Proseminar–History of American Reform
History J495 - Section C445 (3 credits)
Fall
2002, Wednesdays,
University Library 1116
Instructor: Dr. Nancy M. Robertson Office: Cavanaugh Hall 504N
Office Hours: Tuesdays,
Wednesdays, 4:00pm-5:00pm fax: 317/278-7800
or by appt e-mail address: nmrobert@iupui.edu
“The problem with history is that it’s
written by college professors about great men.
That’s not what history is.
History’s a hell of a lot of little people getting together and deciding
they want a better life for themselves and their children.”
Bill Talcott
in Studs Terkel, Working
Course Description:
This
seminar is the capstone course for history majors. We will examine how people have organized to
change (or resist change to) society in the
Although there will be some lecture to provide background, classes will primarily be discussion. Come prepared to talk about the issues raised by the readings, your research and writing, your classmates’ projects, and lectures.
Course Objectives:
The course is designed to assist students foster the skills of critical thinking, especially in the understanding of American society, and to have the opportunity to communicate their ideas in an expanded project. Gaining these abilities helps not only in understanding American history, but also in improving critical thinking and communication skills essential to doing well both in school and in the future. These course objectives relate to the “Principles of Undergraduate Learning” developed to identify what all IUPUI students are expected to have mastered by graduation. You can find more about the Principles at:
http://www.iupui.edu/~history/principlesundergradlearning.htm
The primary means for students to accomplish these objectives is for each student to complete a 20-25 page piece of original, high-quality work. The paper may be on any topic or period in American history. The sustained research project produced by each student will demonstrate his or her ability:
‘ to select an historical topic, identify its significance, and make a plan of research for that topic;
‘ to identify and locate primary (first-hand) sources concerning the topic you have chosen;
‘ to identify significant secondary literature regarding that topic;
‘ to present a thesis (an argument), based on research in both secondary and primary literature and sources;
‘ to defend that thesis and make a clear and cogent argument in its defense;
‘ to follow standard guidelines for format, citation, and other formal mechanics.
In addition, the peer critiques will demonstrate the student’s ability:
‘ to constructively assist colleagues in improving their work
Required Book (It can be purchased at the bookstore in Cavanaugh or at Follett’s.):
Jules R. Benjamin, A Student’s
Guide to History, 8th ed. (
Optional Books (The following have also been ordered by Cavanaugh and Follett’s.):
Anne Lamott, Bird by Bird: Some Instructions on Writing and Life (New York: Anchor, 1994).
William Strunk, Jr. and E.B. White [yes, the author of Charlotte’s Web], The Elements of Style, 4th ed. (
Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations, 6th edition (Chicago: University of Chicago Press, 1996) [usually referred to as Turabian].
I STRONGLY RECOMMEND having
a recent
Course Requirements:
Two expectations of students in the class are worth emphasizing:
1. Attendance (prompt) is mandatory.
2. All papers (and written responses) will be distributed on time.
The final course for the grade will be determined by the following assignments:
! Class Participation (20% of final grade)
Completion of reading by the assigned date, attendance at class meetings, informal presentations of one’s work, brief comments on classmates’ projects, and participation in class discussions. By definition a seminar requires a give-and-take that can happen only when people are there and participate. Please note that participation means not just speaking. It means being prepared and contributing thoughtful questions, ideas, or opinions. Attendance will be taken and absences will affect the participation grade accordingly. IF it is absolutely necessary to miss a session, the student must notify the instructor in advance. It is your responsibility to check classmates and ONCOURSE for materials or announcements from a class you miss. A written assignment may be required to cover the missed session.
! Steps for the Research Project (70%
of final grade)
" Two possible topics and research questions; due 8/28.
" 2-3 page Preliminary Research Proposal; due MONDAY 9/9–2 copies (5%).
" Brief analysis of a primary source; due 9/11 (5%).
" 2-page assessment of three reviews of a book; due 9/18 (5%).
" Formal Research Prospectus and Class Presentation (15%).
- This is due 10/2 and is MANDATORY.
- I will not accept a paper if I did not approve the prospectus.
" Draft of Research Paper due between 10/23 and 11/13 (date assigned by instructor).
" Oral presentation of conclusion; due 12/4.
" Research Paper; due 12/13 (40% for final draft).
- This is a 20- to 25-page paper based primarily on primary and secondary sources. This paper is the culmination of your course work, interim steps, and peer critique.
! Formal Peer Critique (10% of final
grade)
This is a 2- to 3-page written critique of another student’s second draft. Detailed instructions will be provided in-class, but the overall purpose is to assist the other student in writing a stronger paper (and to receive the same assistance yourself). It is due the night of his or her presentation.
Course Policies:
< Extensions for Assignments
Extensions for due dates for assignments are granted only if you contact me BEFORE the deadline. Extensions are not automatically given. You should be sure to get from me IN WRITING a note indicating that I agreed to the later date; that note must be included with your work when you hand it in.
< Late or Missed Work
Tardy submission of written work inconveniences your classmates as well as the instructor and should not happen. Material that is handed in after the due date (or extended due date) will generally be marked down for each day it is late. Days means days of the week, not class sessions.
< Intellectual Honesty
Developing your intellectual skills is possible only when you actually do the work assigned. We will have a longer discussion of intellectual work, academic integrity, and plagiarism. Plagiarism and cheating will result in an “F” for the work in question and possible disciplinary action by the University. The University’s policy on plagiarism, as stated in the IUPUI Campus Bulletin, 2000-2002 (p.36) is:
A
student must not adopt or reproduce ideas, words, or statements of another
person without an appropriate acknowledgment.
A student must give due credit to the originality of others and
acknowledge an indebtedness whenever he or she does
any of the following:
a. Quotes another person’s actual
words, either oral or written;
b. Paraphrases
another person’s words, either oral or written;
c. Uses another person’s idea
opinion, or theory; or
d. Borrows facts, statistics, or
other material, unless that information is common knowledge.
For more information, you can find the IUPUI Student Code of Conduct on line at:
http://life.iupui.edu/dos/code.htm
You may also talk with me if you have questions about what is or is not permissible.
< Incompletes
IUPUI’s policy on incompletes is that they are only for students who have completed almost all of the course requirements and have been prevented by significant or unanticipated events from finishing the class.
< Withdrawing from Classes
If you decide to drop the class, please note that you must submit an official “drop slip” to the registrar (signed by the appropriate people). University policy requires assigning an “F” to a student who stops showing up even if that student has told the professor that she or he plans to withdraw.
Tips and Logistics:
Your
tuition and fees pay for the
274-3000). Make use of it. Appointments are usually required and it gets busy around exam time. They have the time and skills to work with you one-on-one to improve your writing.
Read over comments that I make on your writing. Understanding what I thought was strong about your work or what could be improved will help you when you write your next assignment.
Learn how to use textbooks and encyclopedias resources, but do not rely on them as a primary part of your research.
If you need to submit an assignment to me outside of class (either by bringing it to my office or by e-mailing it to me), you should bring a hard copy with you the next time you come to class unless I e-mail you that I received the paper. E-mail does not always get through and papers can get lost; you need to be sure that I receive your paper.
I cannot stress too heavily the usefulness of planning ahead, saving work on your computer OFTEN, making backups (on diskettes), and printing out your paper early.
Keep a Back-up Copy of
Any Written Work That You Do Not Want to Rewrite.
You are entitled to an e-mail account through IUPUI. I realize that many of you prefer to use another provider for e-mail and web work. The University encourages you to set up your IUPUI account to forward information to your other accounts. It means that you can easily access information from the University. If you need help setting up the account or forwarding mail, contact:
https://iupui-accts.iupui.edu/students/student.html
Please note that, according to University policy, you are, ultimately, responsible for activity on your computer account.
I
have voice mail that is on twenty-four hours a day. You are welcome to call me should you need to
do so. If you leave a phone message,
speak slowly and clearly, provide a phone number where you can be reached, and
state times when you will be at that number.
I will respond to e-mail or voice mail messages within 48 hours (except
for messages sent after
FYI: There is a University web page that will let you know if the campus is closed for snow:
http://registrar.iupui.edu/adverseweather.html
You can also call: 317/278-1600.
Information
for this class will be posted on ONCOURSE.
This will include the reading list, handouts, changes in the syllabus
(if necessary), e-mail, etc. I expect that all students in this class
will access ONCOURSE regularly. If
you are unable to do so, please contact me to make alternate arrangements. Generally, I will post materials for class by
TENTATIVE COURSE OUTLINE AND ASSIGNMENTS
The syllabus for this course will also be on ONCOURSE. I will post additions, corrections, handouts, and other supplemental materials there as well announce them in class. It is the responsibility of the student to stay on top of changes. A subsequent handout will explain the assignments more thoroughly.
8/21: OPENING
“We do not know yet what our past is going to
be.”
Eastern European aphorism
Introductions, overview of course objectives, requirements, themes, and the syllabus.
HANDOUT: Evaluation Form, J495
8/28: WHAT IS HISTORY?
WHY and HOW DO WE WRITE HISTORY?
“History’s great tradition is to help us
understand ourselves and our world so that each of us, individually and in
conjunction with our fellow men, can formulate relevant and reasoned
alternatives and become meaningful actors in making history. Considered in this light, History is a way of
learning.”
William Appleman
Williams
IMPORTANT NOTE: This class session will meet in the Payton Philanthropic Studies Library (behind the Circulation Desk) in the Lilly Library.
Becker, “Everyman His Own History,” AHR (1932) - J-STOR.
Assignments:
‘ Bring one paragraph (each) on two possible research topics.
‘ Bring two questions for the Library or Archival staff that will help you research your topic.
9/4: VIABLE TOPICS
McLoughlin, “Enthusiasm for
Textbook reading #2 (1994).
Assignment: Come prepared to discuss the core reading (use the Evaluation Form)
Monday, 9/9, by
This is a 2-3 page description of your topic where you explain why it interests you, what you want to learn, why it is important, and what primary and secondary sources (at least three each) are AVAILABLE to you. This is to be sent to me and to one (assigned) classmate.
9/11: THE RESEARCH PROCESS – Primary Sources
“No documents, no history.”
Mary Ritter Beard
Classmate’s Preliminary Research Proposal.
Assignments:
‘ Come prepared to discuss the core reading.
‘ Come with a written comment on your classmate’s proposal–2 copies.
‘ Come with four (4) copies of a brief primary source related to your topic, plus a brief analysis of it. You will discuss these in small groups.
9/18: THE RESEARCH PROCESS – Secondary Sources
“Study the historian before you
study the facts.”
E.H. Carr
Moore, “Indiana and the Klan” (1992) - ERROL.
Assignments:
‘ Come prepared to discuss the core reading and your project.
‘ 2-page paper on (at least) three scholarly reviews of a book that you are using for your topic.
9/25: NO CLASS This is a chance for you to work on your Prospectus.
Plan on meeting with me for at least 15 minutes sometime during the week.
10/2: SHIFTING TO WRITING
“Facts can be proved or disproved. But as soon as you put two facts together you
have a fiction.”
Paul E. Johnson
Reading: BENJAMIN, ch. 3 through p.62 and pp.108-115.
Assignments:
‘ FORMAL RESEARCH PROSPECTUS DUE (2-3 pages, plus annotated bibliography)
‘ Come with a five minute presentation on your project.
10/9: THE WRITING PROCESS
“Making the world is undeniably a political
act. Writing histories that imply
alternative ways in which the world might have been made are also political
acts.”
Thomas Holt
Reading: BENJAMIN, ch. 5 to p.123 (skim pp.123-136 for relevant examples).
McDaniel, “Shrinking Violets and Casper Milquetoasts,” JSH (2001) -
Project Muse.
Assignments:
‘ Come prepared to discuss the core reading.
‘ Brief Oral Progress Reports.
10/16: NO CLASS Work on FIRST DRAFT
10/23: THE CRITIQUING AND REVISING PROCESS
Reading: BENJAMIN, pp.136-139.
Assignment: Everybody brings three copies of his/her FIRST DRAFT.
10/30: SMALL GROUP DISCUSSIONS
Assignment: Written comment on the FIRST DRAFTS of three classmates (copy for me and for them).
The class will be broken into two groups to discuss each paper.
11/6: NEXT DRAFT
Assignment: The second draft from Group #1 DUE (copies for all).
11/12: Last day to withdraw from Fall 2002 courses.
11/13: PRESENTATIONS
Assignments:
‘ The second draft from Group #2 DUE (copies for all).
‘ For class discussion of Group 1’s papers:
One person (for each presenter) will have a formal peer critique due;
all other students will owe brief written comments.
11/20: PRESENTATIONS
Assignments:
‘ The second draft from Group #3 DUE (copies for all).
‘ For class discussion of Group 2’s papers:
One person (for each presenter) will have a formal peer critique due;
all other students will owe brief written comments.
11/27: NO CLASS - Thanksgiving Break
12/4: PRESENTATIONS, EVALUATION, AND WRAP UP
Assignments:
‘ For class discussion of Group 3’s papers:
One person (for each presenter) will have a formal peer critique due;
all other students will owe brief written comments.
‘ Each person prepares a 5-7 minute report on your findings (essentially your conclusion)
12/13: Final Papers Due by 5:30p.m.