National Research University – Higher School of Economics
Department of History
Syllabus of the course: “History of Historical Knowledge”
Master’s program “Applied and Interdisciplinary History «Usable Pasts»”
Government of the Russian Federation
National Research University Higher School of Economics
Department of History
Syllabus of the course:
RESEARCH SEMINAR I
Master’s program « Applied and Interdisciplinary History «Usable Pasts»»
Author of the syllabus: Julia Lajus, Alexandra Bekasova, Ivan Sablin, Elena Kochetkova
Approved by the Department of History
day/month/year «___»____________ 2015
Head of the program:
Julia Lajus (signature)
Saint Petersburg, 2015
This syllabus cannot be used by other university departments and other higher education
institutions without the explicit permission of the department of History.
1
Scope of Use
This syllabus outlines the requirements for students’ knowledge and skills and the content
of the course. It is developed for the department of History, its faculty members, and students of
the graduate program ‘Applied and Interdisciplinary History «Usable Pasts»’. This syllabus
meets the standards required by Standards of National Research University Higher School of
Economics of Federal Masters’ Degree Program History (46.04.01). Curriculum of the master’s
program ‘Applied and Interdisciplinary History «Usable Pasts»’ as of 2015.
2
Objectives of the course
Today education in history reveals a need to look for an appropriate combination of
applied and fundamental knowledge which enables graduates to choose between careers in
applied areas and academic path. The MA program in applied and interdisciplinary history has
the objective to realize a unique combination of fundamental and applied training to prepare
graduates who will demonstrate interdisciplinary commitments and academic research skills as
well as expertise and skills related to the key elements of applied history.
The Master`s studies imply active involvement into research activities, in particular into a
research seminar. These seminars are designed to help students gain advanced research skills and
enable them apply these skills into practice. Research seminar aims at providing students with a
thorough understanding of the central components of research design, development of a wellstructured research project, development of MA Thesis proposal, presentation of research results,
giving and receiving academic critique, and implementation of research design in the MA
Thesis.
Through the seminar the students will be introduced to high quality research in the broad
realm of applied and interdisciplinary history, production, translation, and application of
historical knowledge. As a result, the seminar is expected to help students produce high quality
Master`s theses on a publishable level.
Students are expected to receive deep experience of working with academic literature,
participation in academic discussions, and skills required for producing and reasoning their own
point of view as well as participation in project-based activities built up on the experience and
knowledge they got during the internship periods. These skills will simplify and conceptualize
dissertational research, improve the quality of Master`s thesis, enable the concerned students to
continue their academic activities on the PhD level, as well as help shape the setting of analytical
tools necessary for professional work in applied history. At the seminar students will develop
the skills and ability to critically conduct a research problem.
The seminar will thereby specifically address the following core aspects as research
design, academic practice in history and practices in applied history, interdisciplinary approach,
Master Thesis proposal and Master Thesis writing. The received knowledge and skills would be
of high importance and value for those students aimed at entering academia as well as for those
aiming into seeking a job in museums, media, consultancy and other fields where historical
education might be needed.
Research seminars, thus, pursue a two-fold aim: they prepare students for the final
academic assessment and offer paths to orient in the activities which correspond to a chosen
track in the program.
The seminar has the following objectives:
o
o
o
o
o
Introduce students to leading research works in the field of history and to develop their
ability to evaluate research performed by others;
Help students formulate their view on the thematic field in order to enable them to choose
a topic of their research;
Provide students with methodologies required for dissertational research;
Enable students to gain research skills which include work with sources, reviewing
academic literature, and interpretation of received results;
Enable students to develop skills in presenting their research and its practical application
while producing presentations, articles, taking part in conferences;
Research seminar is being held during the whole period of studies: 1-4 modules at the 1st
year. It implies twice a week regular meetings and independent work in proportion 25 : 75. This
proportion is related to a large amount of independent work required by research seminar design
Students will be involved into various research activities, such as:
o
o
o
o
o
3
Discussions of course works with other students in class in the first year of studies;
Discussion of topics of Master`s theses and introductory presentations given by students;
Presentation of detailed research plans of Master`s dissertations;
In the beginning of the first year the seminar will be organized around presentations of
lecturers who will introduce their own research and methods, as well as organizational
aspects of the seminar including presentations of leading scholars on key theoretical
issues, research cases, and methodology in the field of applied and interdisciplinary
history;
During the whole period of study students will learn about historiography of the field,
focusing on papers offered by courses. Also, they will work on their individual projects –
course work in the first year, and Master`s thesis in the second. In so doing they will have
to make presentations and take part into discussions of current results, sources,
theoretical issues, and other questions related to their research.
Supposed results.
The students are supposed to adopt the following competences:
System competencies
Code
(RUS)
Code
(ENG)
Competence description
СК-4
SC-4
СК-6
SC-6
Ability to develop and enhance one’s own
intellectual and cultural levels and to build
the trajectory of one’s professional
development and career.
Ability to analyze, verify, and estimate the
entirety of information in one's professional
performance, ability to fill the gaps and
synthesize required information when
needed.
Professional competencies
Code
(RUS)
Code
(ENG)
Competence description
ПК-3
PC-3
ПК-5
PC-5
ПК-6
PC-6
ПК-7
PC-7
Ability to read scholarly texts and to epitomize
scholarly literature in Russian and in foreign
languages.
Ability to present the results of the research in
Russian and foreign languages, to analyze and
generalize the results of the scholarly research
based on the contemporary interdisciplinary
approaches.
Ability to search, handle and present
information, work with the databases in the
Humanities.
Ability to formulate scholarly problems of
current interest that can enrich historical
scholarship through their study, ability to reach
perspective research and applied goals.
Personal and social competencies
Code
(RUS)
Code
(ENG)
Competence description
ПК-16
PC-16
ПК-17
PC-17
ПК-20
PC-20
Ability to shape the skills of perception of the
historical text.
Ability to analyze and present a scholarlygrounded interpretation of historical events in
their connection and entanglement.
Ability to set and transmit legal and ethical
norms in the professional and ethical activity.
Research tasks
Code
(RUS)
Code
(ENG)
Competence description
НИД 1
NID 1
НИД 4
NID 4
Identification and structuring of a research
problem in the sphere of professional activity,
independent choice, justification of the object,
matter, final aim, goals and methods of the
research in relevant problem in the
professional field and their implementation –
independent organization of scholarly research
in a relevant field, in the interdisciplinary
sphere, preparation and implementation of the
research projects related to the profile of the
OOP of the master’s program.
Analysis and generalization of the scholarly
research according to the requirements of the
up-to-date historical scholarship.
Educational tasks
Code
(RUS)
Code
(ENG)
Competence description
ПеД 1
PeD 1
Teaching of the course of history on all levels
of basic and professional education.
Pre-requisites, course type, role of the discipline within the
structure of Master program
4
This is a core seminar course taught in the first year of the master’s program “Applied
and Interdisciplinary History «Usable Pasts»”.
The following knowledge and competences are needed to study the discipline:
● Basic knowledge of history of the world from the times of Antiquity till the early twentieth
century.
● Upper-intermediate or advanced reading and speaking skills in English.
Course description. The content of the course.
Part 1. Meanings of the Pasts.
1.
Introduction. Research seminar content and requirements. Requirements for the 1st year
course paper. Schedule and requirements for MA Thesis. Discussion on steps towards fulfilment
of the requirements. Introduction to useful sites, databases etc.
2. Why the Past Matters?
Role of studies of the past in contemporary politics and everyday life. Reflections on the role of
experts.
Required reading:
William Cronon. Why the Past Matters? Wisconsin Magazine of History, 84:1 (Autumn 2000),
p.2-13.
3. History as Social Memory
History and collective memory. Sociology of memory by Mauris Halbwacks and its importance
for historical scholarship. Historians of the “Annales” (Marc Bloch, Philippe Aries and others)
on memory and history.
Required reading:
Mauris Halbwachs. On collective memory. Ed., trans., and with introduction by Lewis A. Coser.
Chicago and London, 1992, pp. 46-61 (The reconstruction of history)
Marc Bloch, From "Memoire collective, tradition et coutume: A propos d'un livre recent",
Jeffrey K. Olick, Vered Vinitzky-Seroussi, Daniel Levy, eds. The Collective Memory Reader.
New York: Oxford University Press, 2011. pp. 150-155
Patrick H. Hutton, Collective Memory and Collective Mentalities: The Halbwachs Aries
Connection, Historical Refiections/Reflexions historiques 15, no. 2 (Summer 1988): 311-22.
Optional reading:
Peter Burke, History as Social Memory, Varieties of Cultural History, Cornell University Press,
1997, pp. 43-59.
4. History, memory, and heritage
Legacy and heritage as forms of memory. Historical objects, historians and the public. Forming
identity through experiencing heritage.
Required reading:
David Lowenthal. The Heritage Crusade and the Spoils of History, 7th Printing Cambridge Univ.
Press, 2009.
Catherine Palmer. An ethnography of Englishness. Experiencing Identity through Tourism.
Annals of Tourism Research, 2005, Vol. 32, No. 1, pp. 7–27.
4. Landscapes and memory
Landscape as a unity of nature and culture. Buildings, monuments, natural sites as a part of
landscape. Cityscapes, waterscapes and other forms of landscapes. Role of landscapes in
memory and history.
Required reading:
David Lowenthal. Past time, present place: Landscape and memory. Geographical Review, 1975,
65, pp. 1–36.
Simon Schama. Landscape and Memory. London: Harper Perennial, 2004, Introduction, pp. 3 –
19.
Optional reading:
Denise Meringolo. Museums, Monuments, and National Parks: Toward a New Genealogy of
Public History (Public History in Historical Perspective). Amherst, Boston: University of
Massachusets Press, 2012. Part 2. Turning Nature into History.
5. Histories, stories, narratives.
Narratives in history. How to write historical texts?
Required reading:
William Cronon. A Place for Stories: Nature, History, and Narrative. Journal of American
History 78:4 (March, 1992), p.1347-1376.
6. How to do historical research? Part 1
How to set research questions? Strategy and tactics of historical research. Searching for
information, finding documents.
Required reading:
Learning to Do Historical Research. A Primer for Environmental Historians and Others
http://www.williamcronon.net/researching/index.htm
7. Imagining and constructing places: landscapes and regions
Social construction of historical places and heritage sites. ‘Nationalization’ of natural landscapes.
Required reading:
Thomas Lekan. A “Noble Prospect”: Tourism, Heimat, and Conservation on the Rhine, 1880–
1914. The Journal of Modern History 81 (December 2009): 824–858.
Christopher Ely. The Origins of Russian Scenery: Volga River Tourism and Russian Landscape
Aesthetics, Slavic Review, Vol. 62, No. 4, Tourism and Travel in Russia and the Soviet Union
(Winter, 2003), pp. 666-682.
8. How to do historical research? Part 2
Taking notes, arguing and telling stories. Student’s presentations. Discussion on how to design
the research project.
9. Selling places and social exclusion.
Construction, marketing and promotion of landscapes. Social inequality in the cities. Tourism
and social exclusion.
Required reading:
Stephan Ward, Selling suburb; Selling the industrial town, in: Stephan Ward, Selling places: The
Marketing and Promotion of Towns and Cities 1850–2000, Taylor & Francis e-Library,
2005. pp. 99-228.
Tom Mordue, Tourism, performance and social exclusion in ‘‘Olde York’’, Annals of Tourism
Research, 2005, Vol. 32, No. 1, pp. 179–198.
10. Places, History, Memory. How to do historical research? Part 3
Positioning yourself relative to others, drafting, editing, and revising. Presentations and
discussion of student’s essays.
Part 2. Use of the Pasts.
11. Making histories in museums: visitors, history, pasts, and the museum.
Historical museums, historical objects in museums. How visitors use history in the museums.
Required reading:
Gaynor Kavanagh, Making Histories, Making Memories, in: Making Histories in
Museums, Leicester University Press, 1996 (1999), pp. 1-14.
Colin Divall, Transport museums another kind of historiography. The Journal of Transport
History, 2003, vol. 24/2, pp. 259 - 265.
Optional reading:
R. Sykes, A. Austin, M. Fuller, T. Kinoshita and A. Shrimpton. Steam attraction: railways in
Britain's national heritage. The Journal of Transport History, 18 (2), 1997.
12. What People want from visits to historical sites?
Tourists, visitors , and search for authenticity. Tourism and memory.
Required reading:
Dean MacCannell. The Tourist: A New Theory of the Leisure Class. Third Edition. Berkeley:
University of California Press, 1999. (Introduction, Ch. 1 pp. 17-38, Ch. 5 pp. 91-108)
Catherine M. Cameron and John B. Gatewood, Excursions into the Un-Remembered Past: What
People Want from Visits to Historical Sites. The Public Historian, Vol. 22, No. 3 (Summer,
2000), pp. 107-127.
13. Construction and uses of “the Other.”
Required reading:
Iver Neumann. Uses of the Other "The East" in European Identity Formation, Minneapolis:
University of Minnesota Press, 1991. Preface, Ch.1, pp. 1-38.
14. Tourist gaze or tourist’s optics. Travel and tourist practices.
Visions, power and practices of tourism. ‘Gaze’ and ‘optics’ as useful concepts in historical
research. Tourist practices and use of history.
Required reading:
John Urry and Jonas Larsen, The Tourist Gaze 3.0, 3d ed., Sage publications, 2011. Preface, pp.
Ch. 3-4, pp. 49-96.
Rudy Koshar, What Ought to be Seen: Tourists’ Guidebooks and National Identities in Modern
Germany and Europe, Journal of Contemporary History, vol. 33, pp. 323-340.
Optional reading:
Alon Confino and Rudy Koshar, Regimes of Consumer Culture: New Narratives in TwentiethCentury German History, German History 19 (2001): 135–161.
15. Vision and photography.
Use of visual materials. Photography as a visual evidence in historical practice.
Required reading:
John Urry and Jonas Larsen, The Tourist Gaze, 3d ed., Sage publications, 2011. Ch. 7, pp.155216.
Ludmilla Jordanova. The Look of the Past: Visual and Material Evidence in Historical Practice.
Cambridge: Cambridge University Press, 2012.
16. Pasts, present, future and mission of the historian.
What is Public history? Recent trends in historiography
Required reading:
Ludmilla Jordanova. History in Practice. London : Arnold, 2000. Ch. 6. Public History, pp. 141
– 171.
Public History. A Practical Guide. London, NY: Bloomsbury Academic, 2015. Ch. 1, 3, 6.
Ronald J. Grele. Whose public? Whose history? What is the goal of a public historian? The
Public Historian, vol. 3, no. 1 (Winter, 1981), pp. 40-48.
Optional reading:
Heather Lee Miller, The Business of History: Working as a Historical Consultant. Journal of
Women's History, Volume 25, Number 4, Winter 2013, pp. 342-349.
Denise Meringolo. Museums, Monuments, and National Parks: Toward a New Genealogy of
Public History (Public History in Historical Perspective). Amherst, Boston: University of
Massachusets Press, 2012. Conclusion. Towards a New Geneology of Public History, pp. 153 –
168.
17 – 20. Student presentations of their research projects. Discussion.
Required reading:
William Cronon. Getting Ready to Do History,"Carnegie Essays on the Doctorate, Carnegie
Initiative on the Doctorate, Carnegie Foundation, Palo Alto , 2004, 1-18.
Part 3. Methods in digital history.
1. Digital Humanities. History and computing: the birth of digital humanities. Multimedia sources
and online publishing. Copyright issues.
2. Academic databases. Preservation and systematization of historical information.
3. History online. Blogs, podcasts, video games. Multimedia depositories.
4. Bibliographical databases. Creating databases with Zotero.
5. Photography, newsreels and movies. History of photography and cinematography. The role
of visual sources in the history of the 19th and 20th centuries. Photography and anthropology.
Photography in the media. Montage. Photography as art. Documentaries. Feature Films and
historical memory. Gender asymmetries in visual representations.
6. Discussion and analysis of the mid-20th century photographs and newsreels. Editing images.
7. Musical works and sound recordings. History of music and sound recordings. Music as a
language. Interpreting music. Music and philosophy. Music and politics. Falsification of audio
recordings. Folk music and identity. Music and power. Radio broadcasts in the history of the
20th century.
8. The image of the Orient in classical music. Discussion and analysis of protest music. Working
with sound.
9. Maps. History of Cartography. Map as a historical source. Interpreting maps. Global
positioning system. Custom maps. Geographical maps and power claims.
10. Discussion and analysis of 19th and 20th century population maps.
11. Software for working with spatial data. Google Earth. Quantum GIS. Software for threedimensional modeling.
12. Map projections. Georeferencing. Editing maps.
13. Vector and raster graphics. Vectorization of maps. Point, line, polygon. Merging data into a
system. Geospatial data formats.
14-15. Students project presentations. Discussions.
Literature for Part 3:
Agawu, Kofi. 2008. Music as Discourse: Semiotic Adventures in Romantic Music. Oxford:
Oxford University Press.
Aufderheide, Patricia. 2007. Documentary Film: A Very Short Introduction. Oxford: Oxford
University Press.
Bagrow, Leo. 1975. A History of the Cartography of Russia up to 1800. Edited by Henry W.
Castner. Wolfe Island, Ontario: Walker Press.
Cadava, Eduardo. 1997. Words of Light: Theses on the Photography of History. Princeton, NJ:
Princeton University Press.
Chaudhary, Zahid R. 2012. Afterimage of Empire Photography in Nineteenth-Century India.
Minneapolis: University of Minnesota Press.
Cook, Nicholas. 1998. Music: A Very Short Introduction. Oxford: Oxford University Press.
Edwards, Steven. 2006. Photography: A Very Short Introduction. Oxford: Oxford University
Press.
Dougherty, Jack, and Tennyson O’Donnell, eds. 2015. Web Writing: Why and How for Liberal
Arts Teaching and Learning. Ann Arbor, MI: University of Michigan Press.
Gardiner, Eileen, and Ronald G. Musto. 2015. The Digital Humanities: A Primer for Students
and Scholars. Cambridge: Cambridge University Press.
Gartner, Georg, and Felix Ortag, eds. 2010. Cartography in Central and Eastern Europe:
Selected Papers of the 1st ICA Symposium on Cartography for Central and Eastern Europe.
Heidelberg: Springer.
Gengnagel, Jörg. 2011. Visualized Texts: Sacred Spaces, Spatial Texts and the Religious
Cartography of Banaras. Wiesbaden: Harrassowitz Verlag.
Gold, Matthew K. 2012. Debates in the Digital Humanities. Minneapolis: University of Minnesota
Press.
Harley, J. B., and David Woodward, eds. 1987. The History of Cartography. 3 vols. Chicago:
University of Chicago Press.
Kitchin, Rob, Chris Perkins, and Martin Dodge. 2009. “Thinking about Maps.” In Rethinking
Maps, edited by Martin Dodge, Rob Kitchin, and Chris Perkins, 1–25. London: Routledge.
Kivelson, Valerie A., and Joan Neuberger, eds. 2008. Picturing Russia: Explorations in Visual
Culture. New Haven: Yale University Press.
Knowles, Anne Kelly. 2002. “Introducing Historical GIS.” In Past Time, Past Place: GIS for
History, edited by Anne Kelly Knowles, xi–xx. Redlands, CA: ESRI Press.
Kramer, Lawrence. 2002. Musical Meaning: Toward a Critical History. Berkeley, CA: University
of California Press.
Kramer, Lawrence. 2007. Why Classical Music Still Matters. Berkeley, CA: University of
California Press.
Marcel, Gabriel. 2005. Music and Philosophy. Milwaukee: Marquette University Press.
Moore, Robin D. 2006. Music and Revolution: Cultural Change in Socialist Cuba. Berkeley, CA:
University of California Press.
Olson, Laura J. 2004. Performing Russia: Folk Revival and Russian Identity. New York:
Routledge.
Taruskin, Richard. 1997. Defining Russia Musically: Historical and Hermeneutical Essays.
Princeton, NJ: Princeton University Press.
Wood, Denis, and John Fels. 2008. “The Natures of Maps: Cartographic Constructions of the
Natural World.” Cartographica: The International Journal for Geographic Information and
Geovisualization 43 (3): 189–202.
Part 4. Oral history methods.
The students must fulfill individual assignments at choice from two options. The first option is an
individual oral history project related to their course work or useful for other research purposes.
The project implies preparing for and taking an interview, including all the stages of interviewing
from a questionnaire to transcribing. The length of interviews should be between 20 minutes
and one hour. The students must submit a transcribed interview and give a short presentation
on the purpose of interview, used methods of interviewing and analysis, main conclusions, and
the applicability to course work or other research (for instance, valuable for other courses). The
project is assessed on 10 marks scale based on the following grading:
Class discussions:
Draft questions:
Transcripts:
Final presentations:
30 %
15 %
20 %
35 %
The second option is to watch two interviews done by the Montreal Life Stories
(http://www.lifestoriesmontreal.ca/en/educational-resources-on-life-stories-and-testimonies) or
other project (to be discussed first with the instructor) and write 4-6 page reflection on methods
of interviewing used as well as what you learnt about oral history interviewing. In addition, the
students must prepare a questionnaire on any topic that might be useful for further interviewing.
This work is assessed on 10 marks scale based on the following grading:
Class discussions:
Draft questions:
Essays:
Final presentations:
30 %
15 %
20%
35 %
1. Introduction to oral history. Historiography, methods, and perspectives
Required reading:
1. Ritchie D. Doing Oral History: A Practical Guide, Oxford, 2003. Chapter 1
2. Thomson A. “Four Paradigm Transformations in Oral History,” Oral History Review
34, 1 (2007), pp. 49-70.
3. Thompson P. “The Voice of the Past: Oral History,” The Oral History Reader, ed. by
R. Perks and A. Thompson, (1998), pp. 21-29.
Recommended reading:
1. Shopes L. What Is Oral History? Available at http://historymatters.gmu.edu
2. Interviews: types and techniques. Individual and group interviews, individual and
group projects
Required reading:
1. “Coming into Presence”. Available at
https://www.academia.edu/1110638/Coming_into_Presence_Discovering_the_Ethics
_and_Aesthetics_of_Performing_Oral_Histories_within_the_Montreal_Life_Stories_
Project
2. Portelli P. The Death of Luigi Trastulli. Massachusetts, 2003. Chapter 3
3. Principles and Best Practices: Principles for Oral History and Best Practices for Oral
History. Adopted October 2009. Available at http://www.oralhistory.org/dooralhistory/principles-and-practices/
Recommended readings:
1. MacKay N., Quinlan M.K., and Sommer B. Community Oral History Toolkit. 5 vols.
Left Coast Press, 2013.
2. Yow, Valerie Raleigh. Recording Oral History: A Practical Guide for Social Scientists.
Sage Publications, 1994.
3. Respondents and interviewers: interactions and research ethics. The power of space.
Questionnaires
Required reading:
1. James D. Dona Maria’s Story: Life History, Memory and Political Identity. Durham,
Duke University Press, 2000.
2. “Holocaust testimonials”. Available at
http://storytelling.concordia.ca/sites/default/files/Holocaust%20Educators%20Intervie
w%20Guide.pdf
3. “Human Rights Activists”. Available at
http://storytelling.concordia.ca/sites/default/files/Interview%20Guide_Human%20Rig
hts%20Activists.pdf
4. Preparing and conducting interview: methods and equipment
Required reading:
1. Ritchie D. Doing Oral History: A Practical Guide, Oxford, 2003. Chapter 3 and
Appendix 1
Recommended readings:
1. Greenspan H. and Bolkosky S. “When is an Interview an Interview? Notes from
Listening to Holocaust Survivors,” Poetics Today 27, 2 (2006), pp. 431-449
Drafts of questionnaires due to this seminar (assignment option 1 and 2)
5. Transcribing, editing and preservation
Required reading:
1. Mackay N. Curating Oral Histories: From Interview to Archives. Walnut Creek: Left
Coast Press, 2007, pp. 41-56. Chapters “Transcribing” and “Recording Technology”
2. Ritchie D. Doing Oral History: A Practical Guide, Oxford, 2003. Chapter 6
Recommended readings:
Veen Jon van der. “Lost in Transcription: Oral and Textual Readings of Interviews from Bruce
County,” Available: http://megaprojects.fims.uwo.ca/transcription.
6. Interpreting an interview. Oral history as source and evidence
Required reading:
1. The Oral History Reader, ed. by R. Perks and A. Thompson, (1998). Part II
“Interviewing”
Transcripts (assignment option 1) and essays (assignment option 2) due to this seminar
7. Students` presentations/discussion of interview experience. Who speaks in oral
history?
Required reading:
1. Ritchie D. Doing Oral History: A Practical Guide, Oxford, 2003. Chapter 8
8. Reflections. Oral history and memory
Required reading:
1. The Oral History Reader, ed. by R. Perks and A. Thompson, (1998). Chapters 24,
31
Part 5. Introduction in social network and content analysis, 4 classes, 8 h.a.
This part of the course includes practical classes on building networks and discussing ways of
their applicability in social sciences. The evaluation will include readings (50 %) and
participation in class work (50 %).
1. What are networks? Network approach and its possibilities and meaning for social
sciences
Required reading:
1. Hanneman R. and Riddle M. Introduction to Social Network Methods, 2005.
Available at http://www.faculty.ucr.edu/~hanneman/nettext/index.html, Chapters 1-3.
Recommended readings:
1. Cuesta H. Practical Data Analysis. Packt Publishing, 2013
2. The variety of network software. Application of network analysis: Gephi
Required reading:
1. Hanneman R. and Riddle M. Introduction to Social Network Methods, 2005.
Available at http://www.faculty.ucr.edu/~hanneman/nettext/index.html, Chapter 6.
3. Content-analysis. Content quality, descriptions and interpretations
Required reading:
1. Hsieh H.-F., Shannon S. “Three Approaches to Qualitative Content Analysis”, Health
Policy and Services, vol. 15, no. 9, (2005), pp. 1277-1288.
4. Tools of content-analysis: QDA Miner
Required reading:
1. Mayring P. “Qualitative Content Analysis”, Art, vol. 1, no. 2, (2000). Available at
http://www.qualitative-research.net/index.php/fqs/article/view/1089/2385
Recommended readings:
1. Swemler S. “An Overview of Content Analysis”, Practical Assessment, Research
and Evaluation. Available at http://pareonline.net/getvn.asp?v=7&n=17
Part 6. Course work consultations, presentations and discussions.
3 seminars.
Requirements and Grading
Type of
grading
Current
Final
Type of work Parameters
Discussion in
the class and
homework
Discussion in the seminars and individual presentations of
readings.
Paper
Exam
Work on the project which will be discussed on the seminars
Oral exam by the end of the semester.
Course Evaluation Criteria
Students are expected to attend seminars and to regularly do the homework reading. On
seminars, students are expected to take active part in the discussion and demonstrate knowledge
of the content of readings. They should constantly work on their own projects, present them for
discussion in the class in the assigned time. The deadlines should be met. The project will lead to
a course paper in the end of the academic year. The oral exam by the end of the course will be
provided in the form of a conversation of the student with the course instructor on one of the
topics of the course.
Grading system
The grade will be composed of class attendance, participation in the discussions during the
seminars (based on the readings), response papers and oral exam.
Students will be required to fulfill grading tests. The score for the seminar will be
compiled of current marks for various steps of course work and Master`s thesis, presentations,
and group discussions. This will also include involvement into research projects, publication of
articles, presentations at conferences on seminar topics.
The final grade consists of:
o
o
o
o
1)
Class participation and discussion (25%)
2)
Home tasks and critical reflections (25%)
3)
MA Thesis Proposal (not less than 15 pp.) (50%)
In the first year students have to:
Present a research plan of course work;
Provide a written historiography (review on academic literature) on a chosen topic;
Present course work;
Participate in research projects / internships.
All the materials must be a result of individual research under supervision of experienced
teachers. Each presentation should be followed up by discussions. Course paper will be reviewed
by one of the lecturers of the program who will provide critique and suggestions for improving.
Equipment
Projector needed for presentations. For parts 3 and 5 a computer class with the following
software is needed: Microsoft Word, Microsoft Excel, QGIS, Google Earth, Adobe Photoshop,
Mozilla Firefox.
Module 3 (13 classes), Sablin I.
Для проведения занятий требуется компьютерный класс с установленным программным
обеспечением: Microsoft Word, Microsoft Excel, QGIS, Google Earth, Adobe Photoshop (или
бесплатный аналог), Mozilla Firefox,
Занятие 1. История и компьютер: рождение Digital Humanities. Мультимедийные
источники и публикация результатов в сети. Проблема авторских прав.
History and computing: the birth of digital humanities. Multimedia sources and online publishing.
Copyright issues.
Занятие 2. Научные базы данных. Хранение и систематизация исторической
информации.
Academic databases. Preservation and systematization of historical information.
Занятие 3. История в сети. Блоги, подкасты, компьютерные игры. Мультимедийные
репозитории.
History online. Blogs, podcasts, video games. Multimedia depositories.
Занятие 4. Библиографические базы данных. Создание баз данных с помощью Zotero.
Bibliographical databases. Creating databases with Zotero.
Занятие 5. Фотография, кинохроника и кино. История фотографии и кинематографии.
Роль визуальных источников в истории XIX и XX вв. Фотография и антропология.
Фотография в средствах массовой информации. Фотомонтаж. Фотография как искусство.
Документальное кино. Художественные фильмы и историческая память. Гендерные
асимметрии в визуальных репрезентациях.
Photography, newsreels and movies. History of photography and cinematography. The role of
visual sources in the history of the 19th and 20th centuries. Photography and anthropology.
Photography in the media. Montage. Photography as art. Documentaries. Feature Films and
historical memory. Gender asymmetries in visual representations.
Занятие 6. Обсуждение и анализ фотографий и кинохроники середины XX в.
Редактирование изображений.
Discussion and analysis of the mid-20th century photographs and newsreels. Editing images.
Занятие 7. Музыкальные произведения и аудиозаписи. История музыки и звукозаписи.
Музыка как язык. Интерпретация музыкальных произведений. Музыка и философия.
Музыка и политика. Фальсификация аудиозаписей. Народная музыка и идентичность.
Музыка и власть. Радиотрансляции в истории XX в.
Musical works and sound recordings. History of music and sound recordings. Music as a
language. Interpreting music. Music and philosophy. Music and politics. Falsification of audio
recordings. Folk music and identity. Music and power. Radio broadcasts in the history of the
20th century.
Занятие 8. Образ Востока в классической музыке. Обсуждение и анализ протестных
музыкальных произведений. Работа со звуком.
The image of the Orient in classical music. Discussion and analysis of protest music. Working
with sound.
Занятие 9. Карты. История картографии. Карта как исторический источник. Интерпретация
карт. Глобальная система навигации. Пользовательские карты. Географические карты и
властные притязания.
Maps. History of Cartography. Map as a historical source. Interpreting maps. Global positioning
system. Custom maps. Geographical maps and power claims.
Занятие 10. Обсуждение и анализ карт населения XIX и XX вв.
Discussion and analysis of 19th and 20th century population maps.
Занятие 11. Программы для работы с пространственными данными. Google Earth.
Quantum GIS. Программы для трехмерного моделирования.
Software for working with spatial data. Google Earth. Quantum GIS. Software for threedimensional modeling.
Занятие 12. Картографические проекции. Геореференцирование. Редактура
картографических изображений.
Map projections. Georeferencing. Editing maps.
Занятие 13. Векторная и растровая графика. Векторизация картографических
изображений. Точка, прямая, полигон. Объединение данных в систему. Форматы
геоинформационных данных.
Vector and raster graphics. Vectorization of maps. Point, line, polygon. Merging data into a
system. Geospatial data formats.
Литература по разделу:
Agawu, Kofi. 2008. Music as Discourse: Semiotic Adventures in Romantic Music. Oxford:
Oxford University Press.
Aufderheide, Patricia. 2007. Documentary Film: A Very Short Introduction. Oxford: Oxford
University Press.
Bagrow, Leo. 1975. A History of the Cartography of Russia up to 1800. Edited by Henry W.
Castner. Wolfe Island, Ontario: Walker Press.
Cadava, Eduardo. 1997. Words of Light: Theses on the Photography of History. Princeton, NJ:
Princeton University Press.
Chaudhary, Zahid R. 2012. Afterimage of Empire Photography in Nineteenth-Century India.
Minneapolis: University of Minnesota Press.
Cook, Nicholas. 1998. Music: A Very Short Introduction. Oxford: Oxford University Press.
Edwards, Steven. 2006. Photography: A Very Short Introduction. Oxford: Oxford University
Press.
Dougherty, Jack, and Tennyson O’Donnell, eds. 2015. Web Writing: Why and How for Liberal
Arts Teaching and Learning. Ann Arbor, MI: University of Michigan Press.
Gardiner, Eileen, and Ronald G. Musto. 2015. The Digital Humanities: A Primer for Students
and Scholars. Cambridge: Cambridge University Press.
Gartner, Georg, and Felix Ortag, eds. 2010. Cartography in Central and Eastern Europe:
Selected Papers of the 1st ICA Symposium on Cartography for Central and Eastern Europe.
Heidelberg: Springer.
Gengnagel, Jörg. 2011. Visualized Texts: Sacred Spaces, Spatial Texts and the Religious
Cartography of Banaras. Wiesbaden: Harrassowitz Verlag.
Gold, Matthew K. 2012. Debates in the Digital Humanities. Minneapolis: University of Minnesota
Press.
Harley, J. B., and David Woodward, eds. 1987. The History of Cartography. 3 vols. Chicago:
University of Chicago Press.
Kitchin, Rob, Chris Perkins, and Martin Dodge. 2009. “Thinking about Maps.” In Rethinking
Maps, edited by Martin Dodge, Rob Kitchin, and Chris Perkins, 1–25. London: Routledge.
Kivelson, Valerie A., and Joan Neuberger, eds. 2008. Picturing Russia: Explorations in Visual
Culture. New Haven: Yale University Press.
Knowles, Anne Kelly. 2002. “Introducing Historical GIS.” In Past Time, Past Place: GIS for
History, edited by Anne Kelly Knowles, xi–xx. Redlands, CA: ESRI Press.
Kramer, Lawrence. 2002. Musical Meaning: Toward a Critical History. Berkeley, CA: University
of California Press.
Kramer, Lawrence. 2007. Why Classical Music Still Matters. Berkeley, CA: University of
California Press.
Marcel, Gabriel. 2005. Music and Philosophy. Milwaukee: Marquette University Press.
Moore, Robin D. 2006. Music and Revolution: Cultural Change in Socialist Cuba. Berkeley, CA:
University of California Press.
Olson, Laura J. 2004. Performing Russia: Folk Revival and Russian Identity. New York:
Routledge.
Taruskin, Richard. 1997. Defining Russia Musically: Historical and Hermeneutical Essays.
Princeton, NJ: Princeton University Press.
Wood, Denis, and John Fels. 2008. “The Natures of Maps: Cartographic Constructions of the
Natural World.” Cartographica: The International Journal for Geographic Information and
Geovisualization 43 (3): 189–202.