5:45-8:25
p.m. Wed.
Cavanaugh 215
The Nature of History
This course is an
introductory exploration of the meaning, philosophy, and study of history. It examines diverse areas of historical
study, the emergence and evolution of the historical profession, what
historians do, how history affects our society and culture, and the
applications and relevance of history for the present. It 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. The course, a regular
offering of the History Department, is required for the Museum Studies
Certificate and is now recommended by the School of Education for those
pursuing education degrees in social studies.
So, you will find that the class will include a variety of interests and
experiences, which should contribute to some interesting conversations during
the semester.
Through your
participation in this course and its assortment of readings, discussions, and
exercises, I hope that you will begin to look at history differently, realize
the richness and complexity of studying the past, and ultimately come to
appreciate history as a useful discipline and a worthwhile profession. I have two principal goals for this class:
(1) 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, which may
change over time; and (2) that the study of history is not meaningless, but
that it is relevant and useful to our present and future understanding of who
we are as people, societies, and cultures.
Texts
James
W. Davison & Mark H. Lytle, After the
Fact: The Art of Historical Detection
Mark T. Gilderhus, History and Historians: A Historiographical
Introduction
Warren Leon and Roy Rosenzweig, eds,
History Museums in the United States
*Assorted readings posted on ERROL, which is accessible through the IUPUI Library
website.
Office Location My office is
located in Cavanaugh 327. I invite and encourage you to take
advantage of my office hours and to visit me throughout the semester. When I am not in the office, you may leave
messages with the staff in the NCPH office (Cavanaugh 327), on voicemail, or
e-mail.
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. In other words, this class is also what you make of it.
Course
Objectives. The study of history is often
misunderstood. People generally believe
that history is simply the memorization of names, dates, and important
events. This course is designed to
expose students to the usefulness of historical studies by helping them learn
to: (1) examine, assess, and understand the past and its relevance for
contemporary society; (2) understand the role of historians and history in
society; (3) analyze information and ideas that represent multiple
perspectives; (4) assess and critique historical writings; (5) develop
well-reasoned and well-supported positions on historical questions; and (6)
express one’s opinions in a logical and factually supported manner.
The course objectives relate to the
Department of History’s “Principles of Undergraduate Learning,” which may be
found at www.iupui.edu/~history/principlesundergradlearning.htm. These principles will help the student to
understand and appreciate American history more fully and to improve critical
thinking and communication skills, which are essential to one’s academic
studies and future career, as well as for personal growth and development.
Oncourse. Oncourse is an electronic means of extending the classroom
to the Web environment. The syllabus
and all assignments are posted on Oncourse.
Visit the site at: http://oncourse.indiana.edu, click
on IUPUI, log in with your username and password, and proceed to the H217
site. If you have not used Oncourse
before, I strongly encourage you to visit the site and use the online tutorial
since I will be using Oncourse to post assignment and announcements. It is your responsibility to check Oncourse
on a regular basis. The syllabus is
also posted on the History Department’s website http://www.iupui.edu/~history/
ERROL. ERROL is an electronic course reserve system through the
University Library. Additional readings
for this course are posted at that site.
ERROL instructions: Log on to www.ulib.iupui.edu,
then click on ERROL, then click on Electronic Course Reserves. Either select by department (History) or
instructor (Vanderstel). Click to login to HIST H217. When prompted, your password is HISTH217.
You now have access to the other articles for class.
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.
Extra Credit. The University emphasizes strong ties with the community and encourages
students and staff to seek service opportunities as a way of expanding their
educational experiences. I am
contacting local museums to determine the availability of some
volunteer/service opportunities, for which you may obtain an additional 10
points for participating in a service learning project. If you are interested, please see me so we
can define the project and make appropriate arrangements.
Written Assignments. Throughout the semester, each student will complete
several written assignments (approx. 6), which address different questions,
research methods, and approaches associated with the study of history. I will post assignments separately on
Oncourse or distribute in class with specific instructions and deadlines.
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 for your files. I am
not responsible for lost work due to computer or printer failure.
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.
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 three (3) days in
advance of the regularly designated time; allowances will be made for extreme
emergencies.
Attendance. Attendance is required for class.
Due to federal financial aid policies, the University requires that I
report students who are not attending class; thus, non-attendance could indeed
affect your financial standing.
Therefore, 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 immediately. 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. As an institution
of higher education, 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]
Cell
phones and pagers: In order to maintain a proper learning
environment and appropriate classroom decorum, all cell phones and beepers
are to be turned off prior to the beginning of class. Interruptions by these devices during the
class are cause for immediate dismissal from the classroom for that
evening.
Proposed Schedule of Classes: This is a proposed
outline of topics that we will address in class along with the required
readings and is subject to slight changes and adjustments as the semester
proceeds. I intend to remain rather
flexible with the schedule in order to devote appropriate time to the treatment
of the many different subjects. To stay
ahead, I recommend that you follow the schedule of readings. If we spend more time on a subject, I will
make appropriate adjustments in the schedule and notify you of them. 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. If other materials
become available for the class, I will either post them to Oncourse or
distribute them in class.
August 21 Course
Introduction - 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 28 The Philosophy and Meaning of History: Developing an Historical Consciousness; Approaches to Studying History
Readings: History and Historians,
Chs. 1-5
September 4 “Doing History": Sources
Readings: After
the Fact, Prologue & Ch. 1
“Doing History”:
Evidence and Research Methods
Readings: After the Fact, Ch. 3; History and Historians, Ch. 6
September 11 Historiography
and the Writing of History
Readings: After the Fact, Ch. 4
Emergence of the Historical Profession
Readings: History and Historians, Ch. 7
INTRODUCTION TO
FIELDS OF HISTORICAL STUDY
September
18 “Remaking American History”: New
Fields of Historical Study
Readings: After the Fact, Ch. 2; Degler, “Remaking American History” (ERROL)
Readings: After the Fact, Chs. 5, 6 ; Stearns,
“Towards a Wider Vision” (library reserve); Swierenga, “American History and
the Quantitative Method” (ERROL)
October 9 Museums: Origins and Purposes
Readings: History Museums,
Chs. 1-2, 4; Schlereth, “Causing Conflict, Doing Violence” (ERROL)
October 16 Museums: Living History and Historic Sites
Readings: History Museums, Chs. 3, 5, 6; Hurt,
“Agricultural Museums;” Anderson, “Living History: Simulating Everyday Life;”
Schlebecker, “Social Functions of Living Historical Farms,” (ERROL)
October
23 Museums: Interpreting the New History
Readings: History
Museums, Chs. 8-11
October
30 Museums: Material Culture
Readings: After the Fact, Ch. 8; History Museums, Ch. 12
November 6 Public History; Oral History and
Historic Preservation
Readings: Schulz, “Becoming
a Public Historian” (library reserve); After
the Fact, Ch. 7; Howe, “Historian in Historic Preservation;” (ERROL) Diaz,
“Oral Historians: Community Oral History” (library reserve)
November
13 History
and Film
Readings: Carnes,
“Conversation between Eric Foner and John Sayles” (ERROL)
HISTORY IN
CONTEMPORARY AMERICAN CULTURE
November 20 The Abuse and Misuse of History
Readings:
After the Fact, Chs. 12, 15; History Museums, Ch. 7;
Linenthal, “Anatomy of a Controversy” (ERROL)
November
27 No Class - Thanksgiving Break
December
4 The
Abuse and Misuse of History: Who Owns History?
Readings: After the Fact, Ch. 14; Lipstadt,
“Canaries in the Mine: Holocaust Denial;” Graham, “Who Owns American History?”
(ERROL)
December
11 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.
No Class – September
25 – DGV conference
November 27 – Thanksgiving Break