Children of the Past
History 202, Writing and Interpreting History
Spring 2006
Dr. Amy Livingstone
309 Hollenbeck Hall
Phone: x7842
Email: alivingstone@wittenberg.edu
Office Hours:
Tuesday and Thursdays 11:1511:45; 2:00-2:30; Monday 12:302:30; Wednesday 11:00-12:00,
and by appointment
Course Description and Objectives:
The purpose of this course is twofold: To teach students about the experiences of children
in medieval and early modern Europe and to expose students to the way historians “do” history.
How have historians shaped the history of childhood? What sources can be consulted to recover the
experiences of children? What are the strengths and limitations of these sources? This course will
address these questions and introduce students to the philosophical, ethical and methodological
issues confronting historians today.
The class will be run as a seminar, which means that student participation and input will be
vital to the course. Since this course is designated as writing intensive, particular attention will be paid
to the process of writing. Considerable time will be spent addressing the process involved in writing
and analysis. Assignments are sequenced to help students develop and hone their writing and
analytical skills.
Required Texts:
Tracey Chevalier, The Virgin Blue
Norman Wilson, History in Crisis? Second Edition
Barbara Hanawalt, Growing Up in Medieval London
Steven Ozment, Ancestors: The Loving Family in Old Europe
Rudolph Bell, How to Do It: Guides to Good Living for Renaissance Italians
Natalie Zemon Davis, The Return of Martin Guerre
Community Service 100:
History 202 is about how historians “do” history. To give students the opportunity of practicing this
themselves in a different setting than the classroom, they may sign up for one credit of community
service credit by working at the Westcott House here in Springfield. The Westcott house was built by
Frank Lloyd Wright and has recently opened to the public. For further information about the site,
check out the web site at: http://www.westcotthouse.org/indexNorm.html
SVLN 100 does not replace the general community service requirement, rather it is an additional
experience. If you are interested, please contact the instructor.
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Assignments and Grade Determination
Assignments have been designed to help students improve their writing and analytical skills.
1. An essay “The Practice of History.” At the beginning of the term, students will be assigned a
fellow classmate, whom they will research by examining documents provided by their subject.
After the deliberations, discussions and readings during the term, students will be asked to revisit
this essay and reflect upon their work as the final essay of synthesis.
2. Reading Notes: Several times throughout the semester, students will be asked to submit their
reading notes. These notes will be used in writing both the analytical review of the Hanawalt
book and the historiographical synthesis.
3. Book Analysis: Students will write an analysis of Growing Up in Medieval London. Papers should be
include consideration of the following: the author’s thesis, how the argument is constructed, use
of primary sources, what the book contributes to scholarship, historiography of the topic, flaws
with the argument or use of sources, particular strengths of the book.
4.
Source Analysis: Students will select a primary source, pending the approval of the instructor,
that would be useful for examining the history of childhood and write a paper considering the
strength and weaknesses of the source. Issues such as author, audience, genre and intent should
be addressed. Students must meet with the instructor during weeks nine and ten about
their primary source.
5. An essay explaining historiography and synthesizing what each of the books assigned for the
term contributes to the historiography of the history of the family.
6.
A Forum on The Schools of History. Students will hold a forum discussing the various schools
of historical approach. Each student will be assigned to represent a particular school and given a
list of common questions for debate and discussion.
7. A Debate on Historical Objectivity: Students will debate the issues of historical objectivity raised
in the controversy surrounding The Return of Martin Guerre and the Black Athena.
8. Essay of synthesis: Students will revise their essay “Practicing History” in light of consideration
of the topics considered during the term and a synthesis of the major themes of the course and
should be addressed. Due at the end of the semester.
9. Quizzes, Summaries, Position papers: There will be several unannounced reading quizzes during
the term. There will also be additional assignments made on topics and readings.
10. Class participation and attendance: Class participation is a significant part of your grade in this
course: This grade is determined by:





Attending Class (more than four absences will lower the final grade for the course by one
grade. More than six absences will result in failure of the course. Students with perfect
attendance will receive 10 bonus points).
Participating in large and small group discussions
Reading and preparing for discussions
Completing individual in-class writing and group assignments.
Attending at least one History Colloquium
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Point distributions:
Four Essays (100 points each)
Essay of Synthesis
Reading Notes
Forum on Schools of Historical Approach
Class Debate on Subjectivity/Objectivity
Class Participation
Quizzes, assignments, etc.
400 points
150 points
100 points
50 points
100 points
100 points
100 points
Total
1000 points
Please Note: In order to pass this course all assignments must be completed.
At the end of the semester, students must turn in a disk containing copies of all of their papers. Please hand this in
with your final essay of synthesis.
Grading scale:
93-100% = A
78-79% = C+
60-62% = D-
90-92% = A-
73-77% = C
Below 60% = failing grade
88-89% = B+
70-72% = C-
83-87% = B
68-69% = D+
80-82% =B-
63-67% = D
Grading Criteria: Written work will be evaluated on the student’s ability to craft a coherent and
well-supported argument. Each essay should contain a thesis and factually accurate examples to
support the student’s position. How these examples support the thesis should also be made clear in
the essay.
This brief explanation of what makes an “A” answer, a “B” answer, etc.. is intended to demystify the
grading process and make clear the course goals. These are basic and general guidelines, which can
help with student understanding of course expectations.
A answer (superior): Sophisticated thesis and well developed argument. Factually correct and uses
facts/examples to support and illuminate ideas. Moreover, the answer demonstrates how the
examples support the general thesis. Coherent and well written. Demonstrates excellence in
understanding of the course material and communicates ideas clearly.
B answer (above average): Solid thesis. Argument is well organized and coherent, but some points may
lack development or specific examples. Demonstrates command of factual material, but not as
sophisticated as an “A” answer. May have a somewhat weaker command of writing skills.
C answer (average): Weak thesis. Argument in under-developed or lacks examples. Tendency to narrate
as opposed to arguing a specific point. Not as strong in terms of writing or analytical skills. Weaker
command of course material.
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D answer (below average): No thesis or argument or underdeveloped thesis. Tendency to regurgitate
facts as opposed to making an argument. Lack of specific examples or demonstration of
understanding of the course material. Serious factual confusion or errors. Poor command of the
written word. Lack of clarity or organization.
Fail (unacceptable): No thesis or argument. Narrates rather than crafting an argument. Lack
organization and coherence. Fatal errors concerning understanding of course material. Inability to
relay ideas clearly or in a well-organized or coherent fashion. Poor writing and analytical skills.
Rough Drafts: I am willing to read rough drafts of your papers. Please budget enough time before
the assignment is due so I can make comments and you will have time to revise the paper (a
minimum of two days is suggested).
Rewrites: Students are strongly encouraged to rewrite papers. The procedure for rewrites is as follows:
1. Meet with the instructor to determine what needs revision. It should be clear from
comments on the paper what needs to be rewritten, but discussion with the instructor is
imperative for clarification and direction for revision.
2. Rewrites are due within one week of when the paper was returned. Extensions will be
granted in certain circumstances.
3. Rewriting means rethinking the paper not just fixing grammatical mistakes. In a proper
rewrite points should be clarified, examples expanded and explained, and additional
examples provided. In other words, you need to reengage with your paper and argument and
determine how it can be improved. If significant improvement is evident, the paper grade
will be raised a maximum of one letter grade.
4. Students may rewrite no more than two assignments during the course of the term
(excluding the final essay).
Assignments will be penalized ONE LETTER GRADE for each day it is late. After five
days, assignments will no longer be accepted.
Extensions: Permission for make-up quizzes or extensions for papers/essays will be given only in
extenuating circumstances. Please consult with the instructor.
Academic Honesty: Cheating and Plagiarism are unacceptable and will result in a failing grade.
Please consult the History Department Pledge handout for any questions concerning proper citation
practice or what constitutes plagiarism.
Learning Disability: Any student with a documented disability who needs to arrange reasonable
accommodations must contact each professor at the beginning of the semester. Early notification is
highly preferable. Contact may be made by private consultation during my office hour or by
contacting me at 327-7842. Please contact Lisa Rhine, Assistant Provost for Academic Services at
937-327-7924 in room 208 Recitation Hall to coordinate accommodations and receive selfidentification letters for each professor.
Be advised: The instructor reserves the right to make additional assignments, change the dates of tests or due dates for
papers. In other words, all of the above and below is subject to revision or change at the instructor’s discretion.
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Course Schedule and Reading Assignments
For up-to-date assignments and questions for discussion, please consult the course web page.
Questions for discussion, assignments, links to readings or other web sites are on the course web site.
Course Web pages: Navigator: w:\alivingstone\202\spring06\navigator.htm
Course Calendar: w:\alivingstone\202\spring06\coursecalendar.html
Please complete the reading listed under the class period for discussion for that day.
Topic I: What is History and the role of the historian?
Week 1:
January 10
Introduction: What is history?
Discussion of The Virgin Blue
January 12
Chevalier as Historian
Discussion of The Virgin Blue
Week 2:
January 17
The Role of the Historian and Challenges of History
Discussion of The Virgin Blue and
Prologue in After the Fact, The Art of Historical Detection, by James West
Davidson and Mark Hamilton Lytle, on Electronic Reserve;
Chapters 1 and 2 in Wilson, History in Crisis?
Topic II: How do we know about the past?
January 19
The Brave New World of History: The Internet and Academic
Honesty
Details on course web page
Wilson, History in Crisis?, Chapter 3
Week 3:
January 24
Primary Sources – Meet in the Library
Read “Declaring Independence” and “The Mirror with a Memory” from
After the Fact, on Electronic Reserve
Essay on “Practicing History” is due at the beginning of class
January 26
The History of History
Wilson, History in Crisis?, Chapter 4
Articles by Emily Coleman and Rafella Sarti on E Reserve
Week 4:
January 31
Social and Cultural History
Wilson, History in Crisis?, Chapter 5
Article by Diane Owen Hughs on E Reserve
Turn in Reading Notes
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February 2
Historical Actors
Wilson, History in Crisis?, Chapter 6
Article by Merry Wiesner Hanks on E Reserve
Week 5:
February 7
History in the Twentieth Century: Isms that Inform
Wilson, History in Crisis?, Chapters 7 and 8
February 9
Forum on Schools of History
Topic III: How do historians “do” History?
Week 6:
February 14
What is Historiography?
Review Wilson
Articles by Linda Pollock and Phillipe Aries on E Reserve
Turn in Reading Notes
February 16
Historiography Modeled: Childhood and Family
Hanawalt, pp. 3-13; Ozment, Chapter 1
.
Week 7:
February 21
Primary Sources and Medieval Children
Hanawalt, Chapters 1 and 2; Primary source Packet
February 23
Discussion of Growing Up in Medieval London
Hanawalt, Chapters 3-6
Week 8:
February 28
Discussion of Growing Up in Medieval London
Hanawalt, Chapters 7-11
Turn in Reading Notes
March 2
Primary Sources and Private Life
Primary Source Packet
Week 9: Spring Break!
Week 10:
March 14
Discussion of Ancestors
Ozment, Chapters 2-4
Read a book review of Ancestors
March 16
Discussion of Ancestors
Ozment, Chapters 5-6
Book Analysis due at the beginning of class
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Week 11:
March 21
Primary Sources and the Good Life
Primary Source Packet, Bell, Chapter 1
March 23
Discussion of How to Do It
Bell, pp. 97-174
Week 12:
March 28
Discussion of How to Do It
Bell, Chapter 5 and Chapter 7
March 30
Filling in a Silence: The Wittenberg Historians
Source Analysis due at the beginning of class
Topic IV: Objectivity and Subjectivity:
What are the responsibilities of Historians?
Week 13:
April 4
Discussion of The Return of Martin Guerre
Davis, Chapters 1-6
April 6
Discussion of The Return of Martin Guerre
Davis, Chapters 6-12, Epilogue
Week 14:
April 11
No Class – A viewing of The Return of Martin Guerre
will replace this class period.
April 13
Challenges to Davis’ Objectivity
Article in American Historical Review available on JSTOR
Historiographical Synthesis due at the beginnin of class
Week 15:
April 18
April 20
Davis Responds
Article in AHR available on JSTOR
Black Athena
“Black Athena: The African and Levantine Roots of
Greece,” by Martin Bernal, on Electronic Reserve
Week 16:
April 25
Response to Bernal’s Black Athena
Read, Introduction, pp. 3-26 in Black Athena Revisited, ed. by Mary Lefkowitz
and Guy MacLean Rogers on Electronic Reserve; “The Use and Abuse of
Black Athena,” by Molly Myerowitz Levine; “Black Athena II: History
without Rules,” by Robert L. Pounder, pp. 440-465 in AHR available
through JSTOR.
April 27
Debate: Objectivity and Subjectivity
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Week 17:
May 2
Closure: The Rules of History
Finals Week, May 8, 3:30 p.m. Essay of synthesis due
Turn in disk containing all essays clearly labeled with your
name, the course name and the term.
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