HISTORY 385-001: the ART and METHOD of HISTORY (Revised 2

HISTORY 489: Senior Seminar

Spring 2014

Instructor: Joe Historian

Contact Information: 415 Landrum AC

Office Hours: 2-4 MWR

COURSE GOALS

The Senior Seminar is designed for Senior History majors. As part of the course, students will examine how history has been done, including learning about some of the major historiographies and methodologies employed by professional historians over time (i.e., a history of history). To express their historical competence students will demonstrate an ability to apply the methods and theories they have learned to an empirical research problem/question. Students will produce a final written paper on a research topic of their choosing. The final paper must also be presented in a public format at the end of the semester. Each student should strive to write a final paper of sufficiently high quality that could be considered for publication by a mainstream historical journal. Students also will explore career opportunities open to graduates in the field of history. The goals expected by the Department from the capstone experience are: written and oral communication skills, critical thinking, professional ethics, and scholarly improvement.

STUDENT LEARNING OUTCOMES

Understand the discipline of history, including such concepts as causality, conceptualization, and contextualization (assessed through research paper).
Understand the basics of historical interpretation, historiography, and different “schools” of historical thought(assessed through historiography paper).
Conduct research in primary and secondary sources, both in hard copy and online formats, including the effective use of library catalogs, search engines, and electronic databases (assessed through historiography and research papers).
Apply analytical skills to the study of history, including the ability to formulate meaningful questions, express original arguments, determine bias, distinguish between scholarly and non-scholarly sources, andevaluate and interpret various types of evidence (assessed through historiography and research papers).
Demonstrate mastery of formal writing style, including organizing and developing an argument, adhering to spelling and grammatical conventions, conforming to Chicago Manual style (assessed through research paper).
Demonstrate proficiency in presentation skills, including appropriate techniques of audio and visual content delivery and the ability to construct an organized and coherent verbal presentation directed to appropriate audiences (assessed through topic presentations).
Develop a professional work demeanor, including collaboration with colleagues, attention to details and deadlines, and adherence to ethical standards (assessed through class writings).

STUDENT RESPONSIBILITIES & ASSESSMENTS

1. Readings. Read all course materials, both in paper and digital formats. During the course of the semester you will be asked to read from several common sources and your personal research topic. If you have problems reading or do not seem to get much out of the texts, visit the Learning Assistance Center for help.

2. Research Paper. Write one research paperof at least 5000 words (exclusive of bibliography), typed, double-spaced, with 1” margins, and no excessive spacing anywhere. Your paper will address an important topic in history, including a thesis that takes a stand on an historical question and can be answered in more than one way, with a particular focus on historiography. Gradeswill be based on the quality of your argument,evidence, supporting analysis, clarity of expression, and conformity to Chicago Manual style. You will find detailed information on Blackboard.

3. Topic Presentation. Present the argument of your research paper in a 10-15 minutes oral presentation. You are welcome to use a visual aide (such as PowerPoint) or notes of some sort, but neither will be required. Presenting topics will help during the revision process by forcing you to conceptualize your argument and evidence.More information can be found on Blackboard.

4.WritingAssignments. Complete a series of tasks that address material we cover in class and readings.These offer you the opportunity to think about the materials we have covered both in and out of class. Students will NOT have the opportunity to make up missed work of this nature.

GRADES

The final grade for this class will be determined by the total number of points accumulated at the end of the semester divided by the total number of points possible. Assignments will be worth the following:

Final Paper 200 pts, Draft Paper 150 pts, Historiography Paper 100 pts, Prewriting Assignments 150 pts,

Topic Presentation 150 pts, Writing Assignments 150 pts = Total 900 pts

Final grades will be determined according to the following scale:

A 93-100%B+ 87-89%C+ 77-79%D+ 67-69% F Below 60%

A- 90-92%B 83-86%C 73-76%D 60-66%

B- 80-82%C- 70-72%

(Midterm grades will be issued for each student who has accumulated fewer than 30 hours of credit.)

MATERIALS

Required [T]:

Gilderhus, Mark T. History and Historians: A Historiographical Introduction. 7th ed. Upper

Saddle River, NJ: Prentice Hall, 2010.

Any historical writing guide, probably one you purchased for HIS 389

Blackboard [BB]:

Galgano, Michael J., J. Chris Arndt and Raymond M. Hyser.Doing History: Research and

Writing in the Digital Age. Belmont, CA: Wadsworth, 2008: 97-98.

Huppert, George. “The Annales Experiment.” In Companion to Historiography, ed. Michael

Bentley, New York: Routledge, 1997: 873-888.

Iggers, Georg G., Q. Edward Wang and SupriyaMukherjee.A Global History of Modern

Historiography. New York: Pearson, 2008: Chapter 1; 117-133; 281-306; 380-394.

McNeill, J.R. “Observations on the Nature and Culture of Environmental History.” History

and Theory, Vol. 42, No. 4, (Dec., 2003): 5-43.

Schulz, Constance B. “Becoming a Public Historian.” In Public History: Essays from the

Field, eds. James B. Gardner and Peter S. La Paglia, eds. Malabar, FL: Krieger

Publishing, 2004: 23-40.

Storey, William Kelleher.Writing History: A Guide for Students. 3rded. New York: Oxford

University Press, 2009: Chapter 1.

Woolf, D.R., ed. A Global Encyclopedia of Historical Writing, vol. II. New York: Garland

Publishing, 1998: 961-965.

COURSE PROCEDURES

Accommodations

If you have any disability that may affect your work in this class, please contact Disability Services (101 University Center) to verify qualifications for accommodations. To find out more about Disability Services, visit:

Classroom Culture

Our class provides an environment for questioning and learning about both the past and present. Sometimes students say, write, or post comments that represent historical, rather than personal, opinions or which may contain inaccuracies. Therefore, we must be ever vigilant to keep an open mind when others are expressing themselves. Feel free to disagree with someone, but do so in a way that challenges a belief rather than a person. Also, please refrain from activities that may interfere with the learning process for others, including excessive tardiness, cell phone usage, talking out of turn, or any other disruptive behavior.

Communication

Our class will communicate face-to-face, through online postings, and via email. Additionally, each student will be assigned to a study group to complete a project and provide a forum for asking questions and thinking about essays. Do not hesitate to contact the instructor at any time with questions, comments, or concerns.

Course Changes

The instructor reserves the right to change the syllabus as necessitated by circumstances and will inform the class of such changes in a timely fashion.

Expectations

Although everyone wants a final grade of A or B, reality seldom reflects such unqualified expectations.

The investment of time and money in a college education demands that this course remain both intellectually challenging and provocative. To help you understand instructor expectations, rubrics for most types of assignments will be posted on the website. The instructor will help in just about any way possible (except lowering the level of expectation), but the ultimate decision for learning remains yours. If you want to do well, begin preparing on the first day of class. Remember that you are responsible for reading and understanding this entire syllabus as well as all assignments posted on Blackboard. Above all else, you will be asked to think for yourself and to express your thoughts in a clear, logical and persuasive manner.

Extra Credit

Sometimes during the semester you may be given opportunities to engage in civic engagement by attending historical meetings or talks, providing pictures or scans and writing about trips to historical sites, or engaging in historical presentations/activities. Such assignments are NOT provided “on-demand.”

Make-up Work

Late assignments will be accepted if you notify the instructor before missing a deadline, although grades will be reduced relative to the degree of lateness.

Objectionable Materials

People in the past have not always behaved in ways that would be acceptable by our current standards. Therefore, some of the historical artifacts we use in class may contain frank language, stark depictions of the human condition, or violent episodes. Although objectionable aspects have been omitted when possible, please consider taking a different course if you are offended by such accounts.

Student Honor Code

The “Honor Code” is a commitment “that the students at NKU will not lie, cheat, or plagiarize to gain an academic advantage over fellow students or avoid academic requirements.” Sometimes you may be asked to acknowledge the honor code for exams or papers. If you are in any way unsure of the Honor Code and its ramifications, investigate further at:

Technical Difficulties

Rarely, students experience some sort of technological problem while completing an assignment. Most of the time, such errors could be avoided by carefully reading and following instructions. In the case of any such issue, you must notify the instructor immediately via email (or phone message if you cannot access email).

University Calendar

Check the NKU calendar for important information about registration, tuition, and drop dates:

RESEARCH PAPER – Due dates(specific day listed in syllabus)

Wk 2Topic choice (10 pts)

Wk 3Topic question(s) (20 pts)

Wk 4Research bibliography (35 pts)

Wk 5Annotated bibliography (35 pts)

Wk 6Historiography paper (100 pts)

Wk 8Writing conference (10 pts)

Wk 10Peer Review (30 pts)

Wk 10Draft paper (150 pts)

Wk 14Revising conference (10 pts)

Wk 15Final paper (200 pts)

Class Schedule

Schedule and assignments are subject to change during the semester. Check Blackboard (BB) for more information on most items below. Also, be aware of assignment due dates to allow proper preparation time.

Week 1Course Introductions

Why History?

Read: [T] Gilderhus, History and Historians, Chapter 1

Ask yourselves: Why should we study history? How do we study history?

Week 2Library meeting. We will meet in Steely Library 300 for a presentation/interaction with

a librarian.This class isessential and you are REQUIRED to attend. If you can’t make it, please contact me immediately.

Ask: Be prepared to ask as many questions as necessary for you to understand what is

available in and through the library and how to go about your research. You don’t

have to know your topic yet, but a couple of ideas would help.

Library research redux.

Read: [T] Marius & Page, A Short Guide to Writing About History, Chapter 1.

[BB] Storey, Writing History, Chapter 1

Ask: What goes into researching a topic? What tips did the librarian have for us? How

does this compare to the discussion in Marius & Page? To Storey’s suggestions?

Week 3Types of History – Early Western Tradition

Read: [T] Gilderhus, Chapter 2

Ask: What were the principle concerns of early historiography? Who was involved?

Types of History – Later Western Tradition

Read: [T] Gilderhus, Chapter 3

Ask: Did perspective on history change in the later Western tradition?

Week 4Types of History – Early and Later Non-Western Tradition

Read: [BB] Iggers & Wang, “Historiography in the Eighteenth Century,” 19-22; 32-

58; 58, 61-69 (endnotes)

Ask: How did Non-Western historiography differ from Western? Were there regional

differences?

Thinking About Doing History I

Read: [T] Marius & Page, Chapter 2 & Appendix C

Ask: What actually is involved in beginning the process of writing history? How does

one write a short essay?

Week 5Thinking About Doing History II

Read: [T] Marius & Page, Chapter 3

Ask: What is involved in gathering information for research?

Answer the following question: Select one or two major currents in Western

historical thinking before the nineteenth century and explain how they compare to

selectednon-Western historical thinking of the same period.

(Don’t forget to consult Appendix C in Marius & Page beforehand.)

Week 6Philosophy of History I

Read: [T] Gilderhus, Chapter 4

Ask: What are speculative approaches to the study of history and how were they

expressed over time?

Philosophy of History II

Read: [T] Gilderhus, Chapter 5

Ask: What are analytical approaches to the study of history and how were they

expressed over time?

Science, Nation State and History

Read: [BB] Iggers & Wang, “Science and the Nation-State,” 117-133; 151-154

Ask: What were the priorities of Western history in the last half of the nineteenth century?

Week 7Professional History Recently

Read: [T] Gilderhus, Chapter 6

Ask: What have been some more recent trends in the study of history?

Writing Reviews

Read: [T] Marius & Page, Appendix B

Ask: What is involved in writing an article/book review?

Week 8Specific Histories – Annales

Read: [BB] Huppert, “The Annales Experiment,” in Bentley, 873-888

Ask: How and why did the Annalesschool develop and how was this different from

earlier histories? Did Annales deliver? How?

Specific Histories – Women’s History

Read: [BB] “Women’s History – North America & Western Europe” in Woolf, ed. A

Global Encyclopedia of Historical Writing, 961-965

Ask: What have been the processes involved in the development of women’s history?

Week 9SPRING BREAK - no classes

Week 10Writing

Read: [T] Marius & Page, Chapter 4

Ask: How are you expected to take notes? What is key in writing a first draft?