What Do Historians Do?
This course will examine the work of historians -- how they investigate and analyze the past. We will use historical evidence to consider a variety of historical problems drawn primarily from the history of the United States and the United Kingdom. Our sources will include printed materials and web sites. Participants will have the opportunity to meet with practicing historians to discuss their craft; students will also have the opportunity to interview some of our graduates to learn about their experiences as students in the 1950s. Please note: any history major taking this class in lieu of Perspectives on History must meet with me to discuss alternative assignments and responsibilities. By taking this course, students should be able to:
Office hours: Due to my responsibilities as Associate Dean for Administration and Academic Program Development for the Faculty of Arts and Sciences, I will not have specific office hours. However, I am generally on campus every day (from at least 7:30 a.m. till late afternoon) and will be happy to meet with you at a mutually convenient time. Call Ms. Julie Strasser, my administrative assistant (x6149), or email me to set up an appointment. In addition, you should feel free to communicate with me by email; I check messages frequently, even when I am not on campus. You should also check your email regularly, as I will send messages related to class fairly often. You are also responsible for using the class Sakai site, where announcements will be posted and where many of the readings for the class will be found. Expectations: Students are expected to follow these guidelines:
Texts: Our primary text is: James West Davidson and Mark Hamilton Lytle, After the Fact: The Art of Historical Detection. Fifth edition. Boston: McGraw Hill, 2005 (listed as Davidson and Lytle in readings). You will be assigned readings in this text as well as materials from the accompanying CD-ROM, so don’t lose it. In addition, a number of other readings will be assigned, all of which will be available at the class Sakai site. Guidelines for Documents Essays : Each document essay describes the historical situation being addressed and provides some contextual information. It then articulates a central question to be answered and suggests how you might wish to use the documents provided to answer it. After the presentation of the evidence, the essay asks some question to help you refine your analysis, then follows up with a synopsis of what happened to some of the key individuals involved. To prepare for our class discussion, start with the central question and use the evidence provided to formulate an hypothesis that answers the question. 17 January Introduction to course, including the textbook, its accompanying CD-ROM (listed as ATF CD in readings and assignments), the course web page, and Sakai . 24 January “Using Sources” – read the two selections below and consider how the historians use their sources. What claims do they make on the basis of those sources? Does the evidence support the thesis of the chapter? These two historians use similar sources; compare and contrast the way they use their sources and the conclusions that they reach. Stephanie Spencer, “The Career Novels,” in Gender, Work and Education in Britain in the 1950s ( Hampshire , UK : Palgrave Macmillan, 2005), 104-128. Nancy G. Rosoff, “‘I’d love to play on her team’: The Female World of Sports and Sociability,” from “‘The Winning Girl’: Images of Athletic Women in American Popular Culture, 1880-1920,” PhD diss., Temple University , 2004. Assignment – Essay #1; due in class: Write a two to three page essay in which you discuss how these two historians used their sources as well as the conclusions that they reached. Use the questions above to guide your essay. Be sure to cite appropriately and carefully. You should use the Chicago Manual of Style as a guide to the format of your citations; see for guidance. 31 January Part 1: Davidson and Lytle, Chapter 2: “The Invisible and Visible Worlds of Salem .” Read this chapter, write two questions for discussion and send them to Dr. Rosoff by 10:00 a.m. In addition, select a document from those included in the appropriate section of the ATF CD and be prepared to discuss how it relates to the discussion in this chapter. Part 2: William Bruce Wheeler and Susan D. Becker, eds., “What Really Happened in the Boston Massacre? The Trial of Captain Thomas Preston,” Discovering the American Past: A look at the Evidence, sixth ed., Vol. 1 ( Boston : Houghton Mifflin, 2007), 49-73. Follow the Guidelines for Documents Essays above. In addition, go to the Library of Congress American memory site and complete parts 1 through 3 of the student lesson. You might wish to print out and keep available for reference a copy of Questions for Analyzing Primary Sources. 7 February Part 1: Davidson and Lytle, Chapter 4: “Material Witness.” Read this chapter, write two questions for discussion and send them to Dr. Rosoff by 10:00 a.m. In addition, select a document from those included in the appropriate section of the ATF CD and be prepared to discuss how it relates to the discussion in this chapter. Part 2: William Bruce Wheeler and Susan D. Becker, eds., “How They Lived: Middle-Class Life, 1870-1917,” Discovering the American Past: A look at the Evidence, sixth ed., Vol. 2 ( Boston : Houghton Mifflin, 2007), 61-98. Merrie Wiesner, William Bruce Wheeler, Franklin M. Doeringer, and Melvin E. Page, eds., “Lands of Desire: Department Stores, Advertising, and the New Consumerism (1920s),” in Discovering the Global Past: A Look at the Evidence, Vol. II (Boston: Houghton Mifflin Company, 1997), 320-342. Follow the Guidelines for Documents Essays above. See also Daniel Pope, "Making Sense of Advertisements," History Matters: The U.S. Survey Course on the Web, http://historymatters.gmu.edu/mse/Ads/, June 2003. 14 February Part 1: Davidson and Lytle, Chapter 8: “The View from the Bottom Rail.” Read this chapter, write two questions for discussion and send them to Dr. Rosoff by 10:00 a.m. In addition, select a document from those included in the appropriate section of the ATF CD and be prepared to discuss how it relates to the discussion in this chapter. Part 2: William Bruce Wheeler and Susan D. Becker, eds., “The ‘Peculiar Institution’: Slaves Tell Their Own Story,” Discovering the American Past: A look at the Evidence, sixth ed., Vol. 1 ( Boston : Houghton Mifflin, 2007), 178-203. Follow the Guidelines for Documents Essays above. 21 February Part 1: Merrie Wiesner, William Bruce Wheeler, Franklin M. Doeringer, and Melvin E. Page, eds., “The ‘Discovery of Childhood’ in England and America (1600-1800),” in Discovering the Global Past: A Look at the Evidence, Vol. II (Boston: Houghton Mifflin Company, 1997), 122-161. Part 2: William Bruce Wheeler and Susan D. Becker, eds., “Progressives and the Family: The Redefinition of Childhood, 1880-1920,” Discovering the American Past: A look at the Evidence, sixth ed., Vol. 2 ( Boston : Houghton Mifflin, 2007), 99-123. Follow the Guidelines for Documents Essays above. 24 February FIELD TRIP to Washington , DC . We will visit the National Archives and the National Museum of the American Indian. You will also have free time to explore other museums in Washington, around the mall area. In conjunction with this excursion, you will need to complete the Museum Evaluation Assignment, using the guidelines distributed separately. 28 February Part 1: “History and Film” – visit from Dr. Allen Woll, Associate Dean and Director of the Honors College , Rutgers University-Camden. Part 2: Davidson and Lytle, Chapter 9: “The Mirror with the Memory.” Read this chapter, write two questions for discussion, and send them to Dr. Rosoff by 10:00 a.m. In addition, select a document from those included in the appropriate section of the ATF CD and be prepared to discuss how it relates to the discussion in this chapter. William Bruce Wheeler and Susan D. Becker, eds., “Documenting the Depression: The FSA Photographers and Rural Poverty,” Discovering the American Past: A look at the Evidence, sixth ed., Vol. 2 ( Boston : Houghton Mifflin, 2007), 124-157. Follow the Guidelines for Documents Essays above. See also James Curtis, "Making Sense of Documentary Photography," History Matters: The U.S. Survey Course on the Web, http://historymatters.gmu.edu/mse/Photos/, June 2003. Visit the Library of Congress web site that features color pictures taken by photographers of the Farm Security Administration: http://www.loc.gov/exhibits/boundforglory/. Be sure to read the overview. Many of these images were taken by the same photographers whose prints are featured in the Wheeler and Becker essay. 7 March Part 1: Davidson and Lytle, Chapter 11: “Sacco and Vanzetti.” Read this chapter, write two questions for discussion, and send them to Dr. Rosoff by 10:00 a.m. In addition, select a document from those included in the appropriate section of the ATF CD and be prepared to discuss how it relates to the discussion in this chapter. Part 2:William Bruce Wheeler and Susan D. Becker, eds., “Homogenizing a Pluralistic Nation: Propaganda During World War I,” Discovering the American Past: A look at the Evidence, sixth ed., Vol. 2 ( Boston : Houghton Mifflin, 2007), 124-157. Follow the Guidelines for Documents Essays above. 14 March no class – spring break 21 March Part 1: “What Historians Don’t Do” Readings : Peter Charles Hoffer, Past Imperfect ( New York : Public Affairs, 2004), 131-240. American Historical Association, “Statement on Standards of Professional Conduct.” Be prepared to discuss how the historians discussed by Hoffer did or did not live up to the standards up professional conduct described in the statement from the American Historical Association. Write two questions for discussion and send them to Dr. Rosoff by 10:00 a.m. We will be joined for our discussion by Dr. Karin Gedge, Associate Professor of History at West Chester University. Part 2: Read Linda Shopes, "Making Sense of Oral History," History Matters: The U.S. Survey Course on the Web, http://historymatters.gmu.edu/mse/oral/, February 2002. We will be developing a list of questions to ask graduates of Rutgers-Camden about their experiences as undergraduates. You will be conducting these interviews with a partner in April Part 3: History on the Internet 1 – discussion of web sites devoted to history. Follow the guidelines provided in the History on the Internet handout. Assignment : History on the Internet Essay #1 due. 28 March Part 1: “The Historian as Consultant” – visit from Dr. Margaret Marsh, Dean of the Faculty of Arts and Sciences and the Graduate School and Distinguished Professor History, Rutgers University-Camden Go to the American Experience web site for Test Tube Babies and watch Chapters 1, 2, 3, 10, and 11 of the film. You should certainly feel free to watch more! You should also explore the web site; in particular, go to the People and Events section and read the following articles: “ Judy and Roger Carr, America's First Test Tube Parents,” “ The First Human Eggs Fertilized in a Laboratory (1944),” “ The World's First Test Tube Baby is Born (1978),” and “ America's First Test Tube Baby (1981).” Read Anita Gates, “How Are Babies Made? Tale of the Test-Tube Doctors,” New York Times, October 23, 2006. Be prepared to ask Dean Marsh about the content of the film, and the process of serving as a consultant, and more general questions about being an historian. Part 2: Davidson and Lytle, Chapter 17: “The Body in Question.” Read this chapter, write two questions for discussion and send them to Dr. Rosoff by 10:00 a.m. In addition, select a document from those included in the appropriate section of the ATF CD and be prepared to discuss how it relates to the discussion in this chapter. William Bruce Wheeler and Susan D. Becker, eds., “The ‘New’ Woman: Social Science Experts and the Redefinition of Women’s Roles in the 1920s,” Discovering the American Past: A look at the Evidence, sixth ed., Vol. 2 ( Boston : Houghton Mifflin, 2007), 158-185. Follow the Guidelines for Documents Essays above. 4 April no class Conduct interviews with alums; these interviews will be scheduled during this week. You will be ably assisted by Robert Emmons, who will handle taping and editing the interviews. Please note that there is an essay assignment about this experience (see below). 11 April History on the Internet 2 – discussion of web sites devoted to history. Follow the guidelines provided in the History on the Internet handout. Assignment : History on the Internet Essays #2 and #3 due. 18 April Part 1: Davidson and Lytle, Chapter 13: “The Decision to Drop the Bomb.” Read this chapter, write two questions for discussion and send them to Dr. Rosoff by 10:00 a.m. In addition, select a document from those included in the appropriate section of the ATF CD and be prepared to discuss how it relates to the discussion in this chapter. Part 2: Advertising Project presentations. 25 April Part 1: Davidson and Lytle, Chapter 14: “From Rosie to Lucy.” Read this chapter, write two questions for discussion and send them to Dr. Rosoff by 10:00 a.m. In addition, select a document from those included in the appropriate section of the ATF CD and be prepared to discuss how it relates to the discussion in this chapter. Part 2: Advertising Project presentations. 7 May Assignment : Advertising Project due – send by email to Dr. Rosoff. You should feel free to submit it before the due date, but the absolute final deadline is 2:00 p.m. today! Class Assignments and Grading: You will be graded on several short written assignments over the course of the semester as well as on the quality of your contributions to our class discussions. Throughout the semester, as noted on the schedule, you are expected to submit questions or topics for discussion prior to our class meeting. Please be aware that your contribution to our discussions is essential and expected, as is class attendance. Missing more than one class (unless excused) will certainly affect your performance in the class and will lead to a lower grade than you would otherwise receive; you should of course see me if extraordinary circumstances arise. The assignments, together with their due dates and value, are listed below. Details about each of the assignments can be found below. Your grade for the semester will be based on the percentage of points you earn of the total possible.
All assignments should be typed or word-processed, using the twelve point size of a standard font. Be sure that you double space and that your margins are of a standard size. Assignments are expected on time; ten percent of the grade will be deducted for each day they are late. I remind you gently of the folly of waiting to the last minute to complete assignments. Assignments that are due on days when our class meets should be turned in at the beginning of class; any assignments due on non-class days may be emailed or brought to my office. Many of your own assignments will be essays, rather than research projects. Nonetheless, you must be sure to cite carefully all sources of information, using the Chicago Manual of Style as a guide to the format of your citations. If you need help knowing what or how to cite, please ask me or one of the reference librarians for help. You can also consult a style manual such as the Student's Guide for Writing College Papers, which is commonly available. Please be aware of what constitutes plagiarism and how to avoid it. The University defines plagiarism as “the representation of the words or ideas of another as one's own in any academic exercise.” Be sure to become familiar with our campus Academic Integrity Policy. Violations of the Academic Integrity Policy are treated very seriously; thus, be sure to cite accurately and ask questions if you’re not sure how to proceed. Guidelines for Specific Assignments: Essay #1 -- Write a two to three page essay in which you discuss how Dr. Spencer and Dr. Rosoff used their sources as well as the conclusions that they reached. For specific questions to guide your essay, see the questions listed for the readings on 24 January. Due 24 January. Essays #2 and #3 – Select any of the collections of documents from Wheeler and Becker, Discovering the American Past: A look at the Evidence . In each essay, the editors offer a central question, as well as guidance in answering it. Your essay, four to five pages long, should address the central question, using the documents provided in the essay. You will need to write two essays from these readings; the choice of due date is yours, though one must be completed no later than 28 February and the other is due no later than April 25th. However, in choosing the due dates for your assignments, please note that you may not turn in an essay about a set of documents we have discussed in class. Museum Evaluations (2): Using the questions provided, write an evaluation of how historical materials are exhibited at the two museums we visit in Washington, DC. This assignment is due no later than 9 March. History on the Internet Essays (3): The Internet provides access to masses of information. Many sites devoted to historical topics permeate the Internet. For this assignment, you will explore and analyze three of these sites according to guidelines distributed in class. Each essay in which you analyze your selected web site should be about three pages long and prepared separately. Due 21 March and 11 April. Interviews with alums: Using the series of questions developed in class, you and a partner will interview graduates of Rutgers-Camden about their experiences as students, their memories of the campus, and their lives since graduation. You will then write a two-page essay about your interview, addressing the following questions: what did you find most interesting about what the alums told you? what was most surprising? what do they remember most about their undergraduate experiences? how do their experiences compare to yours? You should also discuss the process of conducting the interview—how did it go? what challenges did you face? Due 18 April. Advertising Project: Find ten advertisements about food, athletic activity, or hygiene, or personal appearance from the Ladies’ Home Journal (available on microfilm in the Paul Robeson Library) that appeared within a five-year period between 1910 and 1960. Analyze the advertisements to determine what the can tell us about attitudes in that time. What messages do the ads convey? What is promised if one buys or uses that product? What insights into popular culture and beliefs can be gained by studying these advertisements? How do the messages change (or stay the same) over the time period you selected? As you select your ads, make a photocopy of them (or save them digitally). Use these images to create a series of PowerPoint slides to use for your class presentation of your advertising analysis. The class presentations will be on 18 and 25 April; the essay, which should be five to six pages in length, is due no later than 7 May. |
||||||||||||||||||||||||||||||||||||||||||||||