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. (15% 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 in class and/or online. (11% of the course grade)

Primary Document Analysis: 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)
Internal Assignment Weights: First Draft (9%); Second Draft (3%)

Historiographical Essay: An 9-10 page essay (with strong historiographical component) on the topic of your choice is required. (25% of course grade) Details will be available in Canvas.
Internal Assignment Weights: Preliminary Tasks (5%); Draft Meeting (4%); Submitted Essay (17%)

Final Exam: (12% of course grade)

Book Review:  Guidelines to this assignment are located here, but further counsel on book reviews is also tucked away in each of our course textbooks. (10% each of course grade)

Lecture and Reading Schedule

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

• Wendy Pojmann, Barbara Reeves-Ellington, Karen Ward Mahar, Doing History
• Natalie Zemon Davis, The Return of Martin Guerre
• Mary Lynn Rampolla, A Pocket Guide to Writing in History, 10th ed.

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 outside of class studying for every enrolled 1 hour. 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
11 Jan	Introduction to Course; Begin Shooting the Past	Go over syllabus Doing History, p. 3 Rampolla, 1–8 (ch. 1)
16 Jan	Continue with Shooting the Past “History Is...” handout	Doing History, 3–10 Burke, “How to Read in College”
18 Jan	Conclude Shooting the Past	Discuss Movie and Burke reading
19 Jan (Fri)	Assignment Due	Writing: “History is...”
23 Jan	History: Why? What’s It Good For?	Wineburg, “Historical Thinking and Other Unnatural Acts” Rael, “Predatory Reading”
25 Jan	Historians at Work	Doing History, 10–36
30 Jan	Historiography & Thesis-Hunting	Doing History, 37–51 Rael, “How to Read a Secondary Source”
1 Feb	Argument & Evidence: Primary Sources Assignment Due	Doing History, 53–72 Rampolla, 9-26 (ch. 2) Writing: My Last Paper...
6 Feb	Paper-Prep: Early Research Steps Assignment Due	Doing History, 82–85 Rampolla, 27–31 (ch. 3a); 89–93 (ch. 5a) Research Question/Proposal Due
8 Feb	Research: Making Plans & Taking Notes	Rampolla, 89–110 (ch. 5)
13 Feb	Citation Workshop	Axtell, “Europeans, Indians, and the Age of Discovery...” Bring Rampolla to Class!
15 Feb	Close-Reading: a monograph	Davis, vii–x, 1–41
20 Feb	Closer...	Davis, 42–81
22 Feb	Closer still...	Davis, 82–125
27 Feb	Martin Guerre: the Debate	Finlay versus Davis
29 Feb	Reading, Writing, and “Voice”	Rampolla, 27–38, 43-48, & 82–88
4-8 March	Spring Break
12 March	Possible Library Activity	TBF
14 March	Research: Wrestling with the Internet Assignment Due	Rampolla, 22–26 Article Review Due
19 March	Research: Wrestling with Primary Sources	Doing History, 191–202, 209–210, 219–220 (do not “do” any of the activities, but do consider them; we will do several in class)
21 March	Paper-Writing: Building your Argument	Rampolla, 51–65
26 March	Paper-Writing: Getting the Words Out/Down	Rampolla, 65–81 Writing: Outline exercises and Primary Doc. Analysis to be handed out in class
28 March	Working with Quotations	Bring several of your sources to class. Rampolla, 119–135
2 April	Citation Workshop II (plus annotating) Assignment Due	Review Rampolla, 32–34 Writing: Outline exercises & essay on German Letters (Prim. Doc. Analysis) due in class
4 April	Sentences, Paragraphs, Notes... Assignment Due (now 5 Apr)	“Writing for your Reader” (Canvas) Brief Annotated Bibliography
9 April	Symposium Day	Draft Meetings
11 April	Focus on First Draft	Draft Meetings
16 April	Paper-Writing: Revising	Rampolla, 75–88 (ch. 4f-g) Isaac, “Writing Guide”
17 April (Wed)	Longwood Undergrad Research Presentations	Attend the HIST session (Blackwell Audit. @ 10:55)
18 April	No Class (see day before/above!)
23 April	Plagiarism Workshop Assignment Due	Rampolla, 111–118 (ch. 6) Isaac, “Plagiarism” Writing: Revision of German Student Letters Papers
25 April	Review: Citations Assignment Due	Last Citation Quiz/Excercise
29 April	Assignment Due	Historiography Paper Due by 5pm
30 April	FINAL EXAM @ 8 a.m.	As scheduled by the University Registrar

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 11:00–noon; TR 3:30-4:30
• 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.