SAN FRANCISCO STATE UNIVERSITY
History Department Spring 2014
HISTORY 300.4 Seminar in Historical Analysis:
Science 268 Seminar Room
T-Th:14.10 – 15.25
Prof. Julyana Peard
Office hours: T-TH: 11- 12:30; and by appointment
Office: Science 223.
jpeard@sfsu.edu
COURSE OBJECTIVES:
The purpose of this course is not to learn about the history of a particular time and place but to
introduce you to the world of working historians – how historians research, explain, analyze, and
revise interpretations of the past. There are three basic areas of inquiry for the course:
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What is history? (What is it good for? What does it try to do? Why do we do it? Why are
we here?)
How do historians do it? (What types of history can we write? How do historians find
sources? How do historians use sources? How do we write?)
What makes a successful student of history? (How do I “gut” an article? How do I use
primary and secondary sources effectively? How do I write a primary source research
paper?)
We will address the above by: 1) by discussing the evolution of the discipline of history with
special emphasis on issues and debates that have emerged in the recent past, 2) by exploring the
practical issues of research methods and historical interpretation, and 3) by completing a research
project from primary (original) sources. There is a very strong emphasis on writing, re-writing,
and editing your final papers.
REQUIRED READING MATERIALS:
Anthony Brundage, Going to the Sources: A Guide to Historical Research and Writing, 4th ed.
Mary Lynn Rampolla, A Pocket Guide to the Writing of History, 6th ed.
E-reserve materials (access through iLearn)
Recommended reading:
On writing:
William Strunk and E.B. White, The Elements of Style (4th Edition)
William Kelleher Storey, Writing History: A Guide for Students (3rd Edition)
On history:
David Cannadine, ed. What is History Now (2002)
John Tosh, The Pursuit of History (2010)
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RESEARCH PROJECT:
During much of the semester you will be working on a research project using primary sources.
You may choose any topic that interests you within certain parameters. These are that your paper
must relate to some aspect of Latin American history, U.S. history, or modern European history,
and -most important- that your paper be based on the use of primary sources. I will be giving
you a handout with suggestions about topics with accessible sources and we will be discussing
how to find sources in much more detail in class. The result of this project will be a paper of 1012 pages and a short oral class presentation.
CLASS MEETINGS AND ASSIGNMENTS:
This class will be conducted in seminar-style, that is, as a discussion rather than a lecture class.
That means, first, that reading, research, and writing assignments must be completed before
class, and that, second, you should be prepared to discuss the material for that day when you
come to class. The intellectual quality of a seminar depends largely on the commitment of its
members, so the usefulness of our class sessions will depend on you. You will be graded on both
attendance and participation. If, because of a real emergency, you cannot make class, please let
me know in advance (if possible) and bring documentation of the reason for your absence. As
well as the class meetings, we will schedule several individual meetings to discuss your specific
research. You will get the most benefit from this course if you make sure you get criticism and
feedback on your work throughout the semester.
GRADING:
The grading system is designed to reward you for completing assignments on time and
proceeding through the research and writing process step-by-step, and deadlines are set to help
you accomplish this.
Grading scale: 94-96 A; 90-93 A- ; 87-89 B+ etc.
All written assignments should be typed (12 pt font) and double-spaced with sensible margins. If
more than one page, staple pages together in the upper-left-hand corner. Assignments will be
penalized for every day they are late (e.g. from an A to an A- if one day late, etc.). Work later
than one week will not be accepted.
If you find yourself unable to finish the course requirements by the end of the semester, it is your
responsibility to withdraw from the course. I will issue no instructor-initiated withdrawals or
incompletes. Student-initiated incompletes are reserved for serious medical excuses and other
natural disasters with documentation within the last three weeks of the semester.
Attendance:
Regular attendance is considered part of participation. Poor attendance will be reflected in your
participation grade. Class attendance also means you turn up for all of the final presentations.
A note on plagiarism and cheating:
Since our goal is to seek truth, academic honesty is absolutely essential. Plagiarism and cheating,
which strike at the core of the university’s mission, will not be tolerated. If you have any
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questions about what constitutes plagiarism or cheating, please ask. In addition, we will discuss
this in class.
SCHEDULE OF ASSIGNMENTS
DATE
Every week
ASSIGNMENT
Class participation
%
25
Feb 6
What is history?
2.5
Feb 11
Central thesis of “Contact”
2.5
Feb 18
Kevin Reilly’s thesis “Overseas Expansion”
2.5
Feb 25
Description of a data base source
(participation)
Mar 6
Complete OASIS (library requirement)
(participation)
Mar 11
Women and change
Proposal and thesis
7.5
Mar 20
Book review
7.5
Apr 3
Proposal and thesis statement
(participation)
Apr 8
Historiographical paper
7.5
Apr 8
Annotated bibliography
(participation)
Apr 15, 17, 22, 24
First draft of research paper (online)
(participation)
Mon May 6
Second draft of paper (online)
10
Apr 29, May 1, 6, 8, 13, 15
Oral presentations (ALL must attend)
(participation)
May 20
Final paper (hard copy in my mail box)
35
TOTAL
100
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CLASS OUTLINE
Week
1
Tues Introduction to the course
Jan
28
Discussion: Does history consist of everything that has ever happened? Why are
we here? What do you like about history? When and why did you become
interested in the subject? What do you hope to gain from it?
Jan
30
Primary Sources
Read:
1. Brundage, Chap 2, “The Nature and Variety of Historical Sources”
2. Rampolla, Chap 2, “Working with Sources; Chap 3, “Reading and Writing.”
Discussion: Sources and writing: “Raw materials” in history”? What is the
difference between a primary source and a secondary source? How do historians
find sources and topics? How do they write about them?
Sign up: for an appointment to discuss your topic with me. By Week 5 you
should have all met with me individually at least once.
Week
2
Feb
4
What is history? The nature of an ever-changing field
Read:
1. Brundage, Preface and Chap 1: “The Ever-Changing Shape and Textures of
the Past”
2. Rampolla, Chap 1: “Introduction: Why Study History?”
3. e-reserve, E.H. Carr, “What is History?” in Carr, What is History (1961)
4. e-reserve, Fernandez Armesto, “What is History Now?” in David Cannadine,
What is History Now?(2002)
5. e-reserve, Richard Evans, “What is History Now?” in David Cannadine, What
is History Now?(2002)
Discussion on historiography: What is history? What is historiography? Is
“objective” history possible? What is revisionism? What is political history?
What is intellectual history? What is social history? What other kinds of history
did you read about for today? Which one most interests you? Why does history
change? Does history have a purpose? How has history changed since E.H.
Carr?
Feb
6
Primary Sources (cont.)
Further discussion and examples of primary sources.
Beginning to narrow interests and consider what is possible for your paper topic.
#1 Write: a two-page, double spaced paper explaining what Richard Evans
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says history is now. How does he update and respond to E.H. Carr’s ideas
about what history is? Hand this in on Tuesday.
Week
3
Feb
11
Changing interpretations
Read:
1. e-reserve, “Contact: After the Fact: The Art of Historical detection,” James
W. Davidson and Mark H. Lytle, After the Fact (2010), pp. 1-30.
Discussion on e-reserve reading: What kinds of sources do the authors use in
“Contact”? What interpretations have historians made previously? How do new
questions arise? What are some of the historical debates? What new answers do
we have today? Is this a resolved historical issue now? How has the notion of
why history matters changed?
#2 Write: a one-page, double-spaced paper describing Davidson and Lytle’s
central thesis (argument) in the chapter “Contact.”
Week
4
Feb
13
Individual meetings
Feb
18
More changing interpretations
e-reserve, Worlds of History: A Comparative Reader: “Overseas Expansion in
the Early Modern Period, China and Europe,” 1400-1600, Kevin Reilly, (2007),
1-41.
Discussion of e-reserve reading: What kinds of sources do the authors and other
historians use here? What conclusions do they draw? What do you agree with?
What disagree with? What inferences do you draw from the primary sources
presented?
#3 Write: a one-pag,e double-spaced paper on what you thinks is the most
important argument Kevin Reilly makes in the reading “Overseas
Expansion….” How does he use his evidence to back up his argument?
Week
5
Feb
20
Individual meetings
Feb
25
Finding primary sources
Read:
1. Brundage, Chap 3: “Finding Your Sources: The Library Catalogue and
Beyond.”
Discussion: As well as discussing questions raised in readings, we will talk
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about the use of paintings and photographs as sources. What do these documents
tell us? Who is producing them and why?
a) Write: a one-page double-spaced description of a full text primary
source (or sources) in the “American Memory” collection from the
Library of Congress. (Sometimes I find it easier to get in through
Google)
a) Look at Brundage’s Appendix A, p. 123-24. Browse the Guide edited by
Mary Beth Norton in the area of history you are thinking of working on.
Then choose one more title in the Appendix and browse. Be prepared to
report on your findings in class.
b) Browse ONE of the following websites from the list below and be
prepared to describe it in class. What kinds of sources are available on
the site? What kinds of research could you do with them?
-Sources and general Resources on Latin America
http://www.oberlin.edu/faculty/svolk/latinam.htm
-Online Archive of California
http://www.oac.cdlib.org/
-Bancroft Library Sources
http://bancroft.berkeley.edu/
-Duke University Library
http://library.duke.edu/digitalcollections/
Week
6
Feb
27
This is a “catch-up session” either for individual meetings, if needed, or to cover
material for which we had little time.
Mar
4
Using and interpreting primary sources
Read:
e-reserve, “Tales of Captivity and redemption: North American Captivity
Narratives,” Victoria Bissell Brown & Timothy J. Shannon, Going to the Source,
Vol. 1 (2012), pp. 25-44.
Discussion on reading: What can narratives on captivity tell us? Prepare to use
the questions in the checklist on p. 31 of the reading as the basis of our class
discussion.
Mar
6
Library and history workshop I
Meet in Library 285 at 2:10. Please be PUNCTUAL
How to search for history sources
Read:
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Same as previous week: Brundage, Chap 3, “Finding Your Sources: The Library
Catalogue and Beyond.”
This is the first of two presentations by Kendra Van Cleave, the research
librarian for history. The focus will be on secondary sources. Kendra is also
available throughout the research process to give you individual help.
Contact her at: kendra@sfsu.edu.
Complete: The University library requirement (OASIS tutorial at
http://oasis.sfsu.edu) I will check online to make sure it is completed.
Make sure you have decided on a relevant book for your book review due
next week, and COLLECT THE HANDOUT with instructions for book
review to be handed in before the spring recess
Week
7
Mar
11
Using and interpreting primary sources (cont.)
Read:
“Organizing Their Lives: Women, Work, and Family, 1950-2000,” Victoria
Bissell Brown & Timothy J. Shannon, Going to the Source, Vol. 2 (2012), pp.
316-350.
#4 Write: a two-page paper answering the following question: What story
about women and social change emerges from the primary source documents
in today’s reading?
Mar
13
Library and history workshop II
Meet in Library 285 at 2:10. Please be PUNCTUAL
(From now on all your written assignments are related to your paper)
Read:
Brundage, Chap 4: “Getting the Most Out of History Books: Critical reading and
Assessment.”
This is the second presentation by Kendra, the research librarian for history. The
focus will be on primary sources. As you know, Kendra is available
throughout the research process to give you individual help. Contact her at:
kendra@sfsu.edu.
Week
8
Mar
18
The Mechanics of Writing
We will discuss issues relating to writing, bibliography, presentation formats,
and other topics that make for good, clear writing styles.
Mar
20
The Labor Archives
Catherine Powell will give a presentation on some materials held in the
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Labor Archives and Research Center
J. Paul Leonard Library, 4th Floor, Room 460
Please be PUNCTUAL
Hand in: a two-three page book review. The book must be chosen for its
relevance to your research paper. See my handout, and Rampolla, pp. 26-28
Spring Recess March 24-29
Week Apr
9
1
More on approaches to history: cultural, gender, and postcolonial history
Read:
1. e-reserve, Robert Darnton, “Workers Revolt: The Great Cat Massacre of the
Rue Saint-Séverin,” Robert Darnton, The Great Cat Massacre and other
Episodes in French Cultural History (New York: Vintage, 1985), 75-104.
2. e-reserve, John Tosh, “Gender History and Postcolonial History,” in John
Tosh, The Pursuit of History (Pearson, 2010), 275-302.
Discussion and presentation of articles: What makes Darnton’s piece an example
of cultural history? From which other disciplines does cultural history borrow?
What is the difference between cultural history and social history? And cultural
history and intellectual history? What is gender history? What is postcolonial
history?
Apr
3
Writing: The Historiographic Essay
1. Brundage, Chap 5: “Exploring Changing Interpretations: The Historiographic
Essay.”
2. Rampolla, Chap 3: “Reading and Writing in History.” Especially focus on pp.
32-34, “Historiographic essays.”
Write: 1-2 pp. proposal for your research paper with the following elements:
1) Description of topic with a thesis statement (even if tentative);
2) a description/list of the main primary sources you have found so far (scope,
size, where located), whether you have actually read them or not. Indicate how
you think they will help answer the questions you are asking in your paper;
3) secondary sources you have found so far, whether you have actually read
them or not;
4) how much historical scholarship has already been done on this topic;
5) why the topic is significant.
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Week Apr
10
8-10
Writing and Research Roundtable
I will assign half the class for Monday and the other half for Wednesday
cont/…
Read:
1. Brundage, Chap 6: “Engaging with Primary Sources: The Research Paper”
2. Rampolla, chap 5: “Writing a Research Paper,” chap 6: “Plagiarism,” and
chap 7: “Quoting and documenting.”
The writing process: Elements of a research paper; quoting, documenting, and
avoiding plagiarism. We will look at examples of poor writing and good writing.
We will discuss theses statements? What are effective methods of paper
organization? How will you incorporate the work of other historians in your
paper? How will you begin your paper?
Research discussion: Students will talk about their research topic and process and
discuss where they are so far. You will discuss your primary sources, secondary
sources, and historiography (what historians have written and debated) of your
topic. How easy has it been to find your sources? In what ways, if any, did you
find your ideas about your original topic changing? You are all expected to
brainstorm the topic and contribute ideas and suggestions to help sharpen your
colleague’s final paper.
Write: a two-page, double-spaced paper discussing some of the
historiographical debates surrounding your topic; that is, what has been
written on your topic by previous historians.
Write: an annotated bibliography for your research paper. This is a
bibliography which, in addition to the publication data, includes a one or two
sentence comment on the subject, argument, or usefulness of the book or
article. This bibliography must be in Chicago documentation style (see
Rampolla, chap 7). Divide the bibliography into primary and secondary
sources; you only need annotation for the secondary sources. You should have
about a half dozen secondary sources. Include topic title.
Week Apr
11
15
Apr
17
Individual meetings
These are to discuss the first draft of your paper. You must schedule a time to
meet with me and e-mail me your draft NO LATER THAN Friday, April 11 by
10 A.M.
Individual meetings
These are to discuss the first draft of your paper. You must schedule a time to
meet with me and e-mail me your draft NO LATER THAN Monday, April 14
by 10 A. M.
10
Week Apr
12
22
Apr
24
Week Apr
13
29
Individual meetings
These are to discuss the first draft of your paper. You must schedule a time to
meet with me and e-mail me your draft NO LATER THAN Friday, April 18 by
10 A.M.
Individual meetings
These are to discuss the first draft of your paper. You must schedule a time to
meet with me and e-mail me your draft NO LATER THAN Monday, April 21
by 10 A. M.
Paper presentations
May Paper presentations
1
Week May Paper presentations
14
6
ALL DRAFTS (second drafts) MUST BE E-MAILED TO ME AS AN
ATTACHMENT BY 4 p.m. on Monday 28
Your second draft should have an introduction, body, and a conclusion, and it
should include endnotes and a full bibliography. You will be graded on
completeness
May Paper presentations continue
8
Week May Paper presentations continue
15
13
May Paper presentations conclude
15
_________________________________________________________________
FINAL PAPERS DUE on by Tuesday, May 20 by NOON
Week May Place hard copy in my mail box in the History Department office.
16
20
Hard copies only please
May Return of papers
22