The Nature of History

This course is an introductory exploration of what history is (including the diverse fields of historical study), what historians do, and how history affects our society and culture. Through an assortment of readings, discussions, and activities, the course will introduce students to the methods of and problems associated with "doing history," the philosophy of history, the different interpretations of the past, and the uses--and misuses--of history in American society. As a result of your participation in this course, I hope that you will begin to look at history differently and come to appreciate it as a discipline. Furthermore, I have two principal goals for this class: to demonstrate that history is not the memorization and recitation of names, dates, and important events—as it has been taught erroneously in our schools—but rather the interpretation and explanation of the past; and that the study of history is indeed relevant and useful to both our present and future.

Texts

• James W. Davison & Mark H. Lytle, After the Fact: The Art of Historical Detection

• James Deetz, In Small Things Forgotten: An Archaeology of Early American Life

• Mark T. Gilderhus, History and Historians: A Historiographical Introduction

• David G. Vanderstel, The Nature of History: A Collection of Readings -- on reserve at University Library (later in September)

Office Location: My office is located in Cavanaugh 327. I invite and encourage you to take advantage of office hours and to visit me throughout the semester. If I am not in the office, you may leave messages on my door or with the staff in the NCPH office (Cavanaugh 327).

Wednesday 5:00-6:00 p.m. and immediately after class; also by appointment.
Telephone	(317) 274-2718
E-mail	dvanders@iupui.edu

Course Requirements and Expectations: This class will examine a variety of topics and issues associated with the study and practice of history. I recommend strongly that you complete the assigned readings prior to each class in order to help you understand the lectures and participate in class discussions. While I enjoy lecturing, I would prefer that this class be more of an ongoing dialogue about the issues at hand; therefore, I encourage you to ask questions, offer opinions, and contribute items that you have read or heard about.

Grades: Course grades will be based upon the following:

1. Written exercises	50 %
2. Midterm exam	20 %
3. Final exam	25 %
4. Class participation	5 %

Grading is on a straight scale--90 & above, A; 80-89, B; etc., with +/- being 3 points above/below the grade cutoff.

Written Assignments: Throughout the semester, each student will complete several (approximately 5-6) written assignments that demonstrate different approaches to the research and writing of history. I will distribute each assignment separately with specific instructions and deadlines.

I encourage you to submit assignments by the designated due date. Those submitted after that date are subject to a 5% (one-half grade) reduction for each week, or portion thereof, late.

Work must be submitted in a neat, legible form. When using computers, please be sure to save and backup your work AND retain a hard copy of your work. I am not responsible for lost work due to computer or printer failure.

Exams: The midterm and final exams will consist of essays that focus on the readings, lectures, and class discussions. They must be taken on the assigned day. Make-up exams will be given only if arrangements are made at least five (5) days in advance of the regularly designated time; allowances will be made for extreme emergencies.

Attendance: I expect you to attend class regularly--because you enjoy the subject, are enthused by the study of history, or maybe because you think I'm a great professor! If you miss class, it is your responsibility to secure notes and/or assignments from someone. I should note that your attendance and participation (or lack thereof) in class may indeed affect borderline grades at the end of the semester.

**If, during the semester, you find yourself having difficulties with the class or facing personal problems that may affect your work and participation in the class, please see me. I would prefer to work with you or encourage you to drop the class rather than issue a failing grade for your non-participation and non-attendance.

Ethics: Since this is an institution of higher learning, the University maintains strict guidelines for proper academic behavior. Cheating, plagiarism, and other forms of intellectual dishonesty will not be tolerated and will be handled in the manner prescribed by Indiana University (IUPUI Campus Bulletin, 2000-2002, pp.36-37), and may result in a failing grade for the work and/or the course. Use of other student's work under your name, copying from other sources and passing the work as one's own, and using uncited materials from electronic sources (i.e. Internet) are some examples of intellectual dishonesty.

Cheating is dishonesty of any kind with respect to examinations, course assignments, alteration of records, or illegal possession of examinations. It is the responsibility of the student not only to abstain from cheating, but, in addition, to avoid the appearance of cheating and to guard against making it possible for others to cheat.

[IU Bulletin, 1998-2000, p. 20]

Plagiarism is the offering of the work of someone else as one's own. Honesty requires that any ideas of materials taken from another source for either written or oral use must be fully acknowledged. The language or ideas taken from another may range from isolated formulas, sentences or paragraphs to entire articles copied from books, periodicals, speeches, or the writings of other students. . . . Any student who fails to give credit for ideas or materials taken from another source is guilty of plagiarism.

[IU Bulletin, 1998-2000, p. 20]

Proposed Schedule of Classes: Please note that this is a proposed outline of topics that we will address in class along with the required readings. I wish to remain somewhat flexible with the schedule in order to devote appropriate time to the treatment of the different subjects. To stay ahead, I recommend that you follow the schedule of topical readings. If we spend more time on a subject, I will make appropriate adjustments in the schedule. If you have particular issues that you would like discussed in class, please let me know and I will see if we can fit them into our schedule. Also note that I will soon place copies of the readings for those topics under the section "Introduction to Fields of Historical Study" on reserve in the University Library.

August 23	Introduction to Course - review syllabus and course expectations.
	What is History and Why Study It? -- general perceptions and understandings of what history is and the value of studying it
August 30	Philosophy and Meaning of History: Developing an Historical Consciousness; Approaches to Studying History
	Readings: Gilderhus, History and Historians, Chs. 1-5
September 6	"Doing History": Sources
	Readings: Davidson and Lytle, After the Fact, prologue & Ch. 1
	"Doing History": Evidence and Research Methods
	Readings: After the Fact, Ch. 2 & 3; History and Historians, Ch. 6
September 13	Historiography and the Writing of History
	Readings: After the Fact, Ch. 4
	Emergence of the Historical Profession
	Readings: History and Historians, Ch. 7
September 20	No Class – DGV at AASLH Conference
	INTRODUCTION TO FIELDS OF HISTORICAL STUDY
	(Note: Most readings in this section are in the "Nature of History" reader on reserve in the University Library, unless otherwise specified.)
September 27	Fields of Historical Study
	Readings: Carl N. Degler, "Remaking American History."
	Social History
	Readings: Peter Stearns, "Toward a Wider Vision: Trends in Social History;" Carl Degler, "Women and the Family."
October 4	New Areas of History: Ecological and Psychohistory; Quantification and Behavioral
	Readings: After the Fact, Chs. 5 & 6; William Aydelotte, "Quantification in History;" Robert P. Swierenga, "Behavioralism in Historical Research"
October 11	Museums
	Readings: Gary Kulik, "Designing the Past: History-Museum Exhibitions from Peale to the Present," John Herbst, "Historic Houses;" Thomas Schlereth, "Causing Conflict, Doing Violence."
October 18	Living History
	Readings: Jay Anderson, "Living History;" R. Douglas Hurt, "Agricultural Museums: A New Frontier for the Social Sciences;" John Schlebecker, "Social Functions of Living Historical Farms in the U.S."
October 25	Material Culture
	Readings: Deetz, In Small Things Forgotten; After the Fact, Ch. 8; Cary Carson, "Doing History with Material Culture."
November 1	Public History
	Readings: G. Wesley Johnson, "Editor's Preface;" Robert Kelley, "Public History: Its Origins, Nature and Prospects;"; Leslie H. Fishel, Jr. "Public History and The Academy;" Constance Schulz, "Becoming a Public Historian"
November 8	Oral History and Historic Preservation
	Readings: After the Fact, Ch. 7; Tamara Hareven, "Search for Generational Memory;" Rose Diaz, "Oral Historians;" Charles Hosmer, "Preservation—A Historical Perspective."
	HISTORY IN CONTEMPORARY AMERICAN CULTURE
November 15	The Abuse and Misuse of History
	Readings: Michael Wallace, "Mickey Mouse History: Portraying the Past at Disney World;" Mark Cannes, "Hollywood History;" "A Conversation between Eric Foner and John Sayles;" After the Fact, Ch. 15.
November 22	No class - Thanksgiving Break
November 29	The Abuse and Misuse of History: Who Owns History?
	Readings: After the Fact, Ch. 12; Deborah Lipstadt, "Canaries in the Mine: Holocaust Denial and the Limited Power of Reason;" Edward T. Linenthal, "Anatomy of a Controversy;" Otis Graham, "Who Owns American History?"
December 6	Closing Discussions and Conversations
December 13	Final Exam
	Please note that ALL assignments must be submitted to me by the end of the last week of classes prior to the final exam.