History Behind American Treasures

History Behind American Treasures

HIS 317 online 8 week format

This is a condensed course that will require approximately 12 hours of research, reading, thinking, and writing every week. Please plan your schedules accordingly.

Professor: Dr. Debra Meyers ()

Course Description: Students compare the way historians use material culture with its use by television producers and museum curators.

Contact Information:

Please email me to schedule face-to-face, skype, Face Time, or phone appointments. I respond to emails Monday-Saturday several times per day and I grade postings within 48 hours after the due date/time. Please note that all times are Eastern Standard.

Steps to Take In Case of Emergency:

·  Power outage or computer melt down-- email me as soon as possible to make arrangements to complete the course.

·  Blackboard is down-- you are required to email assignments on time to the address above.

·  Family/work/health – please email me to discuss your options for completing the course.

Minimal Technical Requirements for this Course:

You will need access to a computer (either a PC or a Mac), Internet service, a Web browser (preferably Mozilla Firefox or Internet Explorer 9), Microsoft Word and PowerPoint, and Adobe Reader. Note: If you do not have Microsoft Office installed on your computer, you can access light versions of Word and PowerPoint through your NKU Webmail account. (See the “Technology Assistance” menu item for more details.)
You will also need access to a headset or speakers to hear the introduction and orientation to the course via Blackboard Collaborate Voice Tools. A text version is provided. Should you have difficulties with these audio tools, visit the “Technology Assistance” content area in the left-hand menu.
Finally, you should plan to use a PC or Mac for this course, as opposed to a mobile device. Although much of Blackboard’s content is accessible via mobile device, some features (such as commenting within a blog) are not available.

Select “Technology Assistance” on the left-hand menu to access other information related to technical needs for this course.

Students with Disabilities:

Students with disabilities who require accommodations (academic adjustments, auxiliary aids or services) for this course must register with the Office of Disability Services. Please contact the Disability Services Office immediately in the University Center, Room 101, http://disability.nku.edu, or call (859) 572-6373 for more information. Verification of your disability is required in the Office of Disability Services for you to receive reasonable academic accommodations.

Plagiarism and NKU’s Honor Code:

In A Dictionary of the English Language of 1755, Samuel Johnson defines plagiarism as “Theft: literary adoption of the thoughts or works of another.” The NKU Student Honor Code is a commitment to the highest degree of ethical integrity in academic conduct, a commitment that, individually and collectively, the students of Northern Kentucky University will not lie, cheat, or plagiarize to gain an academic advantage over fellow students or avoid academic requirements. The full text of the Honor Code may be found at http://www.nku.edu/currentstudents/policies/honorcode.php.

The NKU Code of Students’ Rights and Responsibilities is available at http://deanofstudents.nku.edu/codes_and_policies/codeofstudent_rights/index.php.

All work submitted must be written exclusively for this course and is subject to the NKU Student Honor Code. The use of sources (ideas, quotations, argument structures, and paraphrases) must be properly documented. In addition, you may not adapt work written for a previous or concurrent course for this course unless you obtain written permission to do so by the instructors of both courses. Plagiarism and other forms of cheating will not be tolerated and will result in a final grade of “F” for the course and possible dismissal from the program.

Modification of the syllabus may occur due to unanticipated circumstances, in which case students will receive maximum prior notification.

Course Goals/Student Learning Outcomes: History is concerned with understanding change and development over space and time. Students in history courses should obtain a fundamental grasp of the major eras, driving forces, formative movements and ideas in the shaping of nations or regions in a global context.

Students will hone their research and communication skills as they evaluate and analyze primary and secondary sources and gain an understanding of how historians interpret the past. This process will also encourage students to think historically, to develop their capacity for understanding complexity, and to understand the extent to which people’s opportunities and choices are shaped by their historical contexts.

Student Learning Outcomes

Students successfully completing this course will demonstrate:

I. Knowledge Gained by:

·  Addressing important questions, both contemporary and enduring in written work.

·  Acquiring, synthesizing, and analyzing a sufficient volume of content to master the program of study.

II. Acquisition of Intellectual and Practical Skills by:

·  Demonstrating intellectual curiosity, resources of the imagination, and critical engagement.

·  Displaying a significant capacity for critical thinking, inquiry, and analysis.

·  Exhibiting precision and clarity in reading, writing, and oral communication.

·  Showing accomplished levels of research and information literacy skills used effectively and ethically.

·  Reconciling disparate points of view in scholarly work through written expression.

III. Increased Capacity for Learning by:

·  Creating written work that unites concepts and practices across multiple levels, disciplines, and settings.

·  Applying discipline based knowledge, skills, and abilities to new settings and increasingly complex problems.

Course Requirements and Student Assessment: Students submit writing assignments (blog postings and a concise self-evaluation paper). Late writing assignments will not be accepted. Grades of “incomplete” will be given only with the instructor’s permission and only for documented serious illness or immediate family emergency.

Blog postings (700 points)

Reflection essay (100 points)

The instructor assigns a grade based on the quality of the work submitted. For the formal writing assignments, students must present a clear and concise thesis statement, followed by supporting evidence (with specific references from the primary or secondary sources required for the assignment), and a concluding summary pointing to the significance of the assignment or the thesis. These exercises introduce students to historical methods by asking them to reevaluate simple cause and effect explanations of historical events.

Required Text-- Select one of the following:

·  Robert Blair St. George, Material Life in America, 1600-1860 (Northeastern University Press --any edition will work for this course)

·  Thomas Schlereth, Material Culture Studies in America: An Anthology (American Association for State and Local History)

·  Jules Prown and Kenneth Haltman, American Artifacts: Essays in Material Culture (Michigan State University Press)

Used copies of the above textbooks can be found for less than $10.

You will also need a writing manual that includes Chicago style, such as Hacker, A Pocket Style Manual

Weekly (blog) writing assignments

Students will read a chapter from one of the required textbooks listed above and then search for one additional secondary source (a scholar’s interpretation of primary sources) that deals with the same kinds of artifacts described in the required reading. This secondary source must be selected using the library’s extensive journal database.

A significant portion of the formal essay will compare and contrast these secondary sources. Additionally, the essay will compare these scholarly treatments of artifacts with a popular culture treatment of the genre. Use must use at least three museum exhibits and three television programs. For the seventh blog you may choose from any of the sources on the list below that you have not previously used.

Note: the scholarly articles may address the same TYPE of artifact. For instance, if your textbook article deals with gravestone images, your other sources could focus on gravestone images OR you could broaden your essay with a discussion of mourning iconography. In that case, the journal article may deal with antique mourning jewelry and your popular culture source could focus on mourning needlepoints or perhaps death photographs. (Middle-class families in the nineteenth century often had deceased children photographed.)

The popular culture interpretation of the artifact genre under consideration must come from one of the following:

·  Traditional museum exhibit

·  Local Historical Society exhibit

·  Virtual museum (google “virtual museum exhibits” or search specific museums online such as the Huntington, Smithsonian, DeWitt Wallace, Winterthur)

·  Antiques Roadshow (PBS series)

·  Antiques Uncovered (BBC series)

·  American Pickers (History Channel series)

·  Antiques Addicts (YouTube series)

·  All Star Dealers (Discovery Channel series)

·  America’s Lost Treasures (National Geographic series)

·  Cash in the Attic (HGTV series)

·  Hard Core Pawn (Tru TV series)

·  History Detectives (PBS series)

·  Salvage Hunters (Discovery Channel series)

·  American Digger (Spike TV series)

·  Market Warriors (PBS series)

·  Toy Hunter (Travel TV series)

·  Auction Kings (Discovery Channel series)

·  Hollywood Treasure (Syfy series)

Notes: Many episodes of the TV shows are available online. Also, please avoid citing a particular popular culture venue in more than one essay. In other words, you will use seven different sources from the list above to complete the seven blog essays.

The final product will be a well-organized formal (minimum of 600 words) essay. Essays must be checked for grammar and spelling errors before posting on to the week’s blog site before noon every Friday. Each essay will incorporate specific examples from the scholarly readings and the additional popular culture source to support a clearly articulated thesis. Chicago Manual Style footnotes must be used to cite all sources. Please keep in mind that while brief summaries of the various sources are essential, your critical analysis of the material will have a greater impact on your final grade.

Blog comments

Students are also required to comment on at least one other student’s posting (minimum of 50 words).

Blog comments should always:

·  Be factually correct

·  Reflect critical thinking and reading skills

·  Be respectful

·  Encourage further development of peer postings

Online etiquette must be observed in this course. When writing your blog entries, e-mail messages, etc., keep these points in mind:

·  Avoid language that could be interpreted as strong or offensive.

·  Be cautious when attempting humor or sarcasm.

·  Do not forward virus warnings, jokes, spam, or inappropriate emails to the class or instructor.

·  Do not share classmates’ personal information or forward emails without permission.

·  Review, edit, and proofread—for both meaning and format—before hitting Submit.

·  Never use language designed for social media (e.g., LOL).

·  Keep e-mail attachments as small as possible.

Weekly Blog Rubric 100 pts

___ (10 pts) textbook chapter was used and cited correctly

___ (10 pts) library database journal article was used and cited correctly

___ (10 pts) popular culture source was used and cited correctly

___ (10 pts) introduction provides background information (who, what, when, where)

___ (10 pts) thesis statement is clearly stated in the first paragraph

___ (10 pts) body of the essay supports the thesis

___ (10 pts) conclusion provides a summary & points to the significance

___ (10 pts) proper spelling, grammar and formatting are used

___ (10 pts) critical thinking is evident

___ (10 pts) comment on peer’s formal essay is relevant and factual (50 word minimum)

General essay writing hints:

o  Construct each essay as though you were presenting it to an audience that knows little about history.

o  Each essay must have an introductory paragraph that includes a clear thesis statement and background information. Each subsequent paragraph will begin with a precise topic sentence that supports your thesis. Your conclusion should restate your thesis, summarize your essay and point to its significance. Conclusions should not introduce new evidence to support your thesis.

o  Be sure to footnote all quoted material and all major ideas, conclusions, statistics, or interpretations using Chicago Manual Style footnotes.

o  Never cite Wikipedia or other encyclopedias in a scholarly paper.

o  Quotes must be short (1-2 lines long). Do not use block quotes.

o  Proofread for spelling and typing errors.

SOME QUESTIONS TO HELP YOU GET STARTED WITH THE COMPARISON ESSAYS.

ANALYZING A SCHOLARLY ARTICLE

1. What is the major thesis and position of the author?
2. Briefly state in your own words three FACTS presented by the author.
3. Briefly state in your own words three OPINIONS presented by the author.
4. What cause/effect relationships were stated or implied by the author?
5. Were any of these faulty? Explain why.
6. Did you find evidence of other logical errors on the part of the author (distortions, oversimplification, stereotyping, faulty generalization)?
7. How credible is the author? What are the author’s credentials?

COMPARING SCHOLARLY ARTICLES

1. Indicate any similarities in the two scholarly arguments.
2. Indicate three main areas of disagreement.
3. What sources are used to support their positions?
4. How do these scholarly arguments compare to the popular culture presentations?
5. State your position and provide a justification.

Reflection Essay (due at the end of the term)

In this 500-word (minimum) reflection paper, students are required to describe the extent to which they have:

·  Posted essays to demonstrate critical analysis of central course concepts.

·  Learned from others in the class.

·  Met the student learning outcomes outlined on the syllabus.

·  Addressed one of the following material culture concepts:

o  Identified the costs and benefits of using material culture to support a historical argument.

o  Compared and contrasted the way academic historians and public historians use material culture. How is this different from the way material culture was used in the television shows you researched?

o  Offered an explanation for the veritable explosion of material culture related television programs in recent years.

Reflection EssaY Rubric 100 pts

___ (20 pts) critical analysis of central course concepts

___ (20 pts) learned from others in the class

___ (20 pts) met the student learning outcomes for the course

___ (30 pts) addressed one of the material culture concepts

___ (10 pts) attention to spelling, grammar and formatting

Schedule of Classes and Assignments:

Week One

A few thoughts to ponder before beginning this week’s work: