers for the course requires that students explore questions for which there is more than one acceptable response. The first paper asks them to consider the nature of historical analysis by presenting them with primary sources other than typical "chronicles," and asks them to consider their value in helping us understand medieval "French" people and their culture. Scholars differ on the value of, say, a saint's life, an account of a miracle, an elegaic poem, and yet they are often the only or best available windows into the past. It's my goal in that assignment to raise the student's awareness of the process of creating historical knowledge, and the potential pitfalls as well as pluses of using various categories of evidence. In the second assignment, students will get have read a lot of "traditional" sources that tell of the doings of kings and famous scholars, but they will also read an article that uses hagiographical sources to reconstruct the lives and economic strategies of poor, often disabled, women in the same place and time. Students will be asked then to write about how the development of true urban life affected various groups of people, and to assess writings that uncritically see urbanization as a "good" thing. The goal of this assignment is to complicate "master narratives." Students will be asked to come to a conclusion about "who" and "what" needs to be included in the writing of history. There are a variety of acceptable answers to this question.
Students will have papers do in weeks four, seven, and thirteen. The last assignment is the in-class essay the day of the final examination.

Course Syllabus

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Administrative Information

Education and Social Sciences


Additional Comments

Patricia Luckenotte (luckenottep) (Mon, 19 Dec 2016 20:13:41 GMT): I have added HIST 4555W, 01 to the Spring 2017 Schedule of classes and cancelled the regular section of HIST 4555, 01 for spring. The students who were enrolled in HIST 4555, 01 have been moved to the new section of HIST 4555W
Key: 648