|
Syllabus: Fall 2006
|
|
This course invites each student to make history. Drawing from the many courses undertaken, and various understandings gained over the past years of higher education, we will produce a completed thesis. We will also analyze the discipline of historical research itself, i.e., study not only the various ways in which people have written history in the past, but also how one artfully creates history by pulling together past years of life, studies and reflection. This seminar should reveal new insights into the historian's craft & art, and ease our passage toward the completion of a major research project. Those students who are taking only Hist 390 (i.e., not Hist 490) complete a thesis. Those who are taking Hist 390 & 490 complete preliminary segments in 390 (including a rough draft), then complete the thesis in 490. The History Program recommends the 390/490 route. |
|
 |
To conceive and carry forward a major research project; To communicate our progress, problems and solutions regularly, thus working with colleagues and incorporating their advice advisedly; |
To interpret critically all views -- grasping models of historical interpretation within primary and secondary sources along with the often-connected bias, then judging this material and arranging those judgments in a spectrum of more or less accurate evaluation. To be competent and knowledgeable (fully) in one historical area, and to explain the resultant insights through writing history; To become more familiar with the profession in its rational and irrational sides. To pull together and put to use the various results from courses of study pursued in the past. |
|
Kate Turabian. A Manual for Writers. Head Start Reading 'Round your project |
 |
 |
Grades will be drawn from two areas: Regular discussions on readings and thesis progress (30%); the written work (70%) consisting of Eight Elements |
for 390-alone students, the finished thesis; for 390-490 students, the Segments, i.e., Proposal, Topical Essay, Primary & Secondary Source Notes, Chronology, Literature Review, Short Outline and Long Outline.
|
|
| T-Th 10-12 & MW 11:30-12 Office Hours are in my office at Foster 419 (832-2391). -- mm mail |
 |
|
About a century ago, the historian Leopold von Ranke invented the method of research called a "seminar" in the hope of writing history, as he put it, "wie es eigentlich gewesen," or, "as it really happened." Von Ranke found that the seminar fostered not only careful control over the material, but also deepened students' interests through the discussions. |
First of all, E.H. Carr et al. have shown that we cannot represent history "as it really happened." We should try to approach that ideal, but objective history is a mirage: If you think you have attained it, get out of the sun. Second, each of us is invited to engage the inquiry of choice, rather than all of us working on the same sources (Von Ranke's method). This opens up large slices of life through many centuries and places, but the method remains unified: Based on individual research, we will all read and re-read, think and re-think, search and re-search, write and re-write, consistently substantiating, contextualizing and explaining each part and point of history until we reach the finished thesis project. While success depends mainly upon your thought and effort, we will also enter into balanced critiques of others' projects in class. We are, I assume, united in that our intellectual interests are broad enough to foster useful discussion on all sorts of historical topics. Feedback and suggestions are important! This format should jog projects out of ruts and propel ideas further than expected. And I do mean "We" since segments of my own current and past projects will be presented to you as examples, along with the tools used and stages endured. (Endured?) I firmly believe that if you can do it, so can I .... or, is it the other way around? |
|
| Preparation for class is crucial for this course, and we will discuss our work of the past week in each class. Best hint? Spend some time every day on your thesis -- like practicing music -- a little each day is a LOT better than none, and a LOT each day is better than all! |
HIST 390 meets on Friday, 9-11:50 in CONV 102 |
|
Read each short piece linked to the syllabus to prepare for class and to have some help guiding your work beyond what we do in class. Please, don't miss any of them! All are important or they would not be here.
2. DISCUSS THE NATURE OF HISTORY: What is Your Definition?
4. COMPOSING: THE TOPICAL ESSAY
5. BEYOND THE PROVISIONAL PROPOSAL: TOPICAL SEARCH AND RE-SEARCH
6. SECONDARY SOURCES
7. THE LITERATURE REVIEW: ALL YOU NEVER WANTED TO KNOW, SOMETIMES... a story about that
9. FLOW OF OUTLINES: INDIVIDUALLY AND IN RELATION TO EACH OTHER
10. PRESENTING THE THREE MAJOR PIECES OF EVIDENCE IN YOUR PROJECT so far 11. STICHING SEGMENTS TOGETHER WITH THREADS OF YOUR THOUGHT 12. WRITING THE FIRST DRAFT OUT OF THESE SEGMENTS 13. MEET IN MY OFFICE AS NECESSARY: I suggest you complete your work on Dec 1. 14. TURN IN the Rough Draft (comprising all 8 Segments) on Dec. 1. This is an essential assignment and moment: turn it in, give it up, do it. You will feel better. If you need further revision, talk to me about turning in a later revision during exam week. |
|
Once learned, always known: the main goal of H390/490.
Westminster College seeks to provide equal access to the college's programs, services, and activities to people with disabilities as defined by the ADA and Section 504 of the Rehabilitation Act of 1973. If you have a disability for which you will need accommodations in this class, please let the instructor know as soon as possible. You will also be required to provide documentation of your disability to the Services for Students with Disabilities program in the START Center (Carleson Hall, 832-2590) |
 |
|
