History 200Doing History: An IntroductionMWF 11:00 to 11:50, Wyatt 206

Fall 2015

William Breitenbach Office: Wyatt 141Office phone: 253-879-3167 Office hours:E-mail: wbreitenbach@pugetsound.edu MWF 9:00 – 10:00Web: http://www.pugetsound.edu/faculty-pages/wbreitenbach TuTh 12:30 – 1:30

After taking this course I realize that liking history is very different from being a historian. We almost need two majors—one called “History” and the other called “History for Historians.”

D. Davis, comment in History 200 class (Dec. 4, 2000)

This is a different kind of history course. It is designed to introduce prospective majors and minors to the discipline of history. In it, you will learn what history is and how historians think and work. One goal of the course is to give you training in the methodology of history at the time when it will do you the most good—at the beginning of your career as a history major or minor. Another goal is to provide all history students with some shared expectations, standards, and experiences. History 200 is set up to be a practical course, with emphasis placed on the skills of reading, analyzing, discussing, researching, and writing history. The course will teach you how to do the two things that historians do: develop original interpretations from primary sources and critically evaluate the interpretations advanced by other historians. Paper assignments will allow you to practice the types of historical writing that will be expected of you in upper-division history courses. In the second half of the semester, you’ll have a chance to put together everything you’ve learned as you undertake an independent research project on a topic in U.S. history. If all goes as planned, by the end of the course you will be better prepared for success in your chosen discipline and you will be more engaged with and excited about the study of the past.

Required books (for sale at the Bookstore):

Mary Lynn Rampolla, A Pocket Guide to Writing in History, 7th ed.

History 200 Readings Packet for Fall 2015 (cited in the syllabus as [RP])

Moodle website: Readings marked [M] are online at the Moodle website for History 200. Login at https://moodle.pugetsound.edu/moodle/login/index.php. I’ll also place on Moodle the course syllabus, paper assignments, recommended readings, general advice, and links to useful websites.

Helpful books (not assigned, but heartily recommended):

Kelly Schrum, Alan Gevinson, and Roy Rosenzweig, U.S. History Matters: A Student Guide to U.S. History Online, 2nd ed. (Describes the 250 best websites with sources for U.S. history.)

Jenny L. Presnell, The Information-Literate Historian: A Guide to Research for History Students. (Advice for researchers on how to find most types of historical sources.)

Gerald Graff and Cathy Birkenstein, They Say / I Say: The Moves that Matter in Academic Writing. (This book explains how arguments are typically structured in academic essays.)

Joseph M. Williams, Style: Toward Clarity and Grace. (The best book there is on writing.)

Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams, The Craft of Research, 3rd ed. (The best book of advice on undertaking a research project.)

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Class participationThis course will be a workshop. By enrolling in it, you have indentured yourselves as

apprentice historians. Like all apprentices, you will learn the craft by doing it. In the weeks before midterm, you’ll be trained in the tools and rules of the trade. After that you’ll be turned loose on some raw material and allowed to fashion some history yourselves.

Because History 200 stresses practical training, much of your learning will occur in the classroom as you try your hand at doing history. Taking this course is like learning to drive a car: success depends on the daily accumulation of skills and experience. If you cut a class or skip an assignment, it’s a certainty that you’ll be unprepared for some situation down the road. So show up on time, ready and willing to work, with all assigned readings and exercises completed.

To help you get ready for class, I have provided a “prep” in the syllabus for each session. Sometimes the prep involves a short writing exercise. Other times it simply asks you to think carefully about questions raised by the reading. In either case, you’ll be a better participant if you have completed the prep, thought critically about the reading, and jotted down a few ideas or questions before coming to class. To facilitate your participation in discussions, please bring to class your copies of the assigned readings, along with your notes and written exercises.

Your regular attendance and thoughtful, informed participation will be important factors in determining both the success of the course and the grade you get in it. After every class, I’ll evaluate your contribution to other students’ learning. Students who make outstanding contributions will get a 4, those who contribute significantly will get a 3, those who attend and listen but say little will get a 2, those whose behavior makes it harder for themselves or others to learn (e.g., by arriving late, texting, erecting a laptop wall, leaving the classroom) will get a 1, and those who miss class will get a 0 for the first three absences and -2 for all subsequent ones. At the end of the semester, these daily scores will be used to calculate a participation grade, which will count for 15% of the course grade. I have adopted this system to get out of the unprofitable business of evaluating the excuses of absentees and to get into the far more rewarding business of evaluating contributions made by those who are present in the classroom. Hence in History 200 there are no excused or unexcused absences with respect to participation grades. If you miss a class, for whatever reason, the way to “make up” the absence is by speaking up and sharing your insights in the classes that you do attend.

But if students miss too many classes (more than six), without providing documentation of a serious illness or emergency that prevents class attendance, I may ask the Registrar to withdraw them from the course. This will result in a grade of W or WF, depending on the date of the withdrawal and/or the quality of the work that has been completed to that point.

Evaluated writing exercisesIn this course, you will do a lot of informal writing. These exercises are not busy-work; rather,

they are designed to train you in specific skills and move you by easy stages toward the successful completion of longer paper assignments. You might be asked to bring a brief written response to assigned readings or, after you’ve begun your research project, written work related to it. Twelve of these writing exercises will be collected and evaluated; they appear in the syllabus in bold print. Email me the 12 evaluated exercises as Word documents before class begins or hand me paper copies at the beginning of class. Exercises will not be accepted after class has ended, except in documented cases of illness or emergencies. Evaluated exercises count for 15% of the course grade.

Papers. In addition to the writing exercises, there will be four formal graded papers:

1. Due Monday, September 28, at the beginning of class: an interpretive essay (4 pages) based on a primary source; it counts for 15% of the course grade.

2. Due Thursday, October 22, by 12:00 noon at Wyatt 141: a review (4 pages) of a scholarly article in history; it counts for 15% of the course grade.

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3. Due on Monday, November 23, at the beginning of class: the first draft of a research paper (8-10 pages of text); it counts for 20% of the course grade.

4. Due Wednesday, December 16, by 2:00 p.m. at Wyatt 141: the final draft of a research paper (10 pages of text plus bibliography); it counts for 20% of the course grade.

GradingGrade ranges are: A (93-100), A- (90-92), B+ (87-89), B (83-86), B- (80-82), C+ (77-79),

C (73-76), C- (70-72), D+ (67-69), D (63-66), D- (60-62), and F (below 60). I will round up to a higher letter grade when the numerical score is within 0.2 points of the cut-off (e.g., 89.8 to A-).

Researching and writing helpI am eager to discuss course assignments and to provide advice on research and writing

during my office hours or by appointment. On research and writing days, when the class does not meet, I’ll be available in my office for conferences during the normal class period.

Peggy Burge, the reference librarian who will be leading our library sessions, is also available for individual appointments to discuss your research project. She’s very helpful! So, too, is Katie Henningsen, the archivist, who can guide you in using the Archives and Special Collections.

The Center for Writing and Learning is located in Howarth 109. Its mission is to help all writers, whatever their level of ability, become better writers. To make an appointment with a writing advisor, call 879-3404, email writing@ups.edu, or drop by Howarth 109.

Harvard University’s Writing Center has a website with useful advice on writing academic essays: http://www.fas.harvard.edu/~wricntr. Click on “Writing Resources.” You’ll find links to a “Brief Guide to Writing the History Paper” and eighteen “Strategies for Essay Writing” [M].

Late work, missing work, extensions, and “Incomplete” gradesNormally I grant extensions or Incomplete grades only for weighty reasons like a family

emergency or serious illness. If you are facing circumstances beyond your control that might prevent you from finishing a paper or writing exercise on time, ask me before the deadline for an extension. If appropriate, provide documentation supporting your request. Extensions are prospective, not retroactive; that is, an extension granted after a deadline has passed does not cancel the penalty that has already accrued. Late papers without extensions will be marked down 10 points on a 100-point scale (a letter grade) during each 24-hour period after the deadline.

Late papers should be emailed as Word documents to me at wbreitenbach@pugetsound.edu. It is imperative that you meet the deadline for the first draft of your research project . No final draft will be accepted after 5:00 p.m. on Friday of exam week .

Other policiesIf you have a physical, psychological, medical or learning disability that may impact your

course work, contact Peggy Perno, Director of Student Accessibility and Accommodations, 105 Howarth Hall, 253-879-3395. She will determine with you what accommodations are necessary and appropriate, given the course objectives. All information and documentation are confidential.

Students who want to withdraw from the course should read the rules for withdrawal grades in the Academic Handbook (link provided below). Friday, November 6, is the last day to drop with an automatic W; thereafter it is much harder to avoid a WF. Students who abandon the course without officially withdrawing will receive a WF.

Students who cheat or plagiarize; help others do so; deface, hide, or steal library materials; or otherwise violate the university’s standards of academic integrity will be given an F for the course and will be reported to the Registrar. Before turning in your first paper, read the discussion of academic integrity in the Academic Handbook (link provided below). Ignorance of the concept or consequences of plagiarism will not be accepted as an excuse.

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In matters not covered by this syllabus, I follow the policies in the current Academic Handbook, http://www.pugetsound.edu/student-life/personal-safety/student-handbook/academic-handbook/.

Classroom emergency response guidancePlease review university emergency preparedness and response procedures posted at

www .pugetsound.edu/emergency/ .  There is a link on the university home page.  Familiarize yourself with hall exit doors and the designated gathering area for your class buildings. 

If building evacuation becomes necessary (e.g., because of an earthquake), meet your instructor at the designated outdoor gathering area so she/he can account for your presence.  Then wait for further instructions.  Do not return to the building or classroom until advised by a university emergency response representative.

If confronted by an act of violence, be prepared to make quick decisions to protect your safety.  Flee the area by running away from the source of danger if you can safely do so.  If this is not possible, shelter in place by securing classroom or lab doors and windows, closing blinds, and turning off room lights.  Lie on the floor out of sight and away from windows and doors.  Place cell phones or pagers on vibrate so that you can receive messages quietly.  Wait for further instructions.

CLASS SCHEDULE

All reading assignments, preps, and exercises are to be completed before class on the day for which they are listed. Bring this syllabus to class along with the readings assigned for the day.

UNIT I: WHAT IS HISTORY, ANYWAY?

Historical thinking, in its deepest forms, is neither a natural process nor something that springs automatically from psychological development. Its achievement, I argue, actually goes against the grain of how we ordinarily think. This is one of the reasons why it is much easier to learn names, dates, and stories than it is to change the fundamental mental structures that we use to grasp the meaning of the past.

Sam Wineburg, “Historical Thinking and Other Unnatural Acts”

Our hardest task as teachers is to keep antiquity accessible while stressing its ineffable strangeness. Such understanding requires not only empathy with the past but awareness of its unbridgeable difference. The past was not only weirder than we realize; it was weirder than we can imagine. However much we strive to know them, past minds remain opaque to us. To link us with precursors while accepting the unlikeness of their worlds, we must somehow convey the past’s mysterious affinity.

David Lowenthal, “Dilemmas and Delights of Learning History”

There is a tendency to freeze the present and project it back upon an unchanging past. If you can get beyond this in a history course—well, you’re on third base!

Lawrence W. Levine, lecture at UPS (March 20, 2001)

The past is a foreign country: they do things differently there. L. P. Hartley, The Go-Between

This introductory unit raises issues and lays down assumptions that are fundamental to the course and to the discipline of history itself. The unit aims to show that history is a craft with a distinctive method, that history is interpretive, that evidence is constructed and not just discovered, and that historians disagree both about the interpretations proposed by their colleagues and about the very nature of historical knowledge. We’ll get at these issues by considering just what distinguishes historical thinking from non-historical thinking about the past. By the end of this unit, you should have a better idea of what is meant by that ugly term “historical-mindedness.”

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1. Mon., Aug. 31: Introduction to the CourseQuestionnaire (used for History Department assessment purposes)Eyewitnesses and historical evidence: looking at a poster

2. Wed., Sept. 2: Stories of a Past EventHistory 200 syllabus (This is your agreement with me. Read it!)Rampolla, Pocket Guide, 1-5, 25b, 26b, and “Contents” inside the front coverRaymond Queneau, Exercises in Style, trans. Barbara Wright [RP, 3-8]Jonathan Zimmerman, “Revisionists, Get Out of Florida” [RP, 9-11]Prep: Decide which of Queneau’s stories is the best history of the incident and write

a couple of sentences explaining why. Write your own story (with title) about the incident. Also, write a brief paragraph discussing what the Queneau stories imply about the Florida legislators’ quest to ban revisionist history.

3. Fri., Sept. 4: Is History Relativistic or Objective? Is It an Art or a Science?Carl L. Becker, “Everyman His Own Historian” [RP, 12-20]Robin G. Collingwood, “The Limits of Historical Knowledge” [RP, 21-25]Simon Schama and Gordon S. Wood on “Dead Certainties” [RP, 26-27]Prep: Today’s class title asks two questions raised by the readings. There are four

possible answers. Choose the answer that you most disagree with and be ready to offer a refutation of it during our class discussion.

— Mon., Sept. 7: LABOR DAY. No class meeting.

4. Wed., Sept. 9: How Non-Historians Think about the PastSamuel S. Wineburg, “Probing the Depths of Students’ Historical Knowledge” [RP, 28-31]Douglas L. Wilson, “Thomas Jefferson and the Character Issue,” with a subsequent

letter to the editor by Fel Rouse III, and Wilson’s response [RP, 32-34]Russell Baker, “Stuck on Ourselves” [RP, 35]William Breitenbach, “Presentism and Faith” [RP, 36]Prep: According to Wineburg, what are the important differences between

historians’ and students’ ways of using historical sources and understanding the past? What is presentism? How can it be avoided? Should it be avoided? Should historians make moral judgments about the past? Do you agree with Douglas L. Wilson or with Fel Rouse III?

5. Fri., Sept. 11: How Historians Think: Historical-MindednessRobin G. Collingwood, “Who Killed John Doe?” [RP, 37-45]Sam Wineburg, “Historical Thinking and Other Unnatural Acts [RP, 46-53]Conal Furay and Michael J. Salevouris, “Historical-Mindedness” [RP, 54-59]Rampolla, Pocket Guide, 52-53Prep: List some differences between the ways that good historians, bad historians,

and non-historians think about the past. What does Collingwood mean when he says “the scientific historian does not treat statements as statements but as evidence”? Why does Wineburg view historical thinking as an “unnatural act”? Is it? What constitutes historical-mindedness? How do historians think? Are you beginning to think that way? Does it feel unnatural?

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6. Mon., Sept. 14: Founding Father? A Debate on the Jefferson-Hemings ControversyBarbra Murray and Brian Duffy, “Jefferson’s Secret Life” [RP, 60-64]Lewis Lord, “Holding Out for an Icon” [RP, 65-66]David Murray, “Jefferson Gets Spun as Science Meets the Press” [RP, 67-69]Leef Smith, “Certainty of Jefferson-Hemings Affair is Overstated, Critics Say” [RP, 70-72]Lisa Jones, “Grave Matters at Monticello” [RP, 73-76]Lewis Lord, “The Tom-and-Sally Miniseries (cont.)” [RP, 77]Jill Lepore, “President Tom’s Cabin” [RP, 78-84]OPTIONAL READINGS (ON MOODLE) :The William and Mary Quarterly 57 (Jan. 2000): 121-210, contains a forum entitled

“Thomas Jefferson and Sally Hemings Redux.” The “Introduction” by Jan Lewis, 121-24, http://www.jstor.org/stable/2674360 [M], and the article by Fraser D. Neiman, “Coincidence or Causal Connection? The Relationship between Thomas Jefferson’s Visits to Monticello and Sally Hemings’s Conceptions,” 198-210, http://www.jstor.org/stable/2674366 [M] are especially good. Articles by Joseph J. Ellis, “Jefferson: Post-DNA,” 125-38, http://www.jstor.org/stable/2674361, and Annette Gordon-Reed, “Engaging Jefferson: Blacks and the Founding Father,” 171-82, http://www.jstor.org/stable/2674364 make interesting and pertinent points.

The Thomas Jefferson Memorial Foundation has a website with much information about the Jefferson-Hemings controversy, including the majority and minority reports of its own Research Committee. It also has links to the original article in Nature about the DNA evidence and to follow-up articles in other journals. See http://www.monticello.org/plantation/hemingscontro/hemings_resource.html [M]

Prep: In class we’ll debate the following question: Does the new DNA evidence, in conjunction with other evidence, establish that Jefferson had at least one child with his slave Sally Hemings? As you make your case, show your historical-mindedness by analyzing the strengths and weaknesses of the various kinds of evidence brought forward by the disputants in this debate.

_______ UNIT II: THE RAW MATERIALS: WORKING WITH PRIMARY SOURCES _______

“Have I told you about my condition? I can’t make new memories. Everything just fades.”Leonard Shelby, protagonist in Memento, who tries to reconstruct the past from obscure, incomplete, unreliable, and evanescent evidence. His condition is the historian’s.

To answer the question implied here, we are forced to stare at the thick curtain formed by lack of specific evidence. Yet if we go on something of a diet concerning data and become patient with very small and occasionally uncertain portions, we may learn something about why these Second Creek slaves thought and acted the way they did.

Winthrop D. Jordan, Tumult and Silence at Second Creek

Muskrat’s Much-In-Little: Why x How = WhatRussell Hoban, The Mouse and His Child (This is the formula for writing a good interpretive essay in history.)

This unit builds on the lessons of the preceding one by giving you the chance to dirty your hands with primary sources. The assigned readings provide advice and models for assessing the authenticity, reliability, and usefulness of primary sources. After developing guidelines for the critical examination of evidence, we'll take a close look at some primary source materials. You'll learn how to scrutinize these materials, how to draw inferences from them, and how to organize those inferences into plausible historical interpretations.

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7. Wed., Sept. 16: The Untrustworthy Witness: How Primary Sources Can DeceiveRampolla, Pocket Guide, 6-15Conal Furay and Michael J. Salevouris, “Evidence” [RP, 85-89]“Facts” [RP, 90]Lionel H. Kennedy and Thomas Parker, An Official Report of the Trials of Sundry

Negroes, “Witness 1 in the trial of Rolla” [RP, 91-93]History 200 Internal Criticism form [M]Prep: Exercise #1: After reading “Witness 1,” fill out the Internal Criticism

form and then write answers to these questions: What problems would the testimony of Witness 1 pose for a “scissors-and-paste historian” who takes the words at face value? Despite its flaws, what can this document be made to reveal when analyzed by a “scientific historian”?

8. Fri., Sept. 18: The Witness Examined: Explication, Verification, and ContextJacques Barzun and Henry F. Graff, The Modern Researcher [RP, 94-97]Laurel Thatcher Ulrich, “Erasing History” [RP, 98-99]Levi Hart, letter to Joseph Bellamy, 11 Mar. 1773, photocopied A.L.S. [RP, 100-03]Will of Martha Emons [RP, 104] Barbara Clark Smith, "Analyzing an 1804 Inventory" [RP, 105-07]Prep: Exercise #2: (1) Use the Oxford English Dictionary (available online in

Collins Library’s “Databases A-Z”) to look up one of these words, which Levi Hart used in a special, uncommon sense: “character,” “settle,” or “convictions.” Copy the definition in the OED that fits Hart’s use of the word. In choosing a definition, consider the context of Hart’s letter. (2) After studying Martha Emons’s will, calculate the value in pounds of Benjamin Emons’s inheritance, and explain who gave him what, how much, and when. Show your calculations.

9. Mon., Sept. 21: The Third Degree: Close Readings, Topics, Questions, and EvidenceWilliam Breitenbach, “How to Read a Primary Source” [RP, 108-12]Kennedy and Parker, Official Report, “Introduction” [RP, 113-15]Prep: The judges’ “Introduction” to their Official Report is a rich primary source.

Begin to interpret it by posing Collingwood’s question: “What light is thrown on the subject in which I am interested by the fact that this person [the judges] made this statement, meaning by it what he [they] did mean?” Why did the judges publish this particular statement at this particular time?

10. Wed., Sept. 23: The Witness Squeals: Interpreting a Primary SourceRampolla, Pocket Guide, 29-36tHarold D. Woodman, “Do Facts Speak for Themselves?” [RP, 116-18]William Breitenbach, “Writing History Papers Based on Primary Sources” [RP, 119-21]Prep: Bring to class a photocopy of the primary source document that you intend

to write about. List any problems that the document poses for historians. Choose a topic for which it would be useful evidence, turn the topic into a historical question, and answer that question with a disputable claim. (Remember that you want the source to tell you something that the author did not intend it to reveal.) Copy a quotation from the document that most powerfully supports your claim and explain how and why you think it does. Finally, consider the historical significance of your interpretation. If some other historian heard your question and your claim and then said, “Okay, your claim is true, but so what?” how would you respond?

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11. Fri., Sept. 25: Writing Workshop: Clarity, Cohesion, Emphasis, and CoherenceRampolla, Pocket Guide, 49-67mJoseph M. Williams, “Coherence” [RP, 188-89]Prep: During class we’ll do a worksheet on writing.

12. Mon., Sept. 28: Evaluating the Secondary Sources You Just ProducedCoversheet and editor’s sheet [handouts in class]Prep: Bring your primary source paper to class for a classmate to read and edit.

PAPER DUE: a 4-page interpretive essay on a rich primary source is due at the beginning of class today, Monday, September 28.

UNIT III: CONSUMING HISTORY: WORKING WITH SECONDARY SOURCES ______

For every complex problem, there is a solution that is simple, neat, and wrong.H. L. Mencken

We do, in truth, demand that pupils perform an unconscionable number of reverse somersaults. First, we say that there is no single right answer to any of the really significant questions in history and that pupils must work things out for themselves. Then we say: “But not any answer will do. Some answers are indefensible even if no one answer is clearly right! And some admissible answers are not as good as other admissible answers.” Pupils then spend considerable time and effort learning how to determine which answers and accounts are better than others. If they succeed, we say: “But even though some accounts are better because more valid or coherent or parsimonious than others, there is no one best account, since we find it useful to vary questions, assumptions, and perspectives.” This is difficult to appreciate.

Denis Shemilt, “The Caliph’s Coin”

This unit of the course is designed to teach you four things: (1) how to read secondary sources efficiently and effectively, (2) how to evaluate critically the explicit arguments and implicit assumptions found in history writing, and (3) how to recognize the historiographical significance of historical interpretations, and (4) how to write historiographical essays like book reviews.

13. Wed., Sept. 30: Critical Consumers: How Historians Read History BooksRampolla, Pocket Guide, 16-26Norman F. Cantor and Richard I. Schneider, “How to Read Secondary Sources” and

“A Practical Lesson in How to Read a History Book” [RP, 122-27]William Breitenbach, “How to Read a Secondary Source” [RP, 128-29]William Breitenbach, “Taking Reading Notes on Scholarly Arguments” [RP, 130]Prep: Do a subject search in the Collins catalogue to identify books on your

intended research topic. When you go to find them, browse nearby shelves for other relevant titles. Sign out the most promising monograph on your topic. (A monograph is a secondary source book on a single, focused topic that is based on the author’s original research in primary sources. A good monograph poses a research question about a topic and answers that question by proving an interpretive claim.) Choose a brief book written by an academic historian, not a collection of essays or a biography, one that has footnotes or endnotes, and that was published after 1980. Bring it to class. Be ready to explain in class why you chose the book you did over others near it. How can you select the best historical monograph on a topic from a shelf of them without taking the time to read them all? What factors should you consider in judging the quality and potential value of a monograph?

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14. Fri., Oct. 2: Gutting a BookGutting worksheet [M]Prep: Exercise #3: Spend no more than 2 hours “gutting” the historical

monograph you have chosen. Complete the gutting worksheet.

15. Mon., Oct. 5: Identifying Historical Arguments: Questions, Claims, Reasons, EvidenceDrew Gilpin Faust, “Culture, Conflict and Community,” Journal of Social History 14

(autumn 1980): 83-97 [RP, 131-46]Worksheet on Evaluating a Secondary Source [M]Prep: After reading the scholarly article by Faust, fill out the first part of the

worksheet on evaluating secondary sources.

16. Wed., Oct. 7: Evaluating Historical Arguments: Concessions, Warrants, Counter-ClaimsDrew Gilpin Faust, “Culture, Conflict and Community” (read it again)Prep: Exercise #4: After re-reading Faust’s article, finish the worksheet on

evaluating secondary sources. It is due today at the beginning of class.

17. Fri., Oct. 9: Library Session #1. Today’s class will be held in Library 118Prep: Go directly to Library 118. If you have a wireless laptop, please bring it to

class. Peggy Burge will introduce us to the resources for history research in Collins Library and teach us how to find good scholarly articles to review.

18. Mon., Oct. 12: Reviewing Books and ArticlesRampolla, Pocket Guide, 36-42bSteven Stowe, “Thinking about Reviews” [RP, 147-49]Henry J. Steffens & Mary Jane Dickerson, “Reviewing Books and Articles” [RP, 150-51]Albert J. von Frank, “Remember Denmark Vesey,” Reviews in American History 29

(Mar. 2001): 40-48 [RP, 152-61]Prep: What makes von Frank’s review a good one? Pay particular attention to his

handling of the reviewed books’ (1) warrants and assumptions, (2) evidence and reasoning, (3) methodologies, and (4) historiographical significance.

______________ UNIT IV: MAKING HISTORY: A RESEARCH PROJECT _________________

We write the best history when the specificity, the novelty, the awe-fulness, of what our sources render up bowls us over with its complexity and its significance. Our research is better when we move only cautiously to understanding, . . . crafting our stories with attentive wondering care. . . . Surely our job as teachers is to puzzle, confuse, and amaze. We must rear a new generation of students who will gaze in wonder at texts and artifacts, quick to puzzle over a translation, slow to project or to appropriate, quick to assume there is a significance, slow to generalize about it. . . . For the flat, generalizing, presentist view of the past encapsulates it and makes it boring, whereas amazement yearns toward an understanding, a significance, that is always just a little beyond both our theories and our fears.

Every view of things that is not wonderful is false.Caroline Walker Bynum, “Wonder,” AHA Presidential Address

In this unit, you will have the chance to put together everything that you have learned by undertaking a limited research project in U.S. history. You’ll decide on a specific topic to investigate, and then you'll research, write, and revise a paper on that topic. While you are working independently on the project, we'll use class time to learn about the effective use of the library (reference stacks, electronic databases, bibliographical aids, inter-library loans); the management of research (note-taking systems, research logs, avoiding plagiarism); the

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techniques of writing clear, graceful, persuasive prose; and the stylistic conventions for preparing history papers (quotations, footnotes, bibliographies, paper format). Although there are daily assignments listed in the class schedule, they are fairly short. Nevertheless, you’ll have plenty to do—what is more, you'll be doing it on your own. The independent work needed for your research project will test your diligence, persistence, and self-discipline. Successful completion of this research project should prepare you for writing long papers in upper-division History courses and in the research seminar, History 400.

19. Wed., Oct. 14: Getting Started on a Research ProjectKate L. Turabian, A Manual for Writers, “On the Spirit of Research” [RP, 162]Liena Vayzman, “Practical Advice for Writing” [RP, 163-64]Rampolla, Pocket Guide, 144b-49Prep: Be ready to talk about your past experiences with research projects. Start

thinking about possible research topics. The sooner you settle on a specific topic, the better off you’ll be. I recommend that you begin a research log (spiral notebook or lab book) to use as an intellectual journal of your project, recording in it your ideas about the process and content of your research. Get started by brainstorming in it about topics and questions. Schedule a 15-minute meeting in the next two weeks to talk with me about a research topic.

20. Fri., Oct. 16: Choosing a Topic and Constructing a Feasible Research ProblemRampolla, Pocket Guide, 77-81tPrep: Think of a possible research topic, narrow it, and pose a question that might

become your research problem. For ideas about topics and sources, you can run keyword and subject heading searches in the Collins Library catalogue, browse the library stacks, examine a U.S. history textbook, consult the American Historical Association’s Guide to Historical Literature (Reference D20. A5 1995), flip through specialized subject encyclopedias in the library’s Reference stacks, peruse the 20 volumes of documents in Annals of America (E173. A793), and look at the course-related webpage for History 200. I’ll lend my copies of Kelly Schrum’s book on U.S. history websites; there’s another copy in the library Reference stacks (Ref E175.88 G48 2005).

— Mon., Oct. 19: FALL BREAK. No class meeting.

21. Wed., Oct. 21: Library Session #2. Today’s class will be held in Library 118Rampolla, Pocket Guide, 81-93tPrep: Go directly to Library 118. Peggy Burge will guide us in building

bibliographies for your research projects. Bring your wireless laptop.

PAPER DUE: a 4-page review of a scholarly article in history is due at Wyatt 141 by 12:00 noon on Thursday, October 22.

22. Fri., Oct. 23: Library Session #3. Today’s class will be held in Archives and Special Collections, Shelmidine Room, Library 209

Prep: Go directly to the Shelmidine Room (Library 209). Archivist Katie Henningsen will introduce us to the Archives and Special Collections and suggest possible research topics based on archival sources in Collins.

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History 200 Fall 2015

23. Mon., Oct. 26: Planning and Managing ResearchJules Benjamin, “Creating a Research Outline” [RP, 165]Rampolla, Pocket Guide, 93-94, 27-29mWilliam Breitenbach, “Bib Cards, Note Cards, Research Logs [RP, 166-68]Roy Rosenzweig, “Historical Note-Taking in the Digital Age” [RP, 169-72]Prep: Exercise #5: After reading Jules Benjamin’s advice, draw up a

research outline for your project. Also, prepare a proper note card based on research done for your project (see RP 167 for a model).

24. Wed., Oct. 28: Research Day. No class meeting.Prep: Continue to acquire background information and to build your bibliography.

Read the best overview of your topic in a subject encyclopedia. Use the Collins catalogue and browse the stacks to find the best monographs, and mine their bibliographies and footnotes for additional citations. Above all, locate primary sources that will be the basis for your paper. By today you should be certain that there are sufficient primary sources available in Collins Library, from Summit, or online for your project to be feasible.

25. Fri., Oct. 30: Academic Integrity and PlagiarismThe Expectations and Rules

Rampolla, Pocket Guide, 98-105Wayne C. Booth, “The Ethics of Research” [RP, 184-85]University of Puget Sound, The Academic Handbook, section on “Academic

Integrity,” at http://www.pugetsound.edu/student-life/personal-safety/student-handbook/academic-handbook/academic-integrity/

Some Bad Examples and Cautionary TalesJoyce Meyerowitz, “History’s Ethical Crisis: An Introduction” [RP, 173]Philip J. Hilts, “When Does Duplication of Words Become Theft?” [RP, 174]Fred Barnes, “Stephen Ambrose, Copycat” [RP, 175-77]Hillel Italie, “More Plagiarism Problems for Ambrose” [RP, 178]Justin Garland, “Ambrose Demonstrates Plagiarism’s Merits,” The Trail [RP, 179]G. B. Trudeau, Doonesbury cartoon about Stephen Ambrose, 21 Apr. 2002 [RP, 180]Doris Kearns Goodwin, “How I Caused that Story” [RP, 181-82]“Letters to the Editor: Doris Kearns Goodwin” [RP, 183]Prep: Were Oates, Ambrose, and Goodwin guilty of plagiarism? Would they

have been judged guilty under the rules at UPS? Is academic dishonesty widespread at UPS? Should UPS professors use “turnitin.com”?

26. Mon., Nov. 2: Chicago Manual Citations: Footnotes and Bibliographic EntriesRampolla, Pocket Guide, 111b-44b Prep: Exercise #6: Prepare a properly typed footnote (including a note

number) and bibliographic entry for each of the following kinds of sources: a monograph, a journal article, a reference encyclopedia entry, a book review in a history journal, and a website. Use examples from your own research project whenever possible.

27. Wed., Nov. 4: Research Day. No class meeting.Jules R. Benjamin, “Creating a Research Outline” [RP, 165] Prep: Calculate how much time you have available for your project during the

next three weeks and readjust your research outline accordingly. This might be a good week for an appointment with Peggy Burge.

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History 200 Fall 2015

28. Fri., Nov. 6: Using Sources: Quotations as EvidenceRampolla, Pocket Guide, 106-11bDouglas R. Egerton, He Shall Go Out Free, 204-05 [handout]Prep: Exercise #7: Type up a quotation as it might be used in a paragraph of

your paper. Introduce the quotation with your own contextualizing words and integrate it grammatically into your own sentence. Punctuate and capitalize the quotation properly. Try to use an ellipsis and/or square brackets in the quotation. Supply a footnote number.

29. Mon., Nov. 9: The Working Hypothesis: A Problem and a ClaimRampolla, Pocket Guide, 94-95, review 52-59Prep: Exercise #8: Write out your working hypothesis (the disputable claim

that is the answer to your research question) and the two best primary source quotations that support it. Explain the chain of reasoning that connects each quotation to the proof of your working hypothesis—i.e., explain how the words in the quotations lead logically to your claim. Remember that your working hypothesis should be a solution to the problem that is puzzling you about your topic. Start with a puzzle!

30. Wed., Nov. 11: Research and Writing Day. No class meeting.Prep: Go through your notes and re-categorize them as needed. Push hard on

research and writing. If you want to meet, we can set up an appointment.

31. Fri., Nov. 13: Planning and Outlining the ArgumentRampolla, Pocket Guide, 96David Kornhaber, Harvard Writing Center, “Outlining” [RP, 186-87]Prep: In class, everyone will give a two-minute progress report. Exercise #9:

Type your claim and a “point-based outline” for your research paper. A point-based outline is composed of complete sentences that state the reasons proving your paper’s claim. Read your outline aloud to check that it presents a sustained argument.

32. Mon., Nov. 16: Introductions and ConclusionsRampolla, Pocket Guide, review 59-62b, 65b-67Hum 122 “Introductions” [RP, 192]William W. Freehling, an historiographical introduction [RP, 193]James H. Merrell, an anecdotal introduction [RP, 194]Prep: Exercise #10: Decide whether to begin your paper with a revealing

anecdote or a historiographical summary. Then write an introduction. Bring two typed copies of your introduction to class.

33. Wed., Nov. 18: Writing the First Draft. No class meeting.Rampolla, Pocket Guide, review 62b-65Joseph M. Williams, “Coherence” [RP, 188-89]Joseph M. Williams, “Headings and Drafting” [RP, 190-91]Instructions for Preparing the First Draft [M]Prep: There’s a draft in here!

34. Fri., Nov. 20: Drafting Day. No class meeting.For properly formatted sample pages, see Rampolla, Pocket Guide, 144b-49

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History 200 Fall 2015

35. Mon., Nov. 23: First Drafts Submitted and ExchangedInstructions for Preparing the First Draft [M]Prep: Think about your introduction. Be sure that it announces your claim and

positions your argument in the ongoing scholarly conversation. Be sure that your conclusion restates your claim clearly and explains why it matters if you are right. Finally, write a title that describes your topic accurately, hints at your thesis, and engages readers’ interest.

FIRST DRAFTS (8-10 pages) are due today at the beginning of class. Bring two copies—one for me and one for your peer reviewer.

— Wed., Nov. 25: THANKSGIVING BREAK. No class meeting.

— Fri., Nov. 27: THANKSGIVING BREAK. No class meeting.

36. Mon., Nov. 30: Preparing for Revisions. No class meeting.Rampolla, Pocket Guide, 67b-76, 97Self-Evaluation worksheet [M]Prep: Do two things with your paper: (1) Highlight or underline all of the

evidence with one color ink and all of your analysis with another color. Is evidence always followed by analysis? Are evidence and analysis roughly proportionate? Do any sections seem to need more of one or the other? (2) Pull the point sentence from each paragraph of your paper. Write these point sentences out as a single paragraph. If the paragraph is not coherent, revise it by moving, adding, or deleting sentences. Later you’ll need to make the corresponding changes in the paper itself. Write down the principle of organization for the paragraph you have just created—i.e., state the reason why the sentences are arranged in the order they are. Is the organization chronological? Simple to complex? General to particular? Something else? Ask yourself, Is this the best principle of organization for proving my paper’s claim? Read the Self-Evaluation sheet and think about it. If more research is needed, get at it right away!

37. Wed., Dec. 2: Workshop with Peer Reviewer“In Memoriam, Wayne C. Booth” [RP, 195]Your classmate’s research paperPrep: Exercise #11: Read your classmate’s paper (write comments on it as

you read). Type a two-page peer review, using the questions on the Self-Evaluation worksheet as a guide. Provide specific suggestions for improvement. Bring two copies of your review—one for the author and one for me. During class, reviewers will discuss drafts with authors.

38. Fri., Dec. 4: Learning from Your Returned PaperKate L. Turabian, “Learning from Your Returned Paper” [RP, 196]Prep: Consider your classmate’s review as you revise. Finish any remaining

research. Today in class, I’ll pass back my evaluated copy of your draft.

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History 200 Fall 2015

39. Mon., Dec. 7: Revision Day. No class meeting.Self-Evaluation worksheet [M]Prep: Exercise #12: After considering what Rampolla has to say about

revising, what your peer reviewer and I had to say about your first draft, and what you currently think about your project, complete the “Self-Evaluation” worksheet. Be as honest with yourself as you can. At the end of the worksheet, list five specific things you intend to do to improve your paper in the days remaining before the final draft is due. Email me your completed Self-Evaluation worksheet by 12:00 noon.

40. Wed., Dec. 9: Bibliography and Finishing TouchesRampolla, Pocket Guide, 27-29, 149Prep: After reading about bibliographies and studying the model, begin preparing

your own bibliography. Type up the first page (at least) and bring two copies to class. Also bring a list of a few of the practical lessons (both positive and negative) that you have learned from undertaking this research project. What do you want to be sure to remember when it comes time to begin your next big research project?

— Fri., Dec. 11. READING PERIOD. No class meeting.

FINAL DRAFT OF RESEARCH PROJECTCompleted research projects and all borrowed books or photocopies are due at my office, Wyatt 141, by 2:00 p.m. on Wednesday, December 16. Also submit an electronic copy to wbreitenbach@pugetsound.edu.

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