Overview

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 catalog verbiage. Now for the Isaac spin. This course has a twofold purpose: to introduce historians-in-the-making (that's you) 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 talented historians and then writing so as to test 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 in every following history course they take. So...

Course Objectives

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

Participation/Readings:   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, though, 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! If the professor believes people are treating readings lightly, pop quizzes will occur as a consequence; they (the quizzes) then will start to take over this category.
      Admittedly, 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—and not in good 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. You will need time to digest it properly. Yes, some of the readings will overlap a bit. Trust me: the repetition will only help you.(14% of course grade)

Writing Exercises:  Throughout the semester, there are a number of writing assignments, usually tied directly to that week’s readings. The nature of these assignments will vary as different skills are being emphasized, so pay attention to directions/announcements in Canvas. Assignments are due at the start of class, unless otherwise stipulated. In other cases, or for late work, they may be either placed in my campus mailbox, or slid under my office door. (9% of course grade)

Citation Mastery: Similar to the written work above, we will have a program across the semester of studying how to cite sources correctly. After initial workshops, plus review of our various manuals/guides, there will be a series of citation exercises to complete online. Cumulatively, these exercises will account for 9% of the course grade.

Primary Document Analysis: Early on in the semester, we will analyze a set of primary documents.  The analysis will include short answers to basic questions about the selected document (authorship, intended audience, etc.) as well as a four-page (+/- ½ page) argumentative essay regarding what the documents reveal about the contemporary society and period.  This argumentative essay must be double-spaced, stapled, typed in a 12-point font, and conform stylistically to the Dept. Style Guide or Chicago Manual of Style. (12% of course grade)

Historiographical Essay: An 8-10 page historiographical essay on the topic of your choice is required. (20% of course grade) Details will be available in Canvas.

Final Exam: (14% of course grade)

Book/article Review:  Guidelines to this assignment are located here, but further counsel on book reviews is also tucked away in each of our course textbooks. (11% each of course grade)

Lecture and Reading Schedule

We have four required texts, plus a number of on-line readings, for this course. Be sure you have acquired the following:

• Cullen, Essaying the Past
• Mark Donnelly, Doing History
• Natalie Zemon Davis, The Return of Martin Guerre
• Mary Lynn Rampolla, A Pocket Guide to Writing in History

Come to class having already digested the day’s reading. Recall: according to the student handbook, you should expect to spend (at least!) 2.5 hours of I have some of the earlier web-based readings directly linked. Later on, as you get used to databases like J-Stor, I've not always linked the reading, anticipating that you'll know by then how to find the articles yourself.

Date	Topic	Readings and Assignments
13 Jan	Introduction to Course; Begin Shooting the Past	Go over syllabus Cullen, 1–3
18 Jan	Continue with Shooting the Past “History Is...” handout	Rampolla, 1–8 (ch. 1) Cullen: 7–13 General “Mad Dog” Mattis
20 Jan	Conclude Shooting the Past Assignment Due	Cullen: (4e)15–30 / (3e)16–28 Writing: “History is...”
25 Jan	History: Why? What’s it Good For?	Wineburg, “Historical Thinking and Other Unnatural Acts” Cullen, (4e)31–36 / (3e)29–34
27 Jan	Reading, Writing, and “Voice”	Cullen: (4e)63-71 / (3e)59-66 Donnelly/Norton: 99–113
1 Feb	Argument & Evidence: Evaluating Sources	Cullen: (4e)47–60 / (3e)44–56 Rampolla, 9-26 (ch. 2) Rael, “How to Read a Secondary Source” Burke, “How to Read in College”
3 Feb	Argument & Evidence: Thesis-Hunting	Rampolla, 27–38, 43-48 (ch. 3 selections) Cullen: (4e) 59–60 / (3e)55–56 Rael, “Predatory Reading”
8 Feb	In the Library: Primary v. Secondary	Rampolla, 89–110 (ch. 5) Cullen: (4e) 37–45 / (3e) 35–43 /
10 Feb	Historians at Work: Questioning the Eyewitness	Marcus Bull, “Introduction” (1–40... 67–71)
15 Feb	Citation Workshop	Axtell, “Europeans, Indians, and the Age of Discovery...” Bring Rampolla to Class!
17 Feb	Close-Reading: a monograph	Davis, vii–x, 1–41
22 Feb	Closer...	Davis, 42–81
24 Feb	Closer still...	Davis, 82–125
1 March	Martin Guerre: the Debate	Finlay versus Davis
3 March	Paper-Writing: the Research Question Assignment Due	Cullen: (4e)73–80/(3e)67–73 Rampolla, 55–75 (ch. 4a-e) Research Question/Proposal Due
7-11 March	Spring Break
15 March	Paper-Writing: Wrestling with the Internet Assignment Due	Cullen, (4e)37–45 Rampolla, 22–26 Article Review Due
17 March	Paper-Writing: Building your Argument	Cullen:(4e)81–121 /(3e)73–110
22 March	History & Historiography: Introductions	Cullen: (4e)15–20/(3e)14–19 Writing: Outline exercises and Primary Doc. Analysis to be handed out in class
24 March	Providential & Mythic History vs. an Alternative?	I Chronicles 11–15 (avail. in Canvas; pay attn to intro and explanatory notes!) M.I. Finley, “Myth, Memory, and History”
29 March	Medieval Historiography Assignment Due	Donnelly/Norton: 17–33 Roger of Howden, “The Revolt of 1173–1174” Writing: Outline exercises & essay on German Letters (Prim. Doc. Analysis) due in class
31 March	From Enlightenment to Von Ranke Assignment Due	Overview and all 3 Links under “Miscellany” Donnelly/Norton: 37-41 Brief Annotated Bibliography
5 April	Broadening the Story	“Dialectical Materialism” at the Unnameable Site (Read Secs. 1-5) Donnelly/Norton: 41-56
7 April	Working with Quotations	Bring several of your sources to class. Rampolla, 119–135 Cullen, Appendix C, 160-169
12 April	Workshop: Plagiarism	Rampolla, 111–118 (ch. 6) Isaac, “Plagiarism”
14 April	Paper-Writing: Revising	Rampolla, 75–88 (ch. 4f-g) Cullen: (4e) 137–143 / (3e)118–129 Isaac, “Writing Guide”
19 April	Longwood Research Symposium Day
20 April	Longwood Undergrad Research Presentations	Attend a session (review due on 28 Apr)
21 April	Assignment Due	Writing: Revision of German Student Letters Papers
26 April	Authority & Marginality	Donnelly/Norton: 119–137, 143–158
28 April	Historical Futures Assignment Due	Donnelly/Norton: 163–177, 183–196 Poster (or Book) Review
	Practice Quiz: Footnotes	Canvas Quiz (goes live Friday 29 April)
3 May	FINAL EXAM	As scheduled by the University Registrar (8am)
4 May	Assignment Due	Historiography Paper Due by 5pm

Academic Honesty

Sadly, every year a few students attempt to submit work which is not their own. This act is, of course, the crime of plagiarism. Do not test your luck in this arena. The eventual odds are against you, and the penalties are unpleasant. Any student who submits plagiarized work will automatically fail the entire course. Previous students have found that I do not negotiate this point. If you're not sure what constitutes academic dishonesty, consult the student handbook, ask your instructors, or see my links to the problem.

All other forms of cheating will be penalized to the fullest extent of university policies.

Contacting Dr. Isaac

• Office: Ruffner 226A
• Telephone: 395-2225
• e-mail: isaacsw@longwood.edu
• Office Hours:  MW 2:00–2:50; TR 1:00-2:00
• Feel free to drop in at anytime; if I can’t see you during the set office hours, I will gladly set up an appointment at your convenience. I am available most afternoons as well if you just want to come by.