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| History Department |
History 301 – History Conversations
Fall 2008
Learning is not attained by chance.
It must be sought for with ardor and attended to with diligence.
- Abigail Adams
R. Whalen 209 Watkins
Ofc Hrs: MW 11:00 – 11:50 ofc: 337‑2208
& by app’t.
Please be sure to check the e-copy of this syllabus, found on the Queens University of Charlotte/Undergraduate/History Major webpage, for important updates!
The Honor Code. The Honor Code, which permeates all phases of university life, is based on three fundamental principles. It assumes that Queens students: a) are truthful at all times, b) respect the property of others, and c) are honest in tests, examinations, term papers, and all other academic assignments. It is a violation of the Honor Code for a student to be untruthful concerning the reason for a class absence "Responsibilities to Students\: Honor Code". Please contact the instructor if you believe a violation of the Honor Code has occurred.
I. History 301 – History Conversations explores the extraordinary variety of history by examining the ways in which historians have tried to understand the human experience of living and thinking in time.
Prerequisites. Required of history majors, this course is open to anyone interested in history. Since it’s important that students in this course are broadly familiar with history, students should either have completed these basic history courses, History 201, 202, 203, 204, 299, or have permission of the instructor.
History 301 meets Tuesday and Thursday, 2:50 – 4:05.
II. Preliminaries:
a. Student Information Hotline. Information about delayed or cancelled classes (for example, in cases of inclement weather) is available at this number: 704 337 2567.
b. University Closings / Cancelled Classes. In the rare occasion when it is necessary to close the university, announcements will be made on TV and radio, and will be posted on the Queens web site (www.queens.edu). Students who live on campus will be notified of a decision to cancel classes through their voice mail. Commuter students should call the Queens Information Hotline (704-337-2567). NOTE: If classes are meeting but you feel that you cannot find a safe way to get to class, you should notify the instructor as soon as possible.
c. Special Accommodations. Instructors can provide students with special accommodations only when authorized to do so in writing by the office of Student Disability Services. If you are a student with a verified disability and you require accommodations, please contact Student Disability Services to obtain the necessary approval for accommodations, and provide your instructor with that approval. Student Disability Services is located in the College of Arts & Sciences Dean’s Office, first floor McEwen, tel. 704 337 2508.
d. Center for Academic Success. The Center for Academic Success provides a wide range of services, including tutoring, workshops, study sessions, and so on that can really help you develop your academic skills. Check out the Center’s website at: www.queens.edu/center.
III. Objectives.
A. History 301 has TWO OBJECTIVES:
(1) the EMPIRICAL OBJECTIVE: by the end of this course, you will have mastered a substantial body of information concerning the varieties of history
The EMPIRICAL OBJECTIVE is based on the assumption that understanding reality – in this case the reality of modern Germany – requires students to master a specific “vocabulary,” a specific “data base,” and to be able to recall, define, and relate to each other a wide array of terms. Command of basic empirical information is fundamental to learning. Homework assignments, quizzes, and examinations will test students’ command of this information.
(2) the CRITICAL OBJECTIVE: by the end of this course, you will have developed the ability to think critically and historically about the craft of history. In particular, the work in this class will enhance your ability to analyze historical information and synthesize that information critically into new understandings of the historian’s craft.
THINKING HISTORICALLY means that this course will engage students in a specific form of critical thinking called “thinking historically.” Can we ever understand anything about our lives? “Critical thinking” assumes that yes, if we think clearly and systematically, if we evaluate evidence carefully, we can detect patterns, relationships, causes and effects, that shape our world. “Thinking historically” assumes that a key aspect of critical thinking is the ability to “think in time,” that is, the ability to connect past, present, and future, to realize that actions have consequences, and that causes have effects, because, as the History News Network says, “The past is the present – and the future too.” Your classroom discussions, and especially your research essay, will be opportunities for you to demonstrate your ability to “think critically and historically.”
An “excellent” performance in this class means that a student has (1) mastered key data relevant to the craft of history and (2) can use this data successfully to think critically and historically about the practice of history.
IV. Texts. These are the assigned texts:
1. David Howarth, 1066.
2. John Putnam Demos, Entertaining Satan.
3. Nell Irwin Painter, Sojourner Truth
4. Paul Fussell, The Great War & Modern Memory.
It is YOUR RESPONSIBILITY to obtain and read the assigned texts.
We will view FILMS, parts of films, and videos in class. These materials will NOT be on library reserve because in most cases they will be borrowed for a short time only and will have to be returned. The films are as important a part of the class as the readings and other materials and you will be tested on them.
Other readings will be available as Library Reserves (LR) in Everett Library, as handouts, and on the History Department web page.
V. Internet Materials. The syllabus, handouts, and supplementary readings will be found on the History Web Page at www.queens.edu. Please “bookmark” the appropriate web page. Be sure to check this page BEFORE EACH CLASS!! Assignments may change! Failure to check the web page does NOT exempt you from new or changed assignments!
VI. PREPARATION FOR CLASS.
You must diligently prepare for each class. This means:
a. You must plan to spend around 2 ½ - 3 hours of out-of-class work for every 1 hour in class. This norm is standard for U.S. colleges and universities.
b. “Diligent preparation” means:
· READING the assigned texts;
· UNDERLINING AND ANNOTATING the assigned texts;
· Taking NOTES from the assigned texts (key terms & definitions.
· Preparing to DISCUSS the assigned texts in class.
This is an upper-level university class. As an upper-level student, YOU should be able to extract the most important points from the assigned texts without prompts and study-guides. If you have questions about the assigned materials, please feel free to raise those questions in class.
VII. Participation in Class.
Learning occurs best when well-prepared persons meet to discuss thoughtfully the topic at hand. Therefore:
a. ATTEND EACH CLASS. The ATTENDANCE POLICY for this course is as follows: Students are expected to attend every class. A student may miss three classes during the term without penalty. If a student exceeds this limit, the student’s final average will be reduced by 5 points (on a 100 scale) for each additional absence. Students who have reason to believe that because of some emergency they may have to miss a number of classes should consult the instructor as soon as possible.
b. BE ON TIME. If you are late, you will be marked “absent,” even if you should show-up later.
c. BRING the assigned material to each class.
d. DO NOT: play with your cell phone; whisper to your neighbor; put your head down on your desk, or in any other way show disrespect to your colleagues or your instructor.
e. COURTEOUS BEHAVIOR IS EXPECTED FROM EVERYONE AT ALL TIMES. DISCOURTEOUS OR DISRUPTIVE BEHAVIOR WILL NOT BE TOLERATED.
f. LEARNING BEST OCCURS WHEN WELL-PREPARED PEOPLE MEET TO DISCUSS THOUGHTFULLY THE MATTER AT HAND. Therefore, to succeed in class, you must participate actively and positively in each class. Here’s a way to evaluate your own participation. With regard to class participation,
The "A" Student:
1) attends every class
2) doesn’t’ simply answer questions when asked, but regularly volunteers insights, thoughts, and new ideas to the discussion
3) helps other students understand material
4) is clearly always well-prepared for class
The "B" Student:
1) attends almost every class; does not exceed the “cut” limit
2) participates in class discussion mostly by answering questions when asked, but often volunteers insights, thoughts, and new ideas
3) interacts constructively with other students.
5) is usually well-prepared for class.
The "C" Student:
1) attends class regularly, but is right at the “cut” limit for class
2) rarely volunteers answers or comments; usually answers questions accurately; sometimes volunteers insights, thoughts, and new ideas
3) interacts appropriately with other students, typically more passively than actively
4) is minimally prepared for class
The "D" Student:
1) exceeds the “cut” limit for class and/or is often late
2) participates rarely and typically is incorrect and uninformed; hardly ever bring insights, thoughts, or new ideas to class
3) rarely interacts with other students; is of little help in group projects
3) is rarely if ever prepared for class
The "F" Student:
1) significantly exceeds the “cut” limit, and/or is routinely late for class
2) rarely if ever participates in any way
3) contributes nothing to the work of other students; is sometimes actually disruptive of others’ work
4) is almost never prepared for class.
(From: 12/05 E.Geiger, 1/06 T.Kittel)
Please note that you’ll be asked to make a presentation of your research to the class. Your presentation should last 30 – 45 minutes and should include a presentation of your work (10 minutes); discussion of a text (20-30 pages in length) which you’ve selected (20 minutes); and perhaps a film or video with discussion (20 minutes).
You won’t receive a separate “participation” grade. Your participation, however, will directly affect your overall learning in this class, and that overall learning will be evaluated as explained below.
VIII. Performance Evaluations. Your work will be evaluated in the following four areas, and your grades in these areas will be combined into your final grade for the course:
Evaluation instrument
% of final grade
1. Quiz Average
25%
2. Mid-Term Examination
25%
3. Final Examination
25%
4. Research Essay
25%
Grading Scale:
A
94 – 100
4.0
“superior”
A-
90 – 93
3.7
B+
87 – 89
3.5
“good”
B
83 – 86
3.0
B-
80 – 82
2.7
C+
77 – 79
2.5
“satisfactory”
C
73 – 76
2.0
C-
70 – 72
1.7
D+
65 – 69
1.5
“poor”
D
60 – 64
1.0
F
59 and below
0
“failing”
“Incomplete” grades.
On very rare occasions, according to the Queens University Catalog, when “unusual circumstances” make it “impossible” to complete class work, students may request a temporary grade of “incomplete.” Please note however: (a) “Incompletes” are not normally given. An “Incomplete” is given only in “unusual” circumstances, such as family emergencies, sudden illnesses, etc. Not-quite-completing-assigned-work is NOT an “unusual” circumstance; (b) the “unusual circumstance,” must make it “impossible” to get the work done. Students are expected to complete the course on time; only when it’s obvious that because of the “unusual circumstances” it’s simply impossible to complete the work, will an incomplete be issued; (c) any requests for a temporary grade of “Incomplete” must be made in writing prior to the date of the Final Examination. This request must explain the nature of the “unusual circumstances” and also explain just why that makes completing the work on time is “impossible.” Should you receive a grade of “Incomplete” it is YOUR responsibility to turn in the outstanding work before the DEADLINE set by the Registrar’s office. If work is not submitted by the deadline, the temporary grade of “Incompletes” will be turned into an “F.”
Early Warning & Mid-Term Warning Grades. Twice during the semester, once after about four weeks, and again at mid-term, you might receive a “warning” grade from your instructor. This “warning” grade does not affect your final course grade. However, if you’ve been missing class, failing to complete assignments, not doing well on quizzes and tests, or if your instructor has some other concern about your academic performance, your instructor might issue this warning to alert you to the need to take corrective action. Please feel free to speak with your instructor at any time about your academic performance.
IX. Quizzes. Just about every class, we’ll have a very brief quiz. The quiz will often, though not always, be keyed to the day’s study questions. There might be questions from earlier material as well.
Quizzes will be timed. You’ll be expected to be finished within a few minutes.
The running average of these quizzes will give both you and your instructor a running measure of your preparation for class.
These quizzes will also help us get focused for our class discussion.
Students who come late to class will not be eligible to take the test for that class. There will be no make-up quizzes for any reason. Any missed test will count as a “zero.”
The three lowest scores will be dropped. The other scores will be averaged, and this quiz average will count 25% of your course grade.
Therefore: please be prepared for EACH CLASS!
X. Examinations. There will be two examinations in this course, the Mid-Term and the Final. Each will be primarily an “objective” test, that is, each will measure your mastery of empirical information.
AN EXAMINATION MISSED FOR ANY REASON WILL COUNT AS A “ZERO.” MAKE-UP EXAMINATIONS MAY BE POSSIBLE ONLY IN THE MOST EXTREME AND UNUSUAL CIRCUMSTANCES.
The Mid-term counts 25% of your final course grade. The Final also counts 25% of your final course grade. The final examination will be cumulative. The Final Examination will be scheduled by the University.
XI. Research Essay.
Each student will write a single research essay for this class. Your grade for this essay project will count 25% of your final course grade.
PLAGIARISM WARNING! You are entirely free to discuss your writing with other students. However do not simply copy another student’s work, and do not let another student copy your work. Copying someone else’s work, and passing it off as your own, is dishonest, and is a form of PLAGIARISM. Plagiarism is a form of academic dishonesty that is a serious breach of the Honor Code. Plagiarism – even if unintentional – may result in severe penalties.
This essay must be in the form of an “Argument” – that is, the essay must be structured as a THESIS & EVIDENCE (“Claim” & “Reasons for the Claim”).
You’ll write this essay in several steps. The final grade for the essay will be affected by your overall participation in the entire writing process.
For more about your research project, see below.
XII. Extra credit.
There are no “extra credit” possibilities in this class. There is enough flexibility built into regular class assignments to permit students to excel without doing additional work.
XIII. Calendar.
BE SURE TO CHECK THE HISTORY DEPARTMENT WEB PAGE BEFORE EACH CLASS – ASSIGNMENTS MAY CHANGE, AND YOU WILL BE HELD RESPONSIBLE FOR CHANGED ASSIGNMENTS!!
DATE
ASSIGNMENT
NOTES
1. T 26 Aug
Why everyone loves history!
2. Th 28 Aug
Narrative: Famous people! High drama
Howarth, 1/3
Be prepared for a brief quiz!
3. T 2 Sep
Narrative: Famous people! High drama
Howarth, 2/3
Be prepared for a brief quiz!
4. Th 4 Sep
Narrative: Famous people! High drama
Howarth, complete
Does Howarth succeed as a story-teller?
Be prepared for a brief quiz!
5. T 9 Sep
Be prepared for a brief quiz!
ESSAY PROPOSAL DUE IN CLASS
6. Th 11 Sep
Biography: why we like looking at others’ lives.
Painter: Ch. 1-5
Film: History Channel Biography of Frederick Douglass
Be prepared for a brief quiz!
TAKE HOME QUIZ DUE IN CLASS TODAY!
7. T 16 Sep
Biography: why we like looking at others’ lives.
Painter: Ch. 6-10
Be prepared for a brief quiz!
8. Th 18 Sep
Biography: why we like looking at others’ lives.
Painter: Ch. 11-16
Be prepared for a brief quiz!
9. T 23Sep
Biography: why we like looking at others’ lives.
Painter: Ch. 17-21
Be prepared for a brief quiz!
10. Th 25 Sep
Biography: why we like looking at others’ lives.
Painter: Ch. 22- Coda
Be prepared for a brief quiz!
11. T 30 Sep
Be prepared for a brief quiz!
12. Th 2 Oct
MID-TERM EXAMINATION – This is a “take-home” examination. Be sure to place it under Dr. Whalen’s office door by 5:00 pm Monday, 6 October.
NO CLASS MEETING TODAY
13. T 7 Oct
Social history: why do groups of people do what they do?
Demos: Intro., Ch. 1 & 2.
Be prepared for a brief quiz!
14. Th 9 Oct
Demos: Intro., Ch. 3 & 4.
Be prepared for a brief quiz!
ESSAY BIBLIOGRAPHY DUE IN CLASS
15. T 14 Oct
Social history: why do groups of people do what they do?
Demos: Intro., Ch.5 & 6.
Be prepared for a brief quiz!
16. Th 16 Oct
FALL BREAK!
17. T 21 Oct
Social history: why do groups of people do what they do?
Demos: Intro., Ch.7 & 8.
Be prepared for a brief quiz!
18. Th 23 Oct
Social history: why do groups of people do what they do?
Demos: Intro., Ch.9 & 10.
Be prepared for a brief quiz!
19. T 28 Oct
Social history: why do groups of people do what they do?
Demos: Intro., Ch. 11 & 12.
Be prepared for a brief quiz!
20. Th 30 Oct
General discussion: what's the topic of your essay? What have you learned so far?
Please make copies of your outline for your classmates.
Be prepared for a brief quiz!
ESSAY OUTLINE DUE IN CLASS
21. T 4 Nov
Cultural history: what goes on in people’s heads?
Fussell, Ch. 1 & 2
Be prepared for a brief quiz!
22. Th 6 Nov
Cultural history: what goes on in people’s heads?
Fussell, Ch. 3
Be prepared for a brief quiz!
23. T 11 Nov
Cultural history: what goes on in people’s heads?
Fussell, Ch. 4
Be prepared for a brief quiz!
24.Th 13 Nov
Cultural history: what goes on in people’s heads?
Fussell, Ch. 5 & 6; Fussell Questions
Be prepared for a brief quiz!
25.T 18 Nov
General discussion: what's the topic of your essay? What have you learned so far?
Be prepared for a brief quiz!
26. Th
20 Nov
Cultural history: what goes on in people’s heads?
Fussell, Ch. 7 & 8; Fussell Questions
Be prepared for a brief quiz!
ESSAY DRAFT DUE IN CLASS
27. T 2 Dec
Cultural History: The Great War & Modern Memorty
Fussell: Ch. 9; Fussell Questions
Be prepared for a brief quiz!
28. Th 4 Dec
No class meeting today; please use your time to complete your essay!
29. T. 9 Dec Paper Presentations: Please prepare a 10 minutes presentation of your paper to the class.
RESEARCH ESSAY DUE IN CLASS. NO LATE ESSAYS ACCEPTED!!!
The Final Examination will be cumulative. The Final Exam will be a Self-Scheduled Exam.
PLEASE DO NOT MAKE TRAVEL PLANS THAT INTERFERE WITH THE FINAL EXAMINATION!
Research Essay
PLAGIARISM WARNING! You are entirely free to discuss your research project with other students. However – your work must be ORIGINAL TO THIS CLASS, and YOUR OWN WORK. When you use others’ ideas, be sure that you CITE PROPERLY, and do not pass off someone else’s ideas as yours. Plagiarism is a form of academic dishonesty that is a serious breach of the Honor Code. Plagiarism – even if unintentional – may result in severe penalties.
Note: the due date for your essay is on the syllabus. NO LATE ESSAYS WILL BE ACCEPTED FOR ANY REASON!! If you fail to turn in your essay when it’s due, you will, of course, receive a “zero” for this part of the course.
Our task in this course is to think critically and historically.
We assume that by thinking we can learn, and that by learning we can act prudently and fruitfully.
There are two steps to critical thinking:
1. First we think EMPIRICALLY, that is, we systematically and assiduously gather as much data as we can about the topic we’re interested in.
2. Second, we think CRITICALLY, that is, we try to make sense of all this data by looking for Patterns, Causes and Effects, Intentions, Meanings, etc.
As historians, we’re especially interested in ACTION THROUGH TIME, that is, the ways in which cause and effect operate across time.
YOUR JOB IS TO THINK CRITICALLY AND HISTORICALLY ABOUT the following topic, AND TO PRESENT YOUR RESULTS IN A WELL-CRAFTED ESSAY.
RESEARCH PAPER TOPIC:
(1) SELECT WHAT YOU CONSIDER TO BE A “GENRE” OF HISTORY (narrative; biography; social history; cultural history; military history; intellectual history; African-American history; women’s history; national histories; religious history, etc.)
(2) SELECT AT LEAST HREE EXCELLENT EXAMPLES OF THIS GENRE (each example must be a book; the book must clearly be well-researched)
(3) COMPARE AND CONTRAST YOUR EXAMPLES (and consider what the books have in common; how they’re different; which one is stronger, which is perhaps weaker; and above all, what all three tell us about the genre you’re studying).
(4) Use at least FOUR additional background sources to add depth to your discussion.
Here are the basic ules for the project:
1. Think of your project as a PROCESS and not simply a “Final Product.”
2. You’ll work through this process by completing a set of steps.
3. Your participation in the total writing process will affect your essay grade.
4. You must complete each step on time.
STEP ONE: PROPOSAL
DUE IN CLASS: September 9, 2008