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HIS 3380-01 (Texas Wesleyan, Spring 2017) |
Instructor: Chris Ohan |
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Workshop in Historical Methods |
Office: PMC 244 Phone: 817-531-4913 |
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Monday/Wednesday 12-1:15 |
Office Hours: Mon & Wed 10-12, 1:30-4, Tues 3-6, or by appointment |
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EJW 217 |
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E-mail: cohan@txwes.edu |
History
is a shifting, problematic discourse, ostensibly about an aspect of the world,
the past, that is produced by a group of present-minded workers (overwhelmingly
in our culture salaried historians) who go about their work in mutually
recognizable ways that are epistemologically, methodologically, ideologically
and practically positioned and whose products, once in circulation, are subject
to a series of uses and abuses that are logically infinite but which in
actuality generally correspond to a range of power bases that exist at any
given moment and which structure and distribute the meanings of histories along
a dominant marginal spectrum. –Keith Jenkins, Rethinking History (Routledge, 1991)
Course description and
objectives: Designed as a workshop in
historical methods for history majors, this course will guide students through
the different type of critical analyses used in the discipline of history. Students will learn how to critically examine
and write about an historical film as well as read and write a critical book
review. They will also work through the research
process by completing a formal research paper using primary and secondary
sources. Students will gain knowledge in
and apply the Turabian documentation style (Chicago Manual Style) and learn the
uses of informational technology in history.
Students will demonstrate
their understanding and ability to express the following reading comprehension
and cognitive skills: evaluate, contextualize, closely read, corroborate and
cite sources. They will be able to identify the thesis of an argument and the
evidence an author uses to support that thesis.
Students will demonstrate their understanding and ability
to express the following historical thinking skills: multiple causation,
historical contingence, and change over time.
Students will demonstrate written communication skills by
synthesizing multiple historical accounts and creating their own historical
narratives using evidence-based argumentation.
Students will demonstrate oral communication skills by
presenting and defending their analyses of historical documents orally in
class.
Students will demonstrate both their research and
computer literacy skills by finding, evaluating, and properly documenting
sources using print and web-based platforms as well as appropriate software
such as MS Word.
The above student learning
objectives correspond to the following History Program Goals: 3. History majors will demonstrate a satisfactory
command of the skills associated with the craft of history, including reading
comprehension and cognitive skills; historical thinking skills; research
skills; written communication skills; oral communication skills; and computer
literacy; 4. Students completing a major in the Department of History will be
prepared to enter graduate programs in History, teach History in secondary or
middle schools, or enter other careers open to graduates with degrees in the
Liberal Arts.
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Required Texts: |
Machiavelli, The Prince |
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Jules Benjamin, A Student’s Guide to History (13th ed., Bedford, 2015) |
Supplemental (Optional)
Resources:
Kate L. Turabian, Manual
for Writers of Research Papers, Theses, and Dissertations
(8th ed., Chicago,
2013)
Grading:
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Participation |
15% |
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Source
Analyses |
15% |
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Film
Analysis Book Review |
20% 20% |
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Research
Paper |
30% |
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100% |
Grades will be assigned
according to the following percentages: 90-100=A; 80-89=B; 70-79=C; 60-69=D;
0-59=F
Please note
that I submit midterm grades only for those students who appear to be failing.
Class
Format. As this is a small class, we will utilize
inquiry-based methods in either a class or smaller group format where
historical problems will be presented.
Students will be expected to evaluate source material (and complete
readings) to practice their historical thinking skills. Occasional short lectures will be presented
based on the learning needs of the class.
History is essentially a conversation about the past, so do not
hesitate to bring up relevant questions and comments. It is assumed that you will complete the
assigned reading for each week. It is
also assumed that you will attend all classes.
Writing Assignments
Short source analysis papers. As we move thought
the term, you will be responsible for completing short, one-page critical analyses of source material using
the iRead Worksheet. These short analyses will be submitted to Turnitin via
Blackboard by the posted due dates.
Film
Analysis. Students will watch, discuss and write a critical review of the film The Liberator (2013).
The Analysis is due on 15 February
at noon.
Book Review.
Students will read and the class will discuss Machiavelli’s The Prince so that they can produce a
critical book review (see guidelines below). The review is due on 6 March at noon.
Research Paper.
The largest chunk of your grade is the research paper. You should have an idea of what you’d like to
research by 1 March and the
beginnings of a thesis by 8 March.
You may choose almost any topic but you must first clear the topic
with me. Stop by my office during
regular office hours, or make an appointment to talk about your topic. Before coming, explore your possible topic a
bit. Think of some historical period or
event that interests you and do a bit of investigation. Do not come by and say, “I don’t know what to
do for my research.” Take the
initiative.
You
must meet with me before 8 March to discuss/finalize your topic and working
thesis. The class will be divided into 2
person reading groups. These groups will
read each other’s paper proposals and final drafts, providing critique and
constructive feedback for each. (This
aspect of collaboration at the beginning of a research project and then at the
end is common among academics.) Students
will submit their proposals as a shared document with their partner and me on
One Drive by 12 pm (noon) on 8 March. Group members will read each other’s
proposals and provide substantive feedback on the document by 10 March. With this feedback, you will submit a final
proposal in Blackboard by noon on 20 March.
A
draft of your final paper will be shared with group members and me on OneDrive by
noon on 24 April. Group members will submit constructive
feedback on the papers by noon on 28
April. The final paper is due 2 May, to be submitted in Blackboard by
noon. See more formal guidelines below.
(Keep in mind that this paper is the focus of the course and will demonstrate
your mastery of the learning objectives above.)
**Please
note that your critique and feedback on your partner’s work will determine half
of your participation grade in this course. (See Benjamin, “Guidelines for Peer
Reviewing,” page 37.)
Class
Participation. The majority of class time will be devoted to
discussion. Discussions will draw primarily
on the readings. Your class
participation grade will consist of my evaluation of your preparedness and the
level of your participation in these discussions. Obviously, if you are consistently absent or
don’t speak, your participation will not be very effective.
Attendance is m
You
are responsible for all class assignments regardless of attendance. Quizzes covering assigned readings may be
given at any time
Internet/Blackboard: Feel free to
send email to the address above. Keep in
mind that I will not entertain discussion about grades, missed classes & etc.
over email or any other electronic medium.
In addition, this syllabus, the class/reading schedule, some of the
course readings and any other class handouts will be posted on the above web
address. All outside of class assignments
will be submitted via Blackboard.
Academic Integrity:
Familiarize yourself with Wesleyan’s Student Code of
Conduct. Academics are not only devoted
to learning, research,
Academic Dishonesty is a breach of the Student Code of
Conduct. Dishonesty includes:
Academic Dishonesty will not
be tolerated in this course. Any offense will result in an F in the class (not
simply on the assignment)
Writing for this course will employ standard academic
formatting—double spaced, typed—with citations following Turabian (Chicago)
style. The Benjamin text is your guide
in this regard. Correct use of source
information and citations is assumed. Grammatical
proficiency is fundamental in history as ours is largely a writing
discipline. No one are taken seriously if they do not employ good grammar. See Grading Guidelines on the class webpage
for specific grading criteria regarding written work and the grading rubrics on
the Wesleyan History Program page.
Please note
that any late work will be penalized at the rate of one letter grade per day. If an assignment is due at 12 and it is
submitted at 12:15, it is a day late. No
assignments will be accepted more than 4 days late.
Statement
of Understanding:
As a professional, I follow
the American or western model of higher education. According to this model the instructor
encourages the students to think critically.
This is not merely the expression of an opinion, but well-thought,
structured and supported arguments. Do
not be surprised if I voice an unconventional argument—particularly as we relate
much of the course content to current events.
My purpose is not to express my own opinion but to challenge you to
think critically about the discipline as well as the topics being
considered. If you find yourself
offended by something said in the classroom, consider than in the Humanities
and Social Sciences “Truth” is at best elusive and tolerance essential.
A valid method of instruction
that has been used in the east and west for centuries, since 500 BCE, was
founded in Greece; the Socratic method is based on rhetorical
argumentation. Rhetorical argument, in
the classical sense, means the following: to inform, to convince, to explore,
to make decisions, and even to meditate, as odd that may sound. Although arguments may at times “pique” you
emotionally, as an educated person you must learn to weigh ideas and use logic
and not emotion to counter the
argument. Scholars of pedagogy agree
that we learn best when we are confronted with a problem or, put another way,
when we are humbled. Therefore you
should not consider a critique from me or anyone else in the class to be a
negative attack or an occasion for anger and vengeance, but an opportunity for
critical thought and reflection.
Moreover, and most importantly, education requires us to be tolerant of
ideas that we may not understand and to consider values that we do not
embrace. Tolerance means that we allow
others to believe a certain way even though we do not believe it; it does not
mean that we have to embrace that belief.
If, however, we do not open our minds enough to understand ideas that we
might disagree with, then we all will live in shallow, ignorant worlds of like
minds and never come to agreement about anything except among people who thing
just like us. The latter is not
characteristic of a university and as a member of Wesleyan’s academic
community, I assume that you agree.
I respect students who
respect learning, so please do not show disrespect to me or your fellow
students by asking to submit papers late or by asking for extra credit when you
couldn’t meet the credit standards laid out in this syllabus. Also, if you turn in writing that does not
meet the standards set for class, you will receive the grade you deserve. That grade does not reflect anything
personal; it is strictly a professional assessment of academic work. I have many years of experience on the
university level, so I am fully aware of how to score historical writing. Although I am always happy to explain why you
earned a particular grade on an assignment, please think carefully before
asking me to change a grade; to do so is tantamount to asking me to undermine
the integrity and professional standards to which I try to adhere. It is also an insult to the students who
earned a higher grade. I will protect
the students who earned those grades. I’m
happy to explain a grade to you, but keep in mind that if you ask for a
re-evaluation, and I’ve made an error, your grade could change positively or
negatively.
What I Expect from You:
That you be punctual for every class.
That you do not receive or make telephone calls/text
messages.
That you respect what I and your fellow
students have to say.
That you come to class ready to ask and answer
questions of substance on the day’s readings.
What You Can Expect from Me:
That I will be punctual for every class.
That I will give everybody a fair share of my
attention.
That I will work to ensure you achieve the
student learning objectives.
That I will grade the quality of your work
rather than the amount of time and effort you spent on it.
Small Print:
Texas
Wesleyan Policies: Students should read the current Texas Wesleyan University Catalog and
Student Handbook to become familiar with University policies. These policies
include, but are not limited to academic integrity, grade appeal, sexual
harassment. Student access to records, and others; policies specified in the
current catalog are applicable unless otherwise stated in this syllabus.
Disability
Policy: Texas Wesleyan University adheres to a
disability policy which is in keeping with relevant federal law. The University
will provide appropriate accommodation as determined by the Director of the
Counseling Center, Dr. Michael Ellison.
Students must notify instructors of any permanent or temporary
disabilities and must provide documentation regarding those disabilities prior
to the granting of an accommodation. For
assistance, students should consult with Dr. Ellison.
Repeating
Courses: Any
course taken at Texas Wesleyan University and repeated for a grade must be
repeated at Texas Wesleyan University. Any course taken at another institution
may be repeated at Texas Wesleyan, and the most recent grade on the course will
be counted. When a course is repeated, the grade point average will be computed
using the most recent grade achieved.
Syllabus
Disclaimer:
Note: Course syllabi are intended to provide students with basic information
concerning the course. The syllabus can be viewed as a “blueprint” for the
course; changes in the syllabi can be made and students will be informed of any
substantive changes concerning examinations, the grading or attendance policies
and changes in project assignments.
Unified
Discrimination and Harassment Reporting (Including Title IX):
As
noted in the catalog under the Unified Discrimination and Harassment Policy,
Texas Wesleyan University is committed to providing an environment free of all
forms of prohibited discrimination and sexual harassment. If you have experienced any such
discrimination or harassment, including gender- or sex-based forms, know that
help and support are available from the following resources:
• Complete online incident
report at https://txwes.edu/student-life/report-a-concern/
• Contact Campus Conduct
Hotline (24 hours a day): (866) 943-5787
• Campus security (24 hours
a day): (817) 531-4911
• Dean of Students:
deanofstudents@txwes.edu OR (817) 531-4872
Please
be aware that all Texas Wesleyan University employees, other than designated
confidential resources (i.e., Community Counseling Center) are required to
report credible evidence of prohibited discrimination or harassment to the
University’s Title IX Coordinator, or to one of the Title IX Assistant
Coordinators. If you wish to speak to
someone confidentially, please contact the Community Counseling Center at (817)
531-4859 to schedule an appointment.
1. 4-5 pages typewritten,
double-spaced. Title page, if used, does
NOT count. Observe the normal rules of
writing such as standard one-inch margins, page numbering, etc.
2. Full bibliographic citation on the
title page or at the top of the first page.
(Consult an MLA or Chicago style guide if you’ve forgotten how to do
this. Do NOT make up your own form.)
3. Brief introduction to the topic or
subject of the book. Why is this topic
or subject important to the period of history being covered?
4. Summarize the author’s thesis
(argument) and main points concisely but fully.
(What do you think the author is trying to accomplish by writing the
book?)
5. Critique the book. (What you’re doing is analogous to what
happens in a courtroom. Consider yourself the judge and the author a lawyer who
has presented an argument/case. It’s up
to you, having listed to his argument/case to decide whether or not her claims
have validity.) Based on your answer to
#4 do you find his/her arguments and conclusions convincing? How does s/he do in terms of accomplishing
his purpose for writing? Do not walk
fences or resort to elementary tactics such as pleading ignorance. (This should be about one-half of your
paper.)
(5a. If the book
is a work of literature, you’ll still consider what the author is trying to
accomplish, but you’ll need to think about what the work says about the time
period or place in which it’s set, the characters, the environment, etc.)
6. While a review does not usually
include the readers own opinion, you may provide a brief personal evaluation of
no more than one paragraph. Be sure to
explain and support your opinion carefully and coherently. At this point in your academic career, you
ought to have an informed opinion.
7. This is not a research paper, so formal
footnoting is not necessary. If you do
quote or draw on information that is not your own, simply use a parenthetical
reference according to Turabian/Chicago style.
8. Papers which are turned in after
the time they are due will be penalized one letter grade for each day. No papers which are more than four days late
will be accepted. If you or someone
close to you is looking like they’re coming down with the latest disease or
that they might need emergency surgery, turn it in early. If you want mercy, pray.
Unfortunately,
most of us understand history based on what we are told in the popular media
(i.e. the movies). It is important,
therefore, to understand how to look at a movie based (however loosely) on the
past and how to critique it as “history.”
This assignment will help you accomplish that goal.
You will be
reviewing the film The Liberator (2013).
PART I: Watching your film:
As you watch a
film for evaluation or critique, consider and discuss as many of the following
points as possible—if they seem relevant.
These are not the only kinds of questions you should consider; depending
on the film, there may be many more. Be
sure that you keep in mind that you are evaluating this film not as a general
reviewer but as a way of understanding the past.
PART II: Writing your film
analysis:
A. The film review should begin with a
bibliographical heading, such as:
The Little
Foxes. Written by Lillian
Hellman. Directed by WilliamWyler. 166 mins. Columbia Pictures, 1941.
B. Suggested approach for writing the paper:
C. The length of
the report will depend you the nature of the film and how you decide to
approach the analysis. I would think 5-6
pages would be about right.
8-10 pages typewritten, double-spaced. The title page does NOT count. Observe the normal rules of writing (using Turabian
(Chicago) style) such as standard one inch margins, page numbering, etc. (Also, please do not use folders or plastic
covers. A staple will suffice.
1.
Begin with an
overview of your specific topic. Then
move into a discussion of your argument/thesis.
Explain it carefully and concisely.
This should be about 1-2 pages.
2.
The bulk of a
research paper is a discussion of your supporting sources/evidence. Specifically, which of the documents will you
be using to support your argument and how?
Remember that while secondary sources are important, the strongest
arguments are based on primary sources. You
should also consider which of the other sources might possibly refute your
thesis and how you will address such conflicts.
6-8 pages should be about right.
Regarding sources, in this course we consider a
variety of source material: primary and secondary; and coming from journals,
monographs, and the internet; as well as sources that are non-textual. Your paper should employ a variety of those
discussed and at least one non-textual source.
3.
Next you will
want to consider if your argument/thesis has already been considered by
historians. (Don’t be discouraged if you
can’t come up with something original.)
Who are these historians, when did they write, and what were their
conclusions? How does your thesis differ
from theirs (if at all)? This should be 1-2 pages.
4.
Conclusion. 1
page
5.
When you quote or
draw on information that is not your own, use Turabian (Chicago) style. (DO NOT make up your own style of formatting.)
6.
Late papers are
penalized one letter grade per day after the due date. No papers which are more
than three days late will be accepted.
Tentative Class Topic and Reading List
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Jan 11 |
Introduction to the History
Workshop |
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Jan 18 |
What is History? Readings:
Keith Jenkins, “What History Is” in Re-Thinking
History
(pp. 6-32) https://dl.dropboxusercontent.com/u/48111098/Jenkins%20%27What%20History%20Is%27%20in%20Re-thinking%20History%20-%20Routledge.pdf; Benjamin 1, 2 |
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Jan 23 |
Historical Questions and
Writing an Historical Argument |
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Jan 25 |
Critical
Analysis |
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Jan 30 |
Intro to Examining Sources: iRead Subject-World
War I Readings:Wilson’s Address to
Congress, 1917 http://www.historymuse.net/readings/wilsonaddresstocongress.html |
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Feb 1 |
Contextualizing Sources: iRead Borderlands/Mexico:
“El Corrido de Gregorio Cortez” or “The Ballad of Gregorio Cortez” (1901) Readings: Benjamin 3; https://www.youtube.com/watch?v=QtE_bSr0uO4 (iRead assignment instructions) |
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Feb 6 |
The Critical Film Analysis |
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Feb 8, 13 |
Taking
Notes, Citing Sources, Avoiding Plagiarism Readings: Benjamin 4 |
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Feb
15, 20 |
Close Reading of Sources: iRead Subject-European
Renaissance: “Problems of Medical Research” from De Humani Corporis Fabrica by Andreas Vesalius (1543) Readings: Benjamin 5 |
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Feb 22, 27 |
The Critical Book Review Readings: Machiavelli, The Prince |
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March 1, 6 |
Historical Research/Using
the Library/Determining a Topic Readings: Benjamin 7 |
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March 8 |
Using the Internet: iRead Subject-US Revolutionary
War: Abigail Adams to John Adams, 31 March 1776 http://founders.archives.gov/?q=Abigail%20Adams%20john%2031%20march&s=1311311111&sa=&r=1&sr= |
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March 20, 22 |
Corroborating Sources: iRead Subject-19th Century American West: Butterfield Overland Mail Route (1858) |
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March 27, 29 |
Secondary Sources: journals iRead *Student
will analyze a journal source related to their own research |
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April 3, 5 |
Secondary Sources:
monographs iRead *Students
will analyze a monograph source related to their own research |
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April 10, 12 |
Using Non-textual Sources iRead *Students
will analyze a non-textual source related to their own research |
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April 17, 19, 24 |
Organizing and Writing the
Research Paper Readings: Benjamin 8 |
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April 26 |
Historiography: What to do
when historians disagree |
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May
1 |
Wrap-up |