HIST200 - Introduction to the Discipline of History SAMPLE SYLLABUS MWF 1:00-1:50 p.m. Professor Amanda López, Ph.D.

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1 HIST200 - Introduction to the Discipline of History SAMPLE SYLLABUS MWF 1:00-1:50 p.m. Professor Amanda López, Ph.D. Course Description This course introduces history majors, history education majors, and social science education majors to the discipline of history. As it is a class for departmental majors, it requires two 100- level history courses as a prerequisite. It serves to prepare students for advanced work in the department and seeks to accomplish the following four things: 1) providing a conceptual framework for students to understand what historians do, why they do it, and what problems they encounter in the process; 2) enabling students to carry out historical research by teaching them to use citations, bibliographies, indexes, journals, book reviews, encyclopedia articles, library databases, and modern notetaking techniques; 3) developing students' reading comprehension, analytical skills, and interpretive skills through exercises using historical sources; and 4) providing students with training in the writing of term papers, which will put to use the knowledge and skills they are learning in the course. Students who complete the course successfully will be prepared to carry out independent research assignments in 300-level history seminars. Required Book List Conal Furay and Michael J. Salevouris, The Methods and Skills of History: A Practical Guide 3rd edition (Wheeling, IL: Harlan Davidson, Inc., 2010). Ernesto Chávez, The U.S. War with Mexico: A Brief History with Documents (Boston: Bedford/St. Martin s Press, 2008). Timothy J. Henderson, A Glorious Defeat: Mexico and Its War with the United States (New York: Hill and Wang, 2007). Martha C. Howell and Walter Prevenier, From Reliable Sources: An Introduction to Historical Methodology (Ithaca: Cornell University Press, 2001). Mary Lynn Rampolla, Pocket Guide to Writing in History (Boston: Bedford/St. Martin s Press, 2009). *Additional readings will be either posted on Blackboard or provided in class Technology Integration: Course materials, including syllabus, assignments, reading, and grades will be posted on Blackboard. In the classroom, PowerPoint, online media, and films will be used to enhance instructional content. Course Grades: Most assignments will be graded on a 100-point scale. They will be averaged and weighted to calculate your final grade based on the percentages below. Extra credit will be offered at the instructor s discretion and always offered to all students in the class. A B C D F 49-0

2 Assignments and Grading Guidelines and Percentages Textbook and Finding Exercises 15% Book Reviews and Responses 20% Preliminary Research Proposal 10% Annotated Bibliography 10% Citation and Plagiarism Exercise 5% Participation 10% Final Research Proposal 30% 2 Textbook and Finding Exercises During the semester, we will complete and review exercises from the Methods and Skills of History textbook. These assignments are due IN CLASS and must be typed and printed out to hand in. We will go over the answers in class. Occasionally, you will be asked to complete a finding assignment for research. Follow the directions in the syllabus or those given in class. In the case of absences, assignments must be turned in on or before the due date. No late assignments are accepted. Book Reviews and Responses We will be learning about the discipline of history this semester through an in-depth study of the U.S.-Mexican War. We will read two books as a class on the war and you will write book reviews to aid your understanding and our discussion. In addition, you will read several articles on history for which you will write summary responses. These are to be typed and printed and due in class. More specific directions for both types of assignment will be posted on Blackboard. Research Proposal For your final project, you will apply a historical method (biography, political, social, or cultural history, etc.) to the study of the U.S.-Mexican War. You will write a preliminary research proposal that suggests a topic and approach. Throughout the course of the semester, you will collect primary and secondary sources into a full research proposal (10-15 pages). Your final research proposal will include a research question, a literature review, and a review of the proposed sources, and a preliminary thesis. More directions will be provided in class throughout the semester. We will have individual meetings to discuss your project in depth. Annotated Bibliography Historical research and writing is based on the consultation and inclusion of the ideas of historians who have come before you. The annotated bibliography assignment will require you to read and provide a brief review of the books and articles that are relevant to your research proposal. The annotated bibliography will be the basis for your literature review. It will also allow you the opportunity to practice writing proper citations. More specific instructions will be provided in a handout. Participation This class will be based heavily on the discussion of ideas and historical writing. You will earn full participation points by attending class and actively contributing to discussion. Active contribution includes listening and taking notes, asking questions, and offering insightful comments during discussion. Disruptive activities in class, such as arriving late, texting, sleeping, browsing the internet, or talking during lecture will negatively affect your grade.

3 Class Policies: Academic Integrity The proper citation and incorporation of sources is a vital part of historical research and writing. All work in this class must be your own and the work of others must be cited or it is considered plagiarism. Any academic dishonesty is grounds for failure of the class. We will repeatedly practice citations to ensure that you are not unintentionally plagiarizing. The university s policy is available in the Undergraduate Academic Catalog, at Cases of plagiarism will result in a 0 on the assignment and possible failure of the course. If you have ANY DOUBTS about what constitutes plagiarism, please visit me in office hours. Disability Accommodations A variety of options are available to students with disabilities to help them achieve the success they desire. Students who have disability documentation can present it to me either in office hours or after class and discuss specific arrangements. If you believe that you need accommodations for a disability, please contact the Learning Center and Disability Services (LCDS) in L-108 or call (773) for an appointment to discuss your needs and the process for requesting accommodations. LCDS is responsible for coordinating disability-related accommodations and will issue students with documented disabilities Confidential Accommodation Plan letters, as appropriate. Classroom Conduct and Attendance Attendance will be taken every class. Students are expected to arrive on time and stay for the duration of the class. If you need to arrive late or leave early, you must provide good reason for this disruption before the class. More than FOUR unexcused absences will result in a 0% for class participation, lowering your final grade by a full letter grade. Absences will be excused with a doctor s note or other documentation that provides a legitimate reason for your absence. Office Hours I encourage you all to visit me during my office hours to discuss this class and any other questions you may have. All students are required to visit my office hours once in the first three weeks of class. I will be happy to discuss the readings with you one-on-one or discuss your ideas for your research projects. Reading and Assignment Schedule (subject to change): Week 1 9 Jan Course Introduction 11 Jan What is History and Why Study It? Reading: Spiegel, The Case for History and the Humanities (Blackboard); Methods and Skills, Chapter 1 and 2, p. 3-7 & Assignment: Chapter 1, Exercise A-1 and B-1; Ch. 2 Exercise A-2 and B-2 13 Jan Introduction to The U.S.-Mexican War Watch in Class: PBS Program The U.S.-Mexican War Assignment: Complete worksheet in class Week 2 16 Jan NO CLASS MLK HOLIDAY 18 Jan Interpreting History: Continuity, Change, and Causality 3

4 Reading: Methods and Skills, Chapters 3 and 4 Assignment: Chapter 3 Exercises A-1 and B-1; Chapter 4 Exercises A-1 and A Jan Historical Context and Reading History Reading: Methods and Skills, Ch. 5 and Ch. 7 Assignment: Ch. 5 Ex.A-1, B-1; Ch. 7 Ex. A-1, A-2, B-1 Week 3 23 Jan Reading History: The U.S.-Mexican War Reading: Chávez, The U.S. War with Mexico, Part One, p Assignment: Book Review on Chávez 25 Jan The Work of Historians: Secondary Sources In-Class Lecture on Types of Historical Writing Finding Exercise: Bring to class a print out of the first page of an amateur website on the U.S.-Mexican War 27 Jan Library Resources Workshop: Meeting Location L132 Reading: Methods and Skills, Ch. 6 Finding Exercise: Bring to class the first page of a peer-reviewed article on the U.S.-Mexican War from an academic database. Week 4 30 Jan The Raw Materials of History: The Source Reading: From Reliable Sources, Ch. 1; Methods and Skills, Ch. 9 Assignment: Exercises A-1, A-2, A-3, A-4 1 Feb Using and Analyzing Sources Reading: From Reliable Sources, Ch. 2; Chávez, The U.S. War with Mexico, Document 12 Texas Declaration of Independence and Document 13 Message to the Inhabitants of Texas Assignment: Reading Response to Documents 3 Feb Writing Workshop I: Bibliographic Citations Reading: Rampolla, A Pocket Guide, section on Documentation Week 5 6 Feb Historiography: The History of History Reading: Methods and Skills, Ch. 13, p ; From Reliable Sources, Introduction 8 Feb Interpretive Approaches: Social Theory and History Reading: From Reliable Sources, Ch. 4 p.88-99; Methods and Skills, Ch. 13, p ; excerpt from Marx, The Communist Manifesto (Blackboard) Assignment: Reading Response to Marx 10 Feb Interpretive Approaches: Language, Discourse, and Text Reading: From Reliable Sources, Ch. 4 p ; chapter on Michel Foucault (Blackboard)

5 Assignment: Reading Response to Foucault 5 Week 6 13 Feb Interpretive Approaches: The Annales School Reading: From Reliable Sources, Ch. 4, ; excerpt from Ladurie Montaillou (Blackboard) Assignment: Reading Response to Ladurie 15 Feb Interpretive Approaches: Gender and Culture Reading: From Reliable Sources, Ch. 4, ; Methods and Skills, Ch. 13, ; Joan Scott, Gender: A Useful Category of Analysis Assignment: Reading Response to Scott Finding Exercise: Locate an academic article that uses gender analysis-bring in typed citation and first page. 17 Feb Interpretive Approaches: Gender and Culture, cont. Reading: Darnton, The Great Cat Massacre (Blackboard) Assignment: Reading Response to Darnton Finding Exercise: Locate an academic article that uses cultural analysis (as defined in From Reliable Sources) and bring in first page. Week 7 20 Feb Truth, Change, and Historical Knowledge Reading: From Reliable Sources, Ch. 5 Assignment: Reading Response to From Reliable Sources 22 Feb Biography: Great Men in History Reading: Carlyle, History as Biography (Blackboard) Assignment: Reading Response to Carlyle 24 Feb Interpreting the U.S.-Mexican War Assignment: Two-page essay analyzing a document in Chávez using an interpretive approach we have discussed in the class. SPRING BREAK NO CLASSES (FEB 27-MAR 2) Week 8 5 Mar Reading History: The U.S. Mexican-War Reading: Henderson, A Glorious Defeat, all Assignment: Book Review due in class 7 Mar Doing History: Interpretation of Information Reading: Methods and Skills, Ch. 11 Assignment: Exercises A-1, A-2, A-3, A-4 9 Mar NO CLASS RESEARCH DAY Use this time to find and read sources for your annotated bibliography

6 Week 9 12 Mar Writing History Reading: Methods and Skills, Chapter 12 Assignment: Exercises A-1, A-2, A-3, A-4, A-5, A Mar Writing Workshop II: Grammar, Punctuation, and Style Reading: Rampolla on Stylistic Conventions 16 Mar ANNOTATED BIBLIOGRAPHY DUE IN CLASS Week Mar Writing History: The Research Proposal & Research Question Reading: Various materials on Research Proposals (Blackboard) 21 Mar Writing History: Quotations and Citations Bring Chávez book to class 23 Mar Writing Workshop III: Avoiding Plagiarism; Citations, cont. Assignment: Write one page on some aspect of the U.S.-Mexican War. The paragraph must contain cited, but paraphrased information from Part One of the book and at least one direct quote from a document in Part Two of the book. Week Mar Writing History: The Literature Review Assignment: Bring your annotated bib and an article from your annotated bib to class. We will use these to discuss literature reviews. 28 Mar NO CLASS Work on your research proposal 30 Mar NO CLASS Work on your research proposal Week 12 2 Apr Oral History and Art History Incorporating Images (Photos, Maps, and Tables) Methods and Skills, Chapter 10 (section on oral history) 4 Apr History and Film Reading: Methods and Skills, Chapter 8 p Assignment: Find YouTube clip of a short scene from a historical movie and analyze the scene according to the information on pg We will try to watch some of these in class 6 Apr NO CLASS EASTER HOLIDAY Week 13 9 Apr Writing a Rough Draft Reading: Rough draft materials on Blackboard; Anne Lamott, Shitty First Drafts (Blackboard). 11 Apr Writing Workshop IV Intros & Rough Drafts

7 Assignment: Bring in the first three pages of your research proposal to discuss and share with the class Apr PRELIMINARY RESEARCH PROPOSAL DUE IN CLASS We will be working in groups, offering helpful criticism on each others projects Week Apr NO CLASS- INDIVIDUAL MEETINGS ON PROPOSALS -Meet in my office N225 according to schedule 18 Apr NO CLASS- INDIVIDUAL MEETINGS ON PROPOSALS -Meet in my office N225 according to schedule 20 Apr Writing Workshop V: Crafting a Thesis Assignment: Bring in a typed thesis statement to your research proposal Week Apr NO CLASS WRITING DAY I will be available in my office during class time to discuss and look at your final papers 25 Apr Final Presentations and Discussion Formal Presentation of Research Proposal; Students will exchange research proposals before class. 27 Apr Final Presentations and Discussion Formal Presentation of Research Proposal; Students will exchange research proposals before class. FINAL RESEARCH PROPOSAL DUE NO LATER THAN 5:00 pm, MONDAY, April 30