GECS RECORD OF CURRICULUM ACTION AND REVIEW (RCAR FORM)

Transcription

1 HAWAII PACIFIC UNIVERSITY FACULTY ASSEMBLY Gen Ed Curriculum Subcommittee of UCC (To select a box, highlight it and press x.) Proposal Type: Five themes category Special 5 themes category.. 5 Themes with Cross Theme. UD Service Learning UD Global Citizenship UD Research and writing.... GECS RECORD OF CURRICULUM ACTION AND REVIEW (RCAR FORM) [To be filled out by Proposal Author(s)] School/College: Liberal Arts Program: History/Humanities Course Alpha/#: HIST2900 Title: The Historian s Craft Proposed by: Linda Lierheimer llierheimer@hpu.edu Category or Type of UD course Research and Epistemology C: Research and Epistemology in the Disciplines Record of GECS Action Proposal received by GECS on: Online reading Date: to st Reading: Date: Discussion: a. Linda Lierheimer was present to address questions. b. This course seems and excellent match for this category. The application is very clear. c. The GECS agreed that it was not necessary to have students define epistemology or even use that word in order to meet outcome one. They must show that they understand that there are various ways of organizing knowledge and information as defined in the second part of the outcome. Action: The GECS recommends that the UCC endorse this course for Research and Epistemology C. SIGNATURE SHEETS OMITTED IN PDF COPY (Endorsed) HIST RCAR Form Page 1 of 10 This file last saved on August 27, 2010

2 HAWAII PACIFIC UNIVERSITY GENERAL EDUCATION CURRICULUM SUBCOMMITTEE OF UCC GENERAL EDUCATION COMMON CORE COURSE PROPOSAL FORM Course Alpha/#: HIST 2900 Title: The Historian s Craft Category Research & Epistemology C Research and Epistemology in the Disciplines Required Gen Ed learning outcome #1: R&E 1 Students will understand the concept of epistemology, i.e., that there are various systems of gathering/organizing/analyzing/evaluating in the process of constructing knowledge as well as multiple ways to solve a given problem. This course introduces students to research, writing and interpretation in history. Students learn what it means to think historically, and how historical methods differ from those in other disciplines. They are given hands-on experience with various aspects of the practice of history, including gathering and evaluating information, developing an historical argument, and critically analyzing both primary and secondary texts. Relevance to course content provide examples of assignments, course readings, supplementary materials, or in-class activities from each sample syllabus that will help students to achieve this learning outcome and/or demonstrate their ability to do so. Sample course readings: Marius and Page, A Short Guide to Writing About History Mukerji and Schudson, eds., Rethinking Popular Culture (selected essays) Lawrence Levine, Black Culture, Black Consciousness Susan Douglas, Where the Girls Are: Growing up Female with the Mass Media Melani McAlister, Epic Encounters: Culture, Media and U.S. Interests in the Middle East Students read and critically analyze a number of historical works that focus on a certain theme (such as popular culture). They discuss how historians use different types of sources, how they construct historical arguments (chapters in Marius and Page), and how historians may have different interpretations of the same phenomena. We discuss the question of historical truth and the boundaries between history and fiction. Student Assessment According to each sample syllabus, how will the instructor assess whether students have achieved this outcome? How will achievement of these learning outcomes be reflected in the grade for the course? Students demonstrate their abilities to critically analyze historical arguments and interpretations in a book review (20% of grade). They also learn to think like a (Endorsed) HIST RCAR Form Page 2 of 10 This file last saved on August 27, 2010

3 historian by developing their own historical arguments and interpretations in a page research paper and formal presentation of their research (40% of their grade). Required Gen Ed learning outcome #2: R&E 7 Students will utilize methods and technologies appropriate to the discipline to investigate research questions, generate predictions, test hypotheses and/or solve problems. This course introduces students to historical methods. They are taken step-by-step through the process of researching and writing a substantial paper on a topic of their choice. They learn how to find historical sources both in the library and on the internet. Relevance to course content provide examples of assignments, course readings, supplementary materials, or in-class activities from each sample syllabus that will help students to achieve this learning outcome and/or demonstrate their ability to do so. Two or more class periods are devoted to finding historical sources, using library resources, academic databases, and historical websites. Primary source exercise: Students must find a primary source on-line and discuss its value and use as a historical source. Popular Culture Interview and Analysis: Students are instructed in the methods of oral history and use these methods to interview a family member regarding a popular culture artifact (film, song, TV show, etc.) from the period between 1945 to In their papers they must place this interview in historical context, and address the historical meaning and significance of the artifact. (20% of grade) Final page research paper (30% of grade). Students complete a number of assignments during the semester related to this project, including a research proposal, annotated bibliography, outline, and rough draft. Student Assessment According to each sample syllabus, how will the instructor assess whether students have achieved this outcome? How will achievement of these learning outcomes be reflected in the grade for the course? Students demonstrate their ability to think historically and use historical sources in informal writing, an oral history paper, a book review, and a page research paper. Required Gen Ed learning outcome #3: R&E 8 Students will understand the relationship between a discipline s modes of inquiry and its assumptions about how meaning is constructed. Students learn about historical methods through reading historical works that employ a number of different approaches, including microhistory, social history, and intellectual history. They also consider how historians employ the concepts of race, class and gender in their analyses. Relevance to course content provide examples of assignments, course readings, supplementary materials, or in-class activities from each sample syllabus that will help students to achieve this learning outcome and/or demonstrate their ability to do so. Discussion of Lawrence Levine, Black Culture, Black Consciousness: Students examine how historians use evidence, including stories, songs, and jokes to construct their arguments. (Endorsed) HIST RCAR Form Page 3 of 10 This file last saved on August 27, 2010

4 Chapters in Marius in Page that address how historian s construct historical arguments. Students view a documentary (Unspeakable Blackness: The Rise and Fall of Jack Johnson) and discuss the differences between the mediums of historical film and historical writing. Course organized around units devoted to race, class and gender. Sample readings include Levine, Black Culture, Black Consciousness (race); Douglas, Where the Girls Are (gender); Rosenweig, The Rise of the Saloon (class). Student Assessment According to each sample syllabus, how will the instructor assess whether students have achieved this outcome? How will achievement of these learning outcomes be reflected in the grade for the course? Book review: Students demonstrate their knowledge of historical methodology by critically examining a work of historical scholarship. Primary source analysis and oral history paper: Students demonstrate their ability to place artifacts in historical context and interpret them historically. Oral history paper: Students must discuss how the experiences of their subjects were shaped by race, class, and gender. Required Gen Ed learning outcome #4: C5 Develop the information literacy needed to determine the validity of information sources and apply these skills in communication environments. Students are instructed in how to use library and internet resources, especially those relevant to the discipline of history, and on how to determine the validity of these sources. They then apply these skills in a variety of written and oral assignments. Relevance to course content provide examples of assignments, course readings, supplementary materials, or in-class activities from each sample syllabus that will help students to achieve this learning outcome and/or demonstrate their ability to do so. Students are required to use the library to find journal articles and books for their research papers. They learn how to tell the difference between scholarly and nonscholarly sources. The instructor spends one class period introducing them to useful websites for historical research, and do an exercise in which they must explain why certain websites are valid or not. Student Assessment According to each sample syllabus, how will the instructor assess whether students have achieved this outcome? How will achievement of these learning outcomes be reflected in the grade for the course? Students demonstrate their ability to evaluate sources in a book review and annotated bibliography, as well as in the other written assignment for the class, including the research paper. Course is taught by one or two instructors only: check here _x and attach a sample syllabus below Course is taught by three or more instructors: check here attach two sample syllabi (Endorsed) HIST RCAR Form Page 4 of 10 This file last saved on August 27, 2010

5 from different instructors. Optional: If the curriculum area faculty have developed a generic course outline with a course description and information on required or recommended course outcomes, topics and assignments (some programs call this a model syllabus ) it may be helpful to include a copy of this document as well, but it is not required. Note: Please update the syllabi to reflect gen ed theme and category applied for and to list the relevant gen ed outcomes Attach syllabus or syllabi here. HISTORY 2900: THE HISTORIAN S CRAFT The History of Popular Culture Spring 2007 (?) Dr. Linda Lierheimer MWF 12:55-1:50; UB912D Office: First Hawaiian Tower Office hours: Mon. 2-3; Tues./Thurs. 2:00-3:30 Phone: (and by appointment) llierheimer@hpu.edu Course Description This course examines the history of popular culture. While our focus will be on the U.S., we will employ a comparative and global perspective whenever possible. During the semester we will discuss a variety of topics ranging from jokes in eighteenth-century Europe, to 1950s television shows, to recent media depictions of the Middle East. We will examine the often contradictory meanings of cultural practices and texts and place them in their social, historical, and political contexts. We will explore questions like: What is popular culture? What is the relationship between popular and elite culture? Is there a difference between popular and mass culture? How do power relationships shape cultural practices? Can popular culture provide a means of resisting or criticizing the existing social system? More generally, this course will introduce you to research, writing and interpretation in history. You will encounter the excitement and sophistication of historical scholarship and learn basic skills and ways of thinking that are essential to doing history. Students will apply what they have learned in a research paper on a topic of their choice related to the course theme and report back to the class on their findings. They will be taken step by step through the process of researching and writing a historical research paper and will report back to the class on their findings. These research projects will allow us to extend our examination of popular culture outside of the geographical areas and time periods that we will be covering in the course readings. Course Books Please purchase the following books at the HPU bookstore: Richard Marius and Melvin Page, A Short Guide to Writing About History Chandra Mukerji and Michael Schudson, eds., Rethinking Popular Culture Lawrence Levine, Black Culture, Black Consciousness (Endorsed) HIST RCAR Form Page 5 of 10 This file last saved on August 27, 2010

6 Susan Douglas, Where the Girls Are: Growing up Female with the Mass Media Melani McAlister, Epic Encounters: Culture, Media and U.S. Interests in the Middle East General Education Learning Outcomes: This course satisfies the general education requirement for the category Research and Epistemology C: Research and Epistemology in the Disciplines. 1. Students will understand the concept of epistemology, i.e., that there are various systems of gathering/organizing/analyzing/evaluating in the process of constructing knowledge as well as multiple ways to solve a given problem. 2. Students will utilize methods and technologies appropriate to the discipline to investigate research questions, generate predictions, test hypotheses and/or solve problems. 3. Students will understand the relationship between a discipline s modes of inquiry and its assumptions about how meaning is constructed. 4. Develop the information literacy needed to determine the validity of information sources and apply these skills in communication environments. Additional Learning Outcome Objectives: 1. Students will develop their abilities to analyze and synthesize historical sources through writing papers and class discussion. Students will learn how to do historical research and writing by being taken step by step through the process of writing a research paper. 2. Students will read historical works that focus on a number of different ethnic groups and geographical areas and examine these from a comparative and global perspective. 3. Students will examine the connections between the past and their own lives and gain theoretical tools for evaluating and critiquing the world around them. Course Requirements 1. Active participation in class discussions and completion of homework assignments (200 points). It is imperative that you read all the assignments before class and come prepared to discuss them. Class participation is essential since this class is small and will be conducted primarily as a seminar. Make sure to bring the assigned reading to class on the day we will discuss it. There are a number of ungraded but required assignments (such as finding sources on the internet and informal writing exercises) that will count towards this portion of your grade. If you fail to turn in any of these, 25 points will be deducted from your grade for each one that is missing. 2. Popular Culture Interview and Analysis (200 points). For this assignment, you will interview an older member of your family (or friend of the family). Find out her or his favorite song, movie, dance, band, radio show or TV show from the period 1945 to (Endorsed) HIST RCAR Form Page 6 of 10 This file last saved on August 27, 2010

7 Ask why this item meant so much to her or him. After the interview, research the creation of that popular artifact, who created it, how popular it was, why it gained popularity. In this context, what do you think is the meaning or meanings of this artifact? Place your interview in this context. How does your relative's experience illuminate the meaning of this popular artifact, and how does the cultural/historical context illuminate the artifact's meaning for your relative? 3. One book review of a book on popular culture not assigned for this course (200 points). This book should be chosen from the list that I hand out in class, though I am willing to consider alternatives. You must receive approval from the instructor about your choice of book or you will not receive credit for the assignment. In addition to writing a review, each student will report orally on the book to the class. 4. Final research paper of pages (300 points). This paper will be written on a topic of your choice related to the subject matter of the course. You will be required to complete a number of assignments during the semester related to this project, including a research proposal, annotated bibliography, outline, and rough draft. These assignments will count towards your final paper grade, so be sure to do these well and turn them in on time. 5. Formal oral presentation of your research (100 points). 6. Attendance policy: If you miss more than 3 classes, your final grade will be docked 20 points for each additional class you miss. 7. You must complete all the written and oral requirements above in order to pass the class. Please keep copies of all written work. In the event that a paper should go astray, it is the student s responsibility to provide the instructor with a replacement copy. 8. Cheating or plagiarism will result in a failing grade for the semester. You are strongly advised to review the HPU policy on academic honesty which is attached to this syllabus. Grading: Grading in this course will be on a plus/minus scale. The maximum number of points a student may receive in this course is 1000 (see Course Requirements above). The total amount of points you receive will determine your final grade according to the following scale: =A = 4.0 grade points per credit = A- = = B+ = = B = = B- = = C+ = = C = = C- = = D+ = = D = 1.0 <600 = F = 0.0 (Endorsed) HIST RCAR Form Page 7 of 10 This file last saved on August 27, 2010

8 Schedule I. Introduction Jan. 24 (M) Jan. 26 (W) Jan. 28 (F) Introduction Geertz, Deep Play: Notes on the Balinese Cockfight (in RPC) Writing Assignment: Think of an event or ritual from your own culture and use Geertz s article to explore its cultural meaning. Introduction to Writing History Marius and Page, "Introduction" and chap. 1 II. Oral and Print Culture in Europe and America Jan. 31 (M) Feb. 2 (W) Feb. 4 (F) Davis, Printing and the People (in RPC) Darnton, Peasants Tell Tales (handout) Writing Assignment: Think of a story that you were told as a child. What messages does the story convey and what does it tell you about the culture and time in which it was/is told? Levine, Black Culture, Black Consciousness, chap. 2 ( The Meaning of Slave Tales ) III. Getting the Joke Feb. 7 (M) Feb. 9 (W) Feb. 11 (F) Working With Historical Sources and Writing Book Reviews Marius, chap. 2 and Appendix C Darnton, "Workers Revolt: The Great Cat Massacre" and Douglas, Jokes (in RPC) Levine, chap. 5 ( Black Laughter ) IV. Music, Race and Resistence Feb. 14 (M) Video: Ethnic Notions Feb. 16 (W) Levine, chap. 1 Feb. 18 (F) Feb. 21 (M) Feb. 23 (W) guest speaker Holiday: President s Day Finding Sources Marius, chap. 4 (Endorsed) HIST RCAR Form Page 8 of 10 This file last saved on August 27, 2010

9 Feb. 25 (F) Writing Assignment: Find a primary source on line related to the topic of popular culture and discuss what we can (and cannot) learn from it as an historical source. Present your findings to the class. Feb. 28 (M) Discuss Levine, chaps. 3-4 Mar. 2 (W) Mar. 4 (F) Types of Historical Writing Marius, chap. 3 and Appendix B Assignment: Find examples of each type of writing discussed by Marius (description, narrative, exposition, argument) in any of the readings we ve done so far in this class. Book reviews due V. Gender and the Media in Post-War America Mar. 7 (M) Library session; research paper topics due Mar. 9 (W) Marius, chaps. 5-6 Mar. 11 (F) Douglas, Where the Girls Are, ch. 1-5 Mar. 14 (M) guest speaker Mar. 16 (W) Douglas, Where the Girls Are, ch. 6 Episode 1 of Bewitched Mar. 18 (F) Popular Culture Interview and Analysis due Spring Break VI. Saloons and Sports Mar. 28 (M) Research Proposal and Bibliography due Contracts with co-sponsors due Marius, chap. 7 Mar. 30 (W) Rosenweig, The Rise of the Saloon (in RPC) April 1 (F) April 4 (M) Apr. 6 (W) Apr. 8 (F) Apr. 11 (M) Bordieu, Sport and Social Class (in RPC) and Wills, Blood Sport (handout) Film: Unspeakable Blackness: the Rise and Fall of Jack Johnson Film: Unspeakable Blackness: the Rise and Fall of Jack Johnson Marius and Page, chap. 8 and Appendix A guest lecturer Thesis Statement and Outline due (Endorsed) HIST RCAR Form Page 9 of 10 This file last saved on August 27, 2010

10 VIII. Popular Culture and U.S. Perceptions of the World Apr. 13 (W) McAlister, chaps. 1-2 Apr. 15 (F) Apr. 18 (M) Film (TBA) Film (TBA) Rough draft of research paper due Apr. 20 (W) guest lecturer Apr. 22 (F) McAlister, chaps. 3-4 Apr. 25 (M) Discuss drafts Apr. 27 (W) guest lecturer Apr. 29 (F) McAlister, chap. 5-6 May 2 (M) May 4 (W) May 6 (F) Student presentations Student presentations Student presentations Friday, May 13: Final Research Paper due (Endorsed) HIST RCAR Form Page 10 of 10 This file last saved on August 27, 2010