\u201cFacts are stubborn things.\u201d<\/p>\n
—John Adams, December 4, 1770<\/a><\/p>\n <\/p>\n [PRINTABLE SYLLABUS<\/a><\/span>]<\/strong><\/p>\n <\/p>\n Students will submit four (4) research journal entries (2-4 pages each or about 500 to 1,000 words per entry), posted PRIVATE at the course website.\u00a0 These narrative essays will detail efforts to meet assigned research tasks.\u00a0 The first entry (due by Mon. Feb. 10)<\/strong> will describe book reviews from an academic historical journal provided by Prof. Pinsker.\u00a0 For the second entry (Mon. March 3<\/strong>), students will analyze the effectiveness of one or more historic wayside markers either on campus or in Carlisle.\u00a0 The third entry (Mon. March 31)<\/strong> will describe how students used either Ancestry.com or one of the library\u2019s historical newspaper databases (or both) to conduct targeted research on a possible subject for their final project.\u00a0 The final journal entry (Mon. April 14)<\/strong> must describe an archival research trip to the College Archives or elsewhere conducted for the biography project.\u00a0 Each journal entry should include Chicago-style footnotes and 2 to 3 images, properly captioned and credited.\u00a0 Entries will be graded on research effort, depth of analysis and quality of prose. Late entries will be penalized up to 5 points each day.<\/p>\n The highlight of this semester will be a multi-media biography project that analyzes a significant figure from either Carlisle or Dickinson history.\u00a0 Students should begin by submitting an ungraded proposal for their project by Monday, April 7<\/strong>.\u00a0 Students will then submit a 10- to 12-page biographical research paper (by Mon. April 21)<\/strong> that describes the life and times of their subject as well as offering an assessment of how the college or local community has so far commemorated this figure (or not) and how the commemoration efforts might be improved with an updated wayside marker.\u00a0 These draft papers will receive provisional grades. The next week, students will also lead a short presentation in class on their subject that will count toward final participation grades. Students will finally revise and transform their various efforts on this project into a public history website on the free platform Weebly (by Tuesday, May 6).<\/strong> The site will include a home page and at least three content pages covering the life, times, and public memory of their subject.\u00a0 Each page should include a multi-media tool: short video, timeline, and draft wayside marker.\u00a0 Projects will be graded on research and design efforts, depth of analysis, and quality of prose. Late submissions will be penalized 5 points per day.<\/p>\n <\/p>\n Grade Distribution <\/strong><\/p>\n Class Participation\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30 percent<\/p>\n Research journal (4 entries x 10 pts each)\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a040 percent<\/p>\n Biography project\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a030 percent<\/p>\nRequired Text<\/strong><\/h2>\n
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Additional Readings<\/strong><\/h2>\n
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\nResearch Journal<\/strong><\/a><\/h2>\n
\nBiography Project <\/strong><\/a><\/h2>\n
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\nClass Schedule<\/strong><\/h2>\n