Archive | Teaching RSS for this section

Catch up, Post-First-Snow-Flurries 2016 edition

Busy with various projects, including designing a digital history lab.

But I did attend the Joe Guilmartin memorial conference earlier this semester, where the attendees alternated between laughing at our collective recitation of Guilmartin’s many bons mots, and growing contemplative (and perhaps wiping away a stray tear or two) as his former advisees testified to his impact on their academic careers.

My contribution to the proceedings was to open up the conference with a broad think-piece about developing a more precise taxonomy/typology of the levels of war, spurred by JFG’s introduction to the subject long long ago. A few examples of the course materials he handed out in his seminal European Warfare course.

1st page of JFG syllabus, circa 1993 - note the early use of visuals.

1st page of JFG syllabus, circa 1993 – note the early use of visuals.

JFG Definitions and Tactics handout

JFG Definitions and Tactics handout


So here’s the revised “strategy” matrix. There are plans for conference proceedings, wherein I’ll explicate the below chart (and much more), and add a few more levels. So feel free to leave suggestions or comments. especially about those pesky column labels.

Next draft of military techniques (was Strategy Matrix, but I'm having issues with the term "strategy")

Next draft of military operational techniques (was “Strategy Matrix”, but I’m having issues with the term “strategy”). The gray cells are generally more extreme war objectives, often described as “total war.”

Military Strategy For Dummies

Here is a simple operational-level map I created for my European Warfare class to try to reinforce the ideas of:

  1. What the operational level entails, and looks like on a map, particularly in contrast with a tactical-level map.
  2. How an army has multiple strategies available to it in order to achieve its strategic objectives. There are others I could have included if I’d had time (esp. amphibious).
Feel free to use, with proper attribution of course

Will the reds and blues ever just learn to get along?

Of course as we get further into the 18C and start talking about Napoleon et al, we’ll complicate it with the “operational art”: multiple armies, marching by different routes, etc.

And let’s not forget that whole DIMEFIL thing, courtesy of the DoD.

Feel free to use (because you know you want to), with proper attribution, of course.

Early modern movie battles

I’m thinking about making a few minor changes to my European Warfare, 1337-1815 course next semester. Past versions have focused a fair amount on the narratives of various wars: out of the 38 class meetings (50 minutes each), I devote one class meeting each on the 100YW, the Ottoman wars, the Wars of Italy, the French Wars of Religion, the Dutch Revolt, the 30YW, L14’s wars, Frederick the Great’s wars, the French Revolutionary wars, and the Napoleonic Wars. The rest are topical.

This time I’ll be condensing a few of the war narratives and warfare topics into a single class (sorry Dutch Revolt, sorry French Wars of Religion). Thus I’ll focus on the Italian Wars, the 30YW, Frederick’s wars, the Revolutionary/Napoleonic wars, but more and more Louis XIV’s wars. This will give me more space to read a few of the new French books out, and focus a bit more on the actual process of campaigning, Louis XIV-style. This includes dedicated classes on small war, professionalization (military ranks/organization…), maybe even the fiscal-military state. Shockingly, I hardly mention the Military Revolution in the course – I’m not a big fan of sweeping historiography at the undergrad level. Even in a course that covers almost 500 years of European military history!

But to the reason for my post: Any suggestions for good early modern combat sequences from movies? I’ll include a few scenes from Alatriste, and there are a few things on YouTube, but if you have any other favorites, let us know in the comments.

What this early modernist learned from the Crusades

Just finished teaching the Crusades for the first time, like, ever. Never even taken a medieval history course for that matter. Sad, no?

Anywho, on my first go-through of a new history course I focus on getting the narrative down. (For those curious, I assigned Madden’s Concise History of the Crusades and Allen and Amt’s source reader.) In later iterations I add in more topical subjects – case studies, interesting primary sources… The first go-round isn’t always the most fun for the students, but if there’s one lesson of History I’ve learned, it’s that you really can’t make any intelligent generalizations about a period, can’t have a discussion of any depth, if you don’t first know what actually happened (or think happened, in the case of the Crusades). Especially if the prof doesn’t know.

Suggestsion for corrections/improvements appreciated

Suggestions for corrections/improvements appreciated

So even though I spent extremely little time this semester talking about the period’s warfare (mostly about sacking cities and grand strategic-level stuff), my initial, off-the-cuff and undigested impressions of the military history of the Crusades are:

  1. Sometimes no organization and no central authority is better than lots of organization and attempted central authority (compare the First and Fourth crusades).
  2. Sometimes trying to avoid the mistakes made by your predecessors just leads to the same mistake, but by a different route (see just about all the Egyptian campaigns).
  3. Sometimes trying to avoid the mistakes made by your predecessors leads to massively-impractical schemes (see Maximilian I’s 1518 crusade plan).
  4. Fighting 2,000 miles from your home base is hard (see every Crusade).
  5. Fighting 2,000 miles from your home base while relying upon your enemy-from-back-home is even harder (see every Crusade, but especially the Third). Coalition warfare is difficult – William III & Co. did a pretty good job, all told.
  6. Relatedly, unity is a hard thing to come by (see most Muslim responses to most Crusades, and most Christian responses to most setbacks in the Latin East. And those Normans were a pain in the ass – I’m looking at you Bohemond).
  7. It is so much easier to teach a subject when you have 4 different historical atlases that illustrate just about every major operation.
  8. Given my reliance on all those maps, I developed an unoriginal list of generic questions to ask when trying to explain any big shift in foreign policy/war, or why a successful army turns back:
    • Did a ruler or general die?
    • Were they attacked on another front?
    • Did segments of the army(ies) have a falling out?
    • Did a coup or civil war break out back home?
    • Was there a famine/economic crisis…?
  9. Some student will inevitably ask about those tiny little arrows on the map, and you’ll have no idea what they refer to. Count on it.
  10. I’m shocked how important the Byzantine fleet was in controlling early Frankish access to Anatolia via the Bosporus ferry. (But see #1.)
  11. Avoid naming your kids Baldwin, Raymond, or Alexios.
  12. I had no idea the Byzantines were so kinky, into maiming each other and all.
  13. Don’t expect a History Channel special on the Kingdom of Heaven movie to talk about Ridley Scott’s secular caricature of medieval religion. Do expect it to have Kelly DeVries taking us on a tour of a medieval castle.

Future posts on the explosion in French EMEMH research. My advice: learn to read French if you can’t already.

Fall 2015

Busy with many things (thank God for Pocket Informant and GTD), including teaching the Crusades for the first time.

The biggest lesson I’ve learned thus far? If I ever become dictator, my first edict will be to ban the names Raymond and Baldwin. Deus vult!

So some graphical filler while I struggle through the rest of the semester:

Because historians always start their courses long before their courses begin

Because historians always start their courses long before their courses begin. And no, I won’t tell you how long it took me to make this damn timechart.

Next, a timeline with far too much detail (inevitable in a first draft):

Crusader states, 1144-1192

Crusader states, 1144-1192. Note that I’ve started indicating the relationship between a new monarch and the previous one.

I still need to figure out how to visualize causal chains – suggestions, as well as any factual corrections, are welcome.

And on a more general pedagogical note: it’s amazing how much easier (NB: not “easy”) it is to prep for a course in a totally new field if you have four different historical atlases that you can rely upon for detailed maps and chronologies. I only wish EME history had a similar selection.

Bird’s-eye view of the French Wars of Religion

Recently finished up three days on the French Wars of Religion in my Religion, War and Peace course, which means I can now post this old graphic summary of the wars. It almost makes sense of those crazy conflicts. Almost.

Can't we all just get along?

Can’t we all just get along?

This is probably my favorite time chart, aesthetically at least, but feel free to provide corrections or comments. Tons of gory detail, but I think you can also see the big picture as well.

Here’s an abbreviated version I put in the margin of my Powerpoint slides:

For the masses

For the masses

The French Revolutionary Wars as you might have seen them

I’m moving into the revolutionary section of my European Warfare, 1337-1815 course, so I thought I’d throw up (not literally) a slightly different type of time chart that I’ve developed. Since entire courses are taught on the few decades from 1789-1815 (including by me), it makes sense to get a bit more granular about those years. Hence a more detailed time chart, month by bloody month.

The events on this first time chart actually have less to do with war and more with political events, but then I can’t lecture about war all the time.

French Revolutionary time chart

French Revolutionary time chart

But I can lecture about war a lot of the time:


I don’t think I’ve posted an example of this type of (monthly) chart, but then again, I have put up almost 300 posts. As usual, there are plenty of opportunities for improvements, but that would take time.