This course is an introduction to the methods and practice of the study of history. Students will learn to understand how historians construct and write about the past and will be introduced to the history of the writing of history. Students will also learn to critically evaluate historical arguments and the material used to produce those arguments, to develop research skills, and to produce written work in accordance with disciplinary conventions.
The description above is the official verbiage. Now for the Isaac spin. This course has a twofold purpose: to introduce historians-in-the-making to both the practical and philosophical “Whys” and “Hows” of our craft. Because of this approach, the course is going to have a lot of both reading and writing. We will be absorbing the mentorship of leading historians and then writing so as to test that mentoring and our mastery of the skills involved. Why should young historians subject themselves to this gauntlet? For the simple reason that, if they invest themselves at this time and level in these questions and skills, they will profit therefrom in every following history course they take. So...
Through this course, students will:
- Demonstrate the ability to produce written work according to academic conventions outlined in The Chicago Manual of Style.
- Define history and explain its evolution as a discipline through the study of the history of the writing of history.
- Apply knowledge of the varying approaches historians take to their subject through an analysis of multiple schools of history.
- Communicate effectively and advance persuasive arguments through classroom discussion.
- Demonstrate the ability to read primary and secondary sources critically, including recognizing bias, evaluating the usefulness of a source, and analyzing the significance of a source.
- Demonstrate the ability to conduct research, including competency in utilizing the library catalog, periodical databases, and evaluating internet sources.
- Demonstrate competency in disciplinary writing through the completion of at least one of each of the following assignments: 1) Book review; 2) Primary document analysis; 3) Historiographical essay.
Grading and Assignments
Readings: There is an abundance of reading ahead, but a steady pace will keep your head afloat. Please take this counsel to heart, and do not skip assignments. Doing so will eventually catch up with you in unpleasant ways. In addition, do not put the reading off until the last moment; much of the material will be complex and require an investment of your brain, not just your time. Nonetheless, you will need time to digest it properly. Some of the readings will overlap a bit; trust me: the repetition will only help you.
Participation: This course will operate primarily as a seminar, not as a lecture. This means that student participation is of the utmost importance. This category can include things like attendance, academic courtesy, diligence in completing assignments, and still other intangibles. Primarily it will focus on classroom contributions to discussions. Just in case you haven't seen the point here: this will be the primary way in which the professor evaluates your reading habits. Be prepared for an intensely Socratic approach! (15% of course grade)
Weekly Exercises: Most Thursdays (but some Fridays), there will be a written assignment, usually tied directly to that day's readings. The nature of these assignments will vary as different skills are being emphasized, so pay attention to directions/announcements in Blackboard. Thursday assignments are due at the start of class; for Fridays, by 5pm, either in my campus mailbox, or slid under my office door. (15% of course grade)
Primary Document Analysis: In consultation with the instructor, each student will select and analyze a primary document related to the topic of their historiographical essay. The analysis will include short answers to basic questions about the selected document (authorship, intended audience, etc.) as well as a three-page (+/- ½ page) argumentative essay regarding what the document reveals about the society and period it pertains to. A word to the wise: incorporating even now the secondary sources you will be later using to complete your historiographical essay can only help the analysis. The argumentative essay must be double-spaced, stapled, typed in a 12-point font, and conform stylistically to the Chicago Manual of Style. (15% of course grade)
Historiographical Essay: An 8-10 page historiographical essay on the topic of your choice is required. (20% of course grade) Details in Blackboard.
Final Exam: (15% of course grade)
Book Reviews: Guidelines to this assignment are located here, but further counsel on book reviews is also tucked away in each of our course textbooks. Maybe it's time to consider the merits of how an index works? (10% each of course grade)
Lecture and Reading Schedule
We have three required texts, plus numerous on-line readings, for this course. Be sure you have:
- Claus & Marriott, History: an introduction to theory, method and practice
- Jim Cullen, Essaying the Past
- Rampolla, A Pocket Guide to Writing in History
Come to class having already digested the day’s reading. (C&M refers to the Claus & Marriott text, but you doubtless had already figured that out...)
Readings and Assignments
|15 Jan||Introduction to Course; Begin Shooting the Past||Go over syllabus;|
|22 Jan||Conclude Shooting the Past; discussion||Wineburg, “Historical Thinking and Other Unnatural Acts”|
|24Jan||Words: In the Library/Primary v. Secondary|
|29 Jan||Words: Which to Read, Which to Ignore||Cullen: Ch. 6, 7|
|31 Jan||Words: Ways (not) to Write Them||Cullen: Chs. 8, 9|
|5 Feb||History& Historiography: Introductions|
|7 Feb||History in the Ancient World||C&M: 113-132|
|12 Feb||History in the Ancient World (cont.)|
|14 Feb||Medieval Historical Writing||C&M: 134–139, 143–145|
|15 Feb||First Book Review Due (5pm)|
|19 Feb||Medieval Primary Source|
|21 Feb||Workshop: Plagiarism||Rampolla: 98–105; Cullen: Appendix C|
|26 Feb||The Modern Turn||C&M: 61–65; 154–162; 70–73|
|28 Feb||Workshop: Citations||Bring Rampolla and several of your sources to class.
Writing: Prelim Bibliography (due by 5pm, Friday 1 March)
|4-8 Mar||Spring Break||Happy Studying/Writing ??|
|12 Mar||“Wie es eigentlich gewesen”|
|14 Mar||Skills Workshop|
|19 Mar||Marx and History||
|21 Mar||The History Boys||Primary Document Analysis Due|
|26 Mar||Annales : Macrohistory & longue durée|
|28 Mar||Microhistory||Ginzburg, “Microhistory: Two or Three Things thatI Know about It”|
|Reaction Essay : Cf Micro/Macro|
|2 Apr||Other Disciplinary Toolboxes|
|4 Apr||Letting the Internet back in...|
|9 Apr||History & Gender|
|11 Apr||Workshop: the Devil in the Details|
|16 Apr||Environmental History|
|18 Apr||History & Postmodernism I||C&M: 89–108|
|19 Apr||Historiography Paper Due|
|23 Apr||History & Postmodernism II|
|25 Apr||Envoi: Obligations (or Not)?||Haskell, “Objectivity is not Neutrality: Rhetoric vs. Practice in Peter Novick’s That Noble Dream”|
Dr. Steven Isaac
Office: Ruffner 226A
Office Phone: 395-2225
Office Hours: 11:00 weekly
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