5:45-8:20 pm Wednesday
Cavanaugh 215
The Nature of History
This course will likely change your understanding of what history really is and hopefully lead you to a deeper understanding and appreciation of history. “The Nature of History” is an introductory exploration of the meaning, philosophy, and study of history. It examines the emergence of historical awareness, the writing of history, the evolution of the historical profession, the creation of specialized areas of historical study, 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 also by the School of Education for those pursuing secondary education degrees with a social studies concentration. You will find that the class includes individuals with various 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. Among the many
goals that I have for the class, there are two that stand out: (1) to demonstrate that history is not
simply the memorization and recitation of names, dates, and important events—as
teachers have taught it in our schools—but, rather the interpretation and
explanation of the past, which may change and be revised 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. Davidson & Mark H. Lytle, After the Fact: The Art of Historical
Detection
Warren Leon and Roy Rosenzweig, eds, History Museums in the United States
Edward Linenthal, History Wars: The
Enola Gay and Other Battles for the American Past
*Other readings are posted on
ERROL, which is accessible through the IUPUI Library website.
*Other items may be distributed or posted as appropriate.
Office Location My office is located in Cavanaugh 327 (the National Council on Public History). 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 strongly
recommend 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
(a key part of being a historian), offer substantive and fact-based 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 history and
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 and sources; (5) develop well-reasoned and well-supported positions on
historical questions; (6) express one’s opinions in a logical and factually
supported manner; and (7) think historically.
The
course objectives relate to the Department of History’s “Principles of
Undergraduate Learning,” which may be found at www.iupui.edu/~history/ugprinciples.html 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, regardless of one’s area of specialization.
Oncourse. Oncourse is an
electronic means of extending the classroom to the Web environment. The syllabus and all assignments are posted
on Oncourse, and I use it regularly to communicate with the class. Visit the site at: http://oncourse.iu.edu,
log in with your IUPUI username and password, and proceed to the H217
site. If you have not used Oncourse
before, I strongly encourage you to visit the site immediately 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.
ERROL. ERROL
is an electronic course reserve system through the University Library. Additional readings used later in the course
are accessible at that site, either as a pdf file or a link to an electronic
journal.
ERROL
instructions: Log on to www.ulib.iupui.edu, go to Course Work, then click
on ERROL, and 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 45 %
2. Midterm exam 20 %
3.
Final exam 20 %
4. Service Learning 10 %
5.
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 written assignments (approximately
5-6) that address different questions, research methods, and approaches
associated with the study of history. I
will post assignments separately on Oncourse or distribute them in class with
specific instructions and deadlines.
Work
must be submitted in a neat, legible, typed form. Make sure that you 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.
Assignments
may be submitted electronically as a Word attachment (not in body of an email)
or as a hard copy. They must be
submitted 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.
Service Learning. As a way of building stronger
ties with the community, the University encourages faculty to establish
“service learning” opportunities for students to enhance their educational
experiences. While it resembles volunteerism,
service learning provides the students with a short-term hands-on experience to
enhance their classroom learning AND to provide the host organization with a
service component. I am working with
local museums and historical organizations to establish service learning opportunities
of 10 hours for later in the semester. I
will be finalizing those arrangements in the coming weeks so that you will be
able to complete your project later this fall.
This is a course requirement – no exceptions!
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 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 Codes of Student
Rights, Responsibilities, and Conduct), and may result in a failing
grade for the work and/or the course.
Copying and using other student’s work under your name, copying from
other sources and passing the work as one’s own, and using uncited (or cut and
paste) 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]
For more details, see the IUPUI Codes of Student Rights, Responsibilities, and
Conduct
at http://www.hoosiers.iupui.edu/studcode/stucode.htm#academic%20misconduct]
Over
the years, I have had some unfortunate experiences with students who think they
can fool the professor by passing off someone else’s work as their own. The University has provided numerous
resources to the faculty to help them check students’ work for academic
dishonesty. Be assured that this is
serious business and that cheating and plagiarism will not be tolerated in this
class. Violators will have to deal with
the disciplinary process established by the University.
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.
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Proposed Schedule of Classes: This is a proposed
outline of topics that we will address in class along with the required
readings; it is subject to changes and adjustments as the semester proceeds. I intend to remain very 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 25 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.
September 1 The Philosophy and Meaning of History: Developing A Sense of “Historical Mindedness”
Readings: After the Fact,
Prologue; Peter N. Stearns, “Why Study History? http://www.historians.org/pubs/Free/WhyStudyHistory.htm
Historiography
and the Writing of History
Readings: After the Fact, Ch. 5
September 8 “Doing
History": Sources, Evidence, and Research Methods
Readings:
After the Fact, Chs. 1, 3
September 15 Emergence
of the Historical Profession
Readings: http://www.historians.org/info/AHA_History/index.htm
Fields of Historical Study and Applications of History
September
22 “Remaking
American History”: New Fields of Historical Study
Readings: Degler, “Remaking
American History” (ERROL);
After the Fact, Ch. 2;
Readings: After
the Fact, Chs. 6, 7 ; Swierenga, “American History and the Quantitative
Method” (ERROL)
September 29 No
Class – DGV at AASLH
October 6 Museums:
Origins and Purposes
Readings: History Museums, Chs. 1-2, 4; Schlereth,
“Causing Conflict, Doing Violence”
(ERROL)
October 13 Museums: Agricultural Museums and Living History 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)
Readings: History Museums, Chs. 8-11
October 27 Museums:
Material Culture
Readings: After the Fact,
Ch. 4; History Museums, Ch. 12
November 3 Public
History: Oral History and Historic
Preservation
Readings: After
the Fact, Ch. 8; Howe, “Historian in Historic Preservation;” (ERROL)
November
10 Public History: Monuments and Memorials; History and Film
Readings: History Museums, Ch. 6; After the
Fact, Ch. 16
HISTORY IN CONTEMPORARY AMERICAN CULTURE
November 17 Teaching History in Contemporary Society
December 1 The
Abuse and Misuse of History
Readings: Linenthal, History Wars; History Museums, Ch. 7;
December 8 The
Abuse and Misuse of History
Lipstadt, “Canaries
in the Mine: Holocaust Denial;” Graham, “Who Owns American History?” (ERROL)
December 15 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.
8-24-2004