History 410
Westminster College, Fall 2008
Tues-Thurs, 11:00 am – 12:30 pm
Dr. Timothy Cuff
PH115C, x6152
cufft@westminster.edu
HISTORICAL METHODS
Purpose: Historical Methods is the first of a series of seminars designed to provide history majors with the
theoretical and practical background necessary to become practitioners of the art of historical research and
writing. History 410 introduces students to the evolving nature and purposes of historical study, the use and
analysis of various primary source materials, the process of historical debate, the techniques of historical
documentation, and the creation of original historical writing.
Goals:
1) Students will gain an introductory understanding of how and why history has been written in the past
and how it is studied in the 21st century.
2) Student will gain an introductory understanding of how primary source materials can be
obtained/accessed and how they can be assessed and interpreted in order to create historical
knowledge and historical arguments.
3) Students will learn appropriate methods of primary and secondary source documentation (CMS).
4) Students will learn methods for taking the results of their analysis of historical evidence, setting it
within the context of previous historical writing and advancing our understanding of human history.
5) Students will gain an appreciation of the nature of historical scholarship and of the relevance of
historical understanding in contemporary life. In particular, they will see that scholarly
understanding of the past is not static. Rather, it changes over time and such variations influence the
political, social, and economic policies put into place in any era.
Outcomes:
1) Students will understand and be able to describe the differences between primary and secondary
historical documents and their varying definitions depending upon the subject under historical study.
2) Students will be able to use the Turabian manual or the Chicago Manual of Style to appropriately
document primary and secondary historical sources.
3) Students will be able to identify and describe various types of historical writing.
4) Students will be able to analyze primary sources, at a beginning level, develop an understanding the
inherent difficulties and biases in various types of sources, and be able to use primary sources
appropriately in historical research and writing.
5) Students will, within the context of an extended essay/paper, be able to set their own research within
a historiographic framework and create a well-supported argument in order to advance historical
debate about the topic they are studying.
History 410, Fall 2008
Page 2 of 6
Primary Course Texts
Required:
Gilderhus, Mark T. History and Historians, 6th ed. Upper Saddle River, NJ: PrenticeHall, 2007.
Marius, Richard and Melvin E. Page. A Short Guide to Writing about History, 6th ed. New York:
Addison-Wesley, 2005.
Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and Dissertations, 7th ed. Chicago:
University of Chicago Press, 2007.
Crosby, Alfred. America's Forgotten Pandemic: The Influenza of 1918, 2nd ed.. Cambridge, UK:
Cambridge University Press, 2003.
Optional:
Benjamin, Jules R. A Student’s Guide to History, 8th ed. Boston: Bedford/St.Martin’s, 2001.
(Order this book on your own, if desired. It contains a particularly useful bibliography of
reference sources categorized by type.)
The Chicago Manual of Style, 15th edition. Chicago: The University of Chicago Press, 2003.
Additional readings may be assigned and placed on reserve in McGill Library or via the R:drive.
Assignments:
Final Paper/Essay, 30% of final grade (this 30% may be broken down into several component
parts). The first draft is one of the components and will account for 1/3 of this 30%, 10% of
the final grade.
Examinations – Two examinations, 20% each of final grade.
In-class Writing/Analysis/Presentations – Throughout the term, students will be given small inand out-of-class writing and presentation assignments and a few quizzes. These will total
15% of the total grade.
Class participation will account for 15% of the final grade. The level of class participation will be
evaluated based on the extent of classroom discussion involvement and apparent preparation
for class. A student who attends all classes and says nothing in class the entire term will
receive 80% of the possible participation points. Students missing more than 3 classes for any
combination of reasons should anticipate a reduction in their final grade.
Detailed descriptions and requirements for each of the above will be made available to students well in
advance of the due dates noted in the daily schedule. These descriptions will also be available on the "R:
drive." Explanations of how these assignments will be evaluated, in most instances, will also be available on
the “R: drive.”
Assignments are due at the beginning of class on the day noted. Do not miss class trying to finish an
assignment. It will already be too late. Assignments handed in more than 5 minutes after the beginning of
class will be considered late.
Reading--The assigned reading for a particular date should be completed prior to attending that day's class.
Your ability to comprehend lectures and benefit from discussions will be enhanced by having completed the
assigned reading. Reading at the college level often means multiple readings of the material. Allow yourself
sufficient time to read, consider, and re-read the material. Students are responsible for being able to address
(i.e. provide an answer/comment/question based on a thoughtful reading of the material) topics in every
reading. Inability to address material will be the basis for reduction in the participation grade.
History 410, Fall 2008
Page 3 of 6
Make-up Examinations—Make-up quizzes/exams will only be given in the event of 1) doctor excuse verified
illness or 2) authorized and verified college-related activities.
Incomplete Grades--Incomplete grades will be awarded only when students contact Dr. Cuff in advance of
assigned due dates and explain the reasons for their failure to complete the assigned work on time. Failure to
do so will result in a lowered grade for the assignment. Unless all course requirements are fulfilled (or other
arrangements are made) by the end of the term you will receive an "F" for the course.
Extra Credit-- No "extra credit" will be given.
Anticipate an average of 2-3 hours' worth of work outside of class for every hour spent in class for this (and
any) college course. You should expect 6-9 hours of outside work per week for this class. [Note:
Therefore, students registered for 15 credit hours should expect 30-45 hours worth of work outside of
class each week.]
Academic Integrity
“Central to the purpose and pursuit of any academic community is academic integrity. All members of the
Westminster community, including students, faculty, staff, and administrators, are expected to maintain the
highest standards of honesty and integrity, in keeping with the philosophy and mission of the College.”
[Westminster College Undergraduate Catalog, 2008-2009, p. 71.] In other words, as you learned in
kindergarten, do your own work, keep your eyes on your own paper, and treat others as you’d like to be
treated.
As per the portion of the College’s academic integrity policy cited above, (and described in full in the
College catalog), violations of the expectation of academic integrity will be dealt with seriously. Any work
deemed to be plagiarized will, at minimum, result in a grade of a zero for the assignment and potentially
failure in the course. Similar consequences will flow from other violations of the expectation of complete
academic integrity. Additionally, students should be aware that across the College and in this class, Internet
based software operated by Turn-it-in.Com will be in use this term and for the foreseeable future. This
software has been made available both to enable students to verify that their writing is plagiarism free and by
faculty to check student work for originality. While Dr. Cuff will not necessarily use Turn-it-in.com for all
assignments, be aware that any and all assignments are eligible for such review.
Needs for Special Accommodation
Students with special needs of a physical or academic nature should speak with Dr. Cuff so that
accommodations, consistent with college policy, can be instituted.
Office Hours -- I will be available for student consultation (or friendly visits) on Mondays, Wednesdays,
and Fridays from 9:15 a.m. – 10:15 a.m.; Mondays and Wednesdays from 1:15 – 2:15 p.m.; Tuesdays and
Thursdays from 9:00 – 10:00 a.m.; and other times by appointment. Please feel free to contact me by email
with questions or concerns at other times. Periodically, I will send assignment clarifications, notices, and/or
items of interest to each member of the class by email. Be sure to check your email during the week for such
items.
History 410, Fall 2008
Date
Aug 26
Topic
Introduction: Outline of Class
Aug 28
What is History?
Its Nature and Purposes
Sept 2
The History of Historical Study:
A Context for Why We Study
History as We Do
The History of Historical Study:
A Context for Why We Study
History as We Do (continued)
The History of Historical Study:
A Context for Why We Study
History as We Do (continued)
The historical research process
Sept 4
Sept 9
Sept 11
Sept 16
Sept 18
History 410—WEEKLY SYLLABUS
Fall 2008
(subject to revision)
Reading to complete PRIOR to class
Locating Historical Sources
Purpose/Goal
Gilderhus, Chapter 1
Marius and Page, Preface to Third Edition
and Chapter 1
Turabian, Chapters 1 and 14
Gilderhus, Chapters 2&3
Understand what the academic study of
history is and is not
Gilderhus, Chapters 2&3
Understand medieval and early modern
historiography
Gilderhus, Chapters 6&7
Understand current issues in historical
studies and recent approaches
Source Type Description, James Cook Univ
(on R:drive)
Sources: Primary, Secondary,
Marius and Page, Chapter 2
Tertiary
Turabian, Chapter 3
Evaluating and contextualizing sources Marius and Page, Chapter 2
Turabian, Chapter 4
Introduction to Our Case Study:
Crosby, Preface, Afterword, Chapters 1-5
1918 Influenza Pandemic
Marius and Page, Chapters 2 and 4
Choosing Your Research Topic
Sept 23
Page 4 of 6
WC Library Handbook (bring to class)
Benjamin, Appendix A (scan)
Work in McGill Library
Understand earliest secular history
Understand how historical knowledge is
generated
Develop ability to categorize source types
and begin to critically analyze them
Understand how to begin evaluating and
contextualizing sources
Identify Crosby’s thesis, argument, sources
Begin identifying personal research interests
in this topic
Develop ability to locate common historical
secondary sources (indexes, books,
reference works)
History 410, Fall 2008
Sept 25
Sept 30
Oct 2
Oct 7
Reading Historical Literature
Working in archives
Working in archives
Introduction to Our Case Study:
1918 Influenza Pandemic
Page 5 of 6
Crosby, Chapters 6-10
Tuckel, et. al., “The Diffusion of the
Influenza Pandemic of 1918 in
Hartford, Connecticut”
Trip to local archive or historical society
(1/2 of class) [7/7]
Read and “dissect” two Pennsylvania History
articles
Begin thinking about project topic
Trip to local archive or historical society
(1/2 of class) [12/7]
Read and “dissect” two Pennsylvania History
articles
Begin thinking about project topic
Crosby, Chapters 11-15
Turabian, Chapters 1 (again) and 2
Practice determining article/book structure
Expose students to archival work
environment
Practice determining article/book structure
Expose students to archival work
environment
Practice determining article/book structure
Evaluate Crosby’s source use
Practice determining article/book structure
Preliminary statement of research topic,
thesis, source base due, email to Dr. Cuff
Oct 9
Examination #1
Historiography, sources, and the
structure of historical literature
Oct 14
No Class Meeting
Introduction to Our Case Study:
Oct 16
1918 Influenza Pandemic
Oct 15-19 Oral History Association Annual
Meeting, Pittsburgh, PA
Oct 16
Pennsylvania Historical Association
and 18
Annual Meeting, Lehigh University,
Bethlehem, PA
Types of Historical Writing
Oct 21
and Historical Arguments
Fall Break
Presentation of research questions
Get folks thinking about how to further
develop their project ideas
Just FYI
Just FYI
Marius and Page, Chapter 3
Turabian, Chapters 6, 7 and 8
Develop understanding of types of historical
writing and format of argument types
History 410, Fall 2008
Research Plan Meetings, TBA
Oct 20,
21 and 22
Oct 23
No Class Meeting
Oct 28
Nov 11
Documentation: Notes and
Bibliographies
Style: CMS
Documentation:
Notes and Bibliographies
Style: CMS
Practical Matters: Note-taking and
Maintaining a Bibliography
Examination #2
CMS documentation style
Private Work Day
Nov 13
Private Work Day
Nov 18
First Draft Due
Nov 20
Revising a Draft:
Theory and Practice
Nov 25
Ancillary Disciplines:
A Brief Review
No Class Meeting
Final Presentations
Final Presentations
Final Examination Period
11:30 am - noon
Oct 30
Nov 4
Nov 6
Nov 27
Dec 2
Dec 4
Thur,
Dec 11
Last printed 5/30/2016 3:14 PM
Page 6 of 6
Statement of Research Intent (Proposal) and
Working Bibliography for 1918
Influenza Pandemic Due
SSHA Meeting--Miami
Get students moving on project, early
course correction
Marius and Page, Chapter 8
Turabian, Chapters 15, 16 and 17
Develop understanding of historical
documentation styles
Complete documentation assignment
Practice with documentation approach
Marius and Page, Chapters 4 and 5
Turabian, Chapter 4
Develop methods of gathering, organizing
information and preparing to cite it
Make appointment to see Dr. Cuff,
Reference/utilize Marius and Page,
Chapters 6 and 7
Make appointment to see Dr. Cuff,
Reference/utilize Marius and Page,
Chapters 6 and 7
Turn in First Draft of Paper before 11 am
(electronically and in paper form)
Bring two paper copies of your first draft
to class
Turabian, Chapters 12 and 13
Bring paper drafts to class
Thanksgiving Break
Hand in final paper and fill out an evaluation
form
Students work on research papers
Get peer feedback on “what is this
paper about”
Get peer feedback on “what is this
paper about”
Get peer feedback
Get peer feedback