Spring 2015 Instructor: Catherine Chang Class Time: TR 2:00 – 3:15 pm Office: Bancroft 374 Classroom: OWENS 108 Tel: 323-4957 (Email Preferred) Credit Hours: 3 Email: changc@winthrop.edu Office Hours: Monday & Wednesday 2:00-3:00 pm, Tuesday & Thursday 4:00-5:00 pm, and by Appointment HIST 300-001: Historiography and Methodology (CRN Number: 21594) Course Description: • History 300 is a tool course with three goals. The first goal is to expose students to the study of historiography and methodology, which is the study of how history has been written over time. The second goal is to promote the mastery of writing skills applied to the historical profession. The last goal is to prepare you for upper-division courses and theses. • Students will first learn that historians usually disagree about how to interpret the historical events. History comprises competing understandings, arguments and debates about the past. Students will learn about how the scientific revolutions and the Enlightenment helped to create a historical profession in the West and applied their standards on other cultures and societies. Therefore, history as a profession is constantly evolving. Secondly, students will work on a historiographical essay throughout the semester. A historiographical essay focuses attention not on a historical event itself but rather on how historians have interpreted that event over time. It means exercises in writing and rewriting, finding secondary and scholarly sources, and presenting your work to others. Finally, students will learn to identify the major schools of thought in the 19th and 20th centuries, and then analyze the approaches, methods, and arguments in all historical writings, including book reviews, analysis papers, historiographical essays, and research papers. Prerequisites: CRTW 201, HIST 211 and 212, and two of HIST 111, 112, and 113 (all can be taken as corequisites), or permission of instructor; sophomore status or permission of the Department Chair. Requirement: Undergraduate history majors must earn a grade of C or higher, or S on an S/U basis, in HIST 300 in order to take HIST 590 Capstone Seminar in History and be eligible for graduation. General Education Program Goals and University Level Competencies: History 300 satisfies the intensive writing requirement for the general education requirement and for the history major. This course also satisfies learning outcome number two of the history department program, which is that students after taking this course will be able to demonstrate an ability to comprehend and explain major issues in historiography. Additionally, this course satisfies University Level Competency #3: that “Winthrop University students will comprehend the historical, social, and global contexts of their discipline and their lives.” The study of historiography helps students of history understand how history became a discipline and how the discipline of history is connected to other disciplines in the Arts and Sciences. Required Texts: • • • Anna Green, and Katheleen Troup eds., The Houses of History: A Critical Reader in Twentieth-Century History and Theory. Washington Square, NY: New York University Press, 1999. Mary Lynn Rampolla, A Pocket Guide to Writing in History. Seventh Edition. Bedford/St. Martin’s, 2012. Karl Marx, and Friedrich Engels. The Civil War in France. Dodo Press, 2009. Key to success: Do not expect to understand the readings at the first glance. Give yourself plenty of time to read and reread the books. Note-taking process before class and reviewing notes after class will help you understand the key points, approaches, and arguments of each school or each historian. For example, answer the questions in The Houses of History or raise your study questions in informal writing before class. Be sure to record the approximate page numbers on which you find the answers. They will be very helpful in preparing your examinations and writing assignments. After class, look back to earlier chapters to compare the schools or historians' views. If you feel confused, discuss the questions in class or meet the instructor during office hours. 1 Global Learning Component: This course participates in the Global Learning Initiative. The global learning components of this course are the following: • Student will read and compare American, European, and other regions’ schools of thought and will learn the development of the historical profession in a global context. • Students will analyze the historical writings from all regions and by authors of different time periods or cultural backgrounds. Grading System: Attendance In-Class Discussion and Presentation In-Class Midterm Exam (March 3) Final Exam (May 1) Book Review (Feb 21) Historiographical Essay • Proposal of the Historiographic Essay (Jan 18) • Ten Annotated Secondary Sources (Weekly) • Outline (March 12) • Rough Draft of the Historiographical Essay (March 28) • PowerPoint Presentation of the Historiographical Essay (April 21, April 23) • Final Draft of the Historiographical Essay (April 27) 1. 3. 3% 15% 5% 15% 5% 10% This course will be graded on a plus/minus basis. All course components will receive a number grade, but the final grade will be a letter grade and result from a weighted average of the grades of these course components. I will only give incompletes in extraordinary circumstances. According to the Winthrop’s academic regulations, the letter grades are assigned on the following basis: A (93~) 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 (0-59) 2. 10% 10% 10% 5% 12% 53% Excellent, achievement of distinction Good, achievement above that required for graduation Fair, minimum achievement required for graduation Poor, achievement at a level below that required for graduation; must be balanced by good or excellent work in other courses Failure, unsatisfactory achievement Attendance: Attendance is mandatory and regularly graded and will account for 10 points of your course grade. Each student is permitted two unexcused absences without penalty; every unexcused absence more than that will result in points being subtracted from your grade. Arriving 15 minutes late or leaving 15 minutes early will be considered as half-absence. Sleeping, texting, or reading other materials during class time will be considered as absence. More than 7 absences will result in “F” in the student’s course grade. For an excuse to be valid, the student must submit written verification from a physician, advisor, or administer to explain the reasons why the student cannot attend class, or it probably will not be accepted. Excuses will be accepted for deaths in the family, but must be supported by such evidence as an obituary or a funeral program containing the student’s surname. The student must understand that the instructor may or may not accept any excuse for a missed class. In-Class Discussion and Presentation: The quality of our discussion and classes depends on you and your classmates—reasoning logically, evaluating and using information sources, appreciating diverse cultural viewpoints and beliefs, and sharing your opinions, observations, and questions with classmates. • Each student will conduct at least one 10-15 minute presentation to introduce the main ideas of the readings and lead the class discussion, which will account for 3 percent of the course grade. A second presentation will account for another 3 percent of the course grade as extra credit. Each student will be graded on preparation, critical reading/thinking skills, oral communication skills, and guidelines. • Each student will report and discuss the essay topic, sources, and writing progress of the historiographical essay, which will account for 3 percent of your course grade. 2 • 4. 5. Each student must discuss the writing progress of the historiographical essay with professor, which will account for 1 percent of your course grade. • Raise questions and make critical arguments about the readings and respond to other students’ arguments in class, which will account for 3 percent of your course grade. In-Class Midterm Exam and Final Exam: • This midterm essay exam will cover all readings, lectures and discussion up to midterm exam. In addition to the readings, lectures, and in-class discussion, the final essay exam will also focus on historians’ right and ethical responsibility as you have learned from all schools of thought in this semester. • You should bring one BLUEBOOK to the classroom (without your names on them) for each exam. The instructor will immediately exchange it with a prepared one for your use. • There is no makeup exam afterwards. If you have a serious illness or an extreme emergency that will force you to miss any exam, please email me—at least one day before the exam—a written explanation and discuss with me a firm date on which you will be able to take the makeup exam; you must submit written verification from a physician, advisor, or administer for as soon as possible for rescheduling the makeup exam. • Any student caught cheating in the exams will receive an F for the exam. Turnitin: Turnitin ID: 9298291 Turnitin Password: HM001 6. 7. Book Review: • Topic, Length, Grade, Format and the Due Date: You will write one book review of The Civil War in France at least 1200 words long. This book review will account for 12 percent of the course grade. It must be typed, double-spaced, in Times New roman 12-point font, and documented in accordance with the author-date system of Chicago style. Submit an electronic copy of the book review to Turnitin by the end of Feb 21. Historiographical Essay—Proposal, Outline, Rough Draft, and Final Draft • Topic: Each student must work on a historiographical essay on the topic of ONE war or revolution in the modern period (after 1750 CE) selected from the list below. The Seven Years' War The American Revolution The French Revolution The 1848 Revolutions The American Civil War WWI WWII • • • • The Opium Wars The Crimean War The Mexican Revolution The Russian Revolutions The Korean War The Cuban Revolution The Vietnam War The Great Proletarian Cultural Revolution Proposal—Length, Format, Grade and the Due Date: This proposal must be two full pages long (doublespaced) and include clearly the topic, introduction to the event, and approaches. It must be typed, doublespaced, in Times New Roman 12-point font, and well documented in Chicago style if you have found and used some sources in this proposal. This proposal will account for 3 percent of your course grade. Submit an electronic copy of this proposal to Turnitin by the end of Sunday, Jan 18. Outline—Length, Grade and the Due Date: This outline must be at least four full pages long. This outline will account for 5 percent of your course grade. Submit a hard copy to the instructor at the beginning of the class on March 12. Rough Draft—Length, Format, Grade and the Due Date: The rough draft must be at least 10-12 pages long, but this length requirement does not include the bibliography. Give footnotes and a bibliography. The draft must be typed, double-spaced, in Times New Roman 12-point font, and well documented in Chicago style. This rough draft will account for 15 percent of your course grade. Submit an electronic copy of this rough draft to Turnitin by the end of March 28. Final Draft—Length, Format, Grade and the Due Date: The final draft must be at least 15-18 pages long, but this length requirement does not include the bibliography. Give footnotes and a bibliography. The 3 • draft must be typed, double-spaced, in Times New Roman 12-point font, and well documented in Chicago style. This rough draft will account for 10 percent of your course grade. Submit an electronic copy of this rough draft to Turnitin by the end of April 27. Annotation of Ten Sources—Number, Grade, Length, Format, and the Due Date: o To work on your historiographical essay, you will annotate at least 10 secondary academic sources (including books and journal articles which have with proper documentation and bibliography) in total as writing an annotated bibliography throughout most of the fall semester. o Each annotation accounts 1.5 percent of your course grade. o Each annotation should be less than one page long. Submit a hard copy a hard copy of your annotation and the evidence (such as photocopies of the Table of Contents or/and important pages) that you have looked at the source at the beginning of the class of the due date as scheduled on pp. 6-7. It must be typed, double-spaced, and in Time New Roman 12-point font. The components of each annotation should include the following: Checklist of the Components in the Annotation of Each Secondary Source The full title of the source like a bibliographical entry in Chicago style The author's background (discipline, expertise, etc) The primary sources analyzed by the author The major arguments, the reasoning process, and the schools or theories developed by the author Strength and weakness of the source The author’s possible prejudices The assessment of its value to the topic of your historiographical essay Key to Success, Step by Step: 1) In the beginning of the semester, prepare a folder to keep all ten annotated sources (with the instructor's feedback), the proposal, the outline and the rough draft as a file in order that you can easily refer to them in your writing. 2) Start your search with finding at most two secondary sources with general introduction to the topic you choose for the historiographical essay. 3) Later, find more specific sources in order to gradually narrow down your topic. Pay attention to their introduction and literature review to find important scholarly sources the first two historians have used. If there is no clear section of a literature review, use the bibliography or the suggested readings in the end of each book to help you find more sources. Start with the earliest and the most significant source, and then find more sources in chronological order and with different approaches. So you could find the views of different schools and historians, and national perspectives on the topic. You should also explore what types of primary materials each historian uses, and compare and analyze all historians' findings and arguments. Ultimately, you will be able to find the evolution historians' views and interpretations on the historical event. 4) The checklist above with components in each annotation will be the basic materials you could use in the historiographical essays. o Failure to Meet the Requirements of the Annotated Sources: Any late submission of the annotated source will result in the deduction of 0.5 point of your course grade. Failure to submit the evidence along each annotation will result in the deduction of 0.5 point of your course grade. Any missing component from the list above will result in the deduction of 0.2 point of your course grade. • Presentation of the Historiographical Essay—Length, Grade, Rubric, and the Dates: In the end of the semester, each student must conduct a 10-12 minute PowerPoint presentation to introduce the evolution of diverse arguments and findings made by historians as you have found in your historiographical essay. Email the PowerPoint slides to the instructor immediately after the presentation. Each student will be graded on preparation, critical reading/thinking skills, oral communication skills, arguments and evidence, and organization. This presentation will account for 5 points of your course grade. The scheduled dates are April 21 and April 23. The Documentation and Sourcing Workshops: To ensure your success in documentation and sourcing for your book reviews and historiographical essays, you must attend these two workshops. Failure to attend any of o 8. 4 9. 10. 11. 12. 13. them will result in the deduction of one letter grade of the book review or the rough draft of the historigraphical essay. Three In-Class Writing Workshops: Before the due dates of the book review, and the two drafts of the historiographical essay, there will be writing workshops (Feb 17, March 12, and April 16). Attend the workshops for more discussion with your classmates and the instructor. Failure to attend any of them will result in the deduction of one letter grade of the writing assignment. I will also happily comment on your drafts if you submit it at least 48 hours before the deadline. You may send the drafts by email or in hard copy. The best way is to make an appointment to discuss your essay in person. Failure to Meet the Requirements of the Writing Assignments: Failure to meet the length requirement of each writing assignment will result in an automatic deduction of the grade in accordance with the ratio to the length requirement. Late submission of any of the four writing assignments (book review, outline, or the rough and final drafts of the historiographical essay) will receive a late penalty of twenty points for each day (including non-class days and weekends). Because the late assignment would be rejected by Turnitin after the deadline, submit it to me via mail. Student Code of Conduct—Academic Integrity—Cheating and Plagiarism: All academic work (including both tests and short essays) produced by you is the result of your own efforts and the explicit acknowledgement of other people’s contribution. Avoid cheating and particularly plagiarism. If any part of your proposal, book review, annotation, outline, or the two drafts of the essay is plagiarized, or if you recycle your old writing assignments (part or whole), you will receive a grade of zero on the writing assignment. Plagiarism is taking someone else's words or ideas and passing them off as your own without giving proper credit to the source of your information. It is intellectual theft and is considered one of the most serious forms of academic dishonesty. No proper documentation of your sources in essays will be considered plagiarism. Serious violations of academic integrity by students result in both academic sanctions (e.g., failing the course) and disciplinary sanctions (e.g., suspension or dismissal). To avoid plagiarism, please check the section of “Using Sources and Avoiding Plagiarism” and "The Correct Use of Borrowed Information" in your Prentice Hall Reference Guide (pp. 378-403). The university-wide policy on plagiarism is found in the Student Conduct Code, as listed in the 2014-2015 Student Handbook (You can find it in the following website < http://www.winthrop.edu/studentaffairs/ > under Section V of "Student Academic Misconduct" (pp. 38-9). In the most severe cases, an act of plagiarism can lead to suspension or expulsion from the university. For more information, please consult academic regulations and the following website: http://libguides.library.winthrop.edu/content.php?pid=264124. If you have an illness or an extreme emergency that will force you to miss any deadline, please email me — at least one day before the deadline — a written explanation and a firm deadline by which you will be able to complete the assignment; you must also submit written verification from a physician, advisor, or administer as soon as possible for rescheduling the deadline. Writing Center: The Center located in 242 Bancroft Hall Tutors helps writers analyze assignments, address audiences appropriately, improve their composing processes, strengthen the focus and organization of their writing, and improve their control of the language. Center hours and additional information can be found in the following website: http://www.winthrop.edu/wcenter/. Students with Disabilities: Winthrop University is dedicated to providing access to education. If you have a disability and require specific accommodations to complete this course, contact the Office of Disability Services (ODS) at 323-3290. Once you have your official notice of accommodations from the Office of Disability Services, please inform the professor as early as possible in the semester. Classroom Manners: To improve our learning environment, there is no toleration of any disruptive behavior. Except the three In-Class Writing Workshops, computers, cell phones, pagers, IPods, I-Pads, and other electronic devices must be turned off (not just silenced) and put away during class. No food is allowed in classroom. Personal conversations should be restrained. Any disruptive behavior listed above will cause the student to be considered as absence. If the student has any emergency and need to keep the cell phone on, please inform the instructor before the class begins. The professor will leave her cell phone on (on vibration mode) only for campus emergency purposes in order to be notified. 5 Syllabus Change and Classroom Policies: The instructor does her best to adhere to the syllabus, but circumstances, whether based in the class’s own experiences, in world events, in weather conditions, or health conditions, may require a change in syllabus. Any changes and modification of the classroom policies, events, or items on this syllabus will be announced during class. All students are responsible for knowing these changes, regardless of attendance. Schedule of Lectures/Presentations, Readings, and Assignments: The instructor reserves the right to revise the reading schedule and assignments with one week's notice. Dates Topics & Tasks Jan 13 Jan 15 Introduction: Syllabus In-Class Report: the Topics of the Historiographical Essay and In-Class Presentation Jan 18 Jan 20 Jan 22 Jan 27 Jan 29 Feb 3 Feb 5 Feb 10 Feb 12 Feb 17 Feb 19 Feb 21 Feb 24 Feb 26 Readings & Assignments (finished by the date on the left) Week 1 Report: introduction to the selected topic and types of sources of individual historiographical essay Report: the selected topic of in-class presentation Week 2 Proposal of the Historiographical Essay Due at the end of the Day Historical Consciousness and Read: "Historical Consciousness in the Modern Age" and Professional History "Professional History in Recent Times," pp. 29-49, 86110 (on Blackboard). Empiricism: Writing with Historical Read: The Houses, Chap 1, pp. 1-11. Sources A Pocket Guide to Writing in History, Chap 2 Week 3 Think and Write Like a Historian Read: A Pocket Guide to Writing in History, Chaps 3-5 Due: Annotation of the 1st Source of the Historiographical Essay Documentation Workshop: The Read: A Pocket Guide to Writing in History, Chap 7 Chicago Documentation Style Week 4 Read: Writing Guide to Book Reviews (on Blackboard) How to Write a Book Review? Examples of Book Reviews (on Blackboard) A Pocket Guide to Writing in History, Chap 3 (pp. 36-7) Due: Annotation of the 2nd Source The Age of Revolutions: the Read: The Civil War in France Nineteenth-Century Europe Week 5 Karl Marx and 19th-Century Marxism Read: The Communist Manifesto (https://www.marxists.org/archive/marx/works/1848/co mmunist-manifesto/) Due: Annotation of the 3rd Source Marxist Historians in the 20th Century Read: Read: The Houses, Chap 2 Week 6 In-Class Writing: Book Review of Due: Annotation of the 4th Source The Civil War in France Reread: The Civil War in France Bring: 1) a hard copy of your draft of the book review of The Civil War in France; 2) your laptop; and 3) A Pocket Guide to Writing in History Freud and Psychohistory Read: The Houses, Chap 3 Book Review of The Civil War in France due at the end of the day Week 7 Historical Sociology Read: The Houses, Chap 5 Due: Annotation of the 5th Source Sourcing Workshop Meet at the Ground Level of the Dacus Library to raise 6 Guest Speaker: Dr. Gale Teaster Mar 3 Mar 5 Mar 10 Mar 12 Mar 24 Mar 26 Mar 28 Mar 31 Apr 2 Apr 7 Apr 9 Apr 14 Apr 16 Apr 21 Apr 23 Apr 27 May 1 questions and to have hands-on experience. Week 8 In-Class Midterm Exam Bring Bluebook. Individual Meeting with the professor to discuss the progress (topic, issues, sources and outline) of the historiographical essay ※making an appointment asap Example of a historiographical essay Read: A Pocket Guide to Writing in History, pp. 37-9 Kornblith and Lasser, “More Than Great White Men: A Century of Scholarship on American Social History,” pp. 11-20 (on Blackboard) Due: Annotation of the 6th Source Week 9 The Annals Read: The Houses, Chap 4 Due: Annotation of the 7th Source Due: Outline of the Historiographical Essay In-Class Writing of the Rough Draft Bring: 1) a hard copy of your draft of your outline; 2) your laptop; and 3) A Pocket Guide to Writing in History Week 10 Spring Break; No Class Week 11 Quantitative History Read: The Houses, Chap 6 Due: Annotation of the 8th Source Anthropology and Ethnohistorians Read: The Houses, Chap 7 Rough Draft of the Historiographical Essay Due at the End of the Day Week 12 • Capstone Seminar and the Graduate Read: The Houses, Chap 9 Due: Annotation of the 9th Source School Guest Speaker: Dr. Edward Lee • Oral History Global History Read: TBA Guest Speaker: Dr. Ginger Williams Week 13 Gender and History Read: The Houses, Chap 10 Due: Annotation of the 10th Source Postcolonial Perspective Read: The Houses, Chap 11 Week 14 Poststructuralism / Postmodernism Read: The Houses, Chap 12 In-Class Writing of the Final Draft Bring: 1) a hard copy of a new outline or your working draft of the final draft; 2) your laptop; and 3) A Pocket Guide to Writing in History Week 15 Student Presentations on the Historiographical Essays Student Presentations on the Historiographical Essays Week 16 Final Draft of the Historiographical Essay Due at the end of the day Final Exam @ 8:00 am Bring Bluebook. 7