{"id":11,"date":"2011-01-25T14:41:13","date_gmt":"2011-01-25T14:41:13","guid":{"rendered":"http:\/\/blogs.dickinson.edu\/hist-304pinsker\/"},"modified":"2011-03-31T17:26:50","modified_gmt":"2011-03-31T17:26:50","slug":"course-syllabus","status":"publish","type":"page","link":"https:\/\/blogs.dickinson.edu\/hist-304pinsker\/course-syllabus\/","title":{"rendered":"Course Syllabus"},"content":{"rendered":"

History 304:\u00a0 Historiography and Advanced Methods<\/strong>
\nMatthew Pinsker
\nDickinson College
\nSpring 2011
\nDenny 112
\nTue \/ Thu 130-245pm<\/p>\n

“History is ultimately a moral art, and it is about values. It is not merely about the collection of facts. It is about the way we put those facts together and the meaning we give them. Arguments about facts are arguments about meaning.”<\/p>\n

–John Mack Faragher, quoted in New York Times, <\/em>June 20, 2002<\/p>\n

Required Books <\/strong><\/p>\n

Wineburg, Sam.\u00a0 Historical Thinking and Other Unnatural Acts. <\/em>Philadelphia: Temple University Press, 2001.<\/p>\n

Available at the Whistlestop Bookshop and on library reserve<\/strong><\/p>\n

Journal Articles <\/strong><\/p>\n

Berlin, Ira.\u00a0 \u201cAmerican Slavery in History and Memory and the Search for Social Justice. Journal of American History <\/em>90 (March 2004): 1251-1268. [JSTOR<\/a>]<\/p>\n

Blight, David W.\u00a0 “For Something beyond the Battlefield”: Frederick Douglass and the Struggle for the Memory of the Civil War,\u201d Journal of American History<\/em> 75 (March 1989): 1156-1178. [JSTOR<\/a>]<\/p>\n

Cronon, William.\u00a0 \u201cA Place for Stories: Nature, History, and Narrative.\u201d Journal of American History <\/em>78 (March 1992): 1347-1376.\u00a0 [JSTOR<\/a>]<\/p>\n

Howe, Daniel Walker.\u00a0 \u201cThe Evangelical Movement and the Political Culture in the North During the Second Party System.\u201d\u00a0 Journal of American History <\/em>77 (March 1991): 1216-39 [JSTOR<\/a>]<\/p>\n

Kerber, Linda K.\u00a0 \u201cSeparate Spheres, Female Worlds, Woman’s Place: The Rhetoric of Women’s History.\u201d Journal of American 7<\/em>5 (June 1988): 9-39.\u00a0 [JSTOR<\/a>]<\/p>\n

Lepore, Jill. \u201cHistorians Who Love Too Much:\u00a0 Reflections on Microhistory and Biography.\u201d Journal of American History <\/em>88 (June 2001): 129-144. [JSTOR<\/a>]<\/p>\n

\u201cLincoln Studies at the Bicentennial: A Round Table.\u201d Journal of American History <\/em>96 (Sep. 2009): 417-461.\u00a0 http:\/\/journalofamericanhistory.org\/projects\/lincoln\/index.html<\/a><\/p>\n

Ogude, S.E. \u201cEquiano\u2019s Narrative Reconsidered.\u201d Research in African Literatures <\/em>13 (Spring 1982): 31-43 [JSTOR<\/a>]<\/p>\n

Rodgers, Daniel T.\u00a0 \u201cRepublicanism: The Career of a Concept.\u201d Journal of American History<\/em> 79 (June 1992): 11-38. [JSTOR]<\/a><\/p>\n

\u201cTextbooks and Teaching.\u201d\u00a0 Journal of American History<\/em> 91 (Mar. 2005):1380-1415. [JSTOR]<\/p>\n

Featured Websites<\/strong><\/p>\n

Center for History and New Media\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 http:\/\/chnm.gmu.edu\/<\/a><\/p>\n

Dickinson History Delicious Bookmarks\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 www.delicious.com\/dickinsonhistory<\/a><\/p>\n

Historical Thinking Matters\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 http:\/\/historicalthinkingmatters.org\/<\/a><\/p>\n

History News Network\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 http:\/\/hnn.us\/<\/a><\/p>\n

House Divided 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\u00a0\u00a0 \u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 http:\/\/housedivided.dickinson.edu\/sites<\/a><\/p>\n

Osborne Center for Historical Methods\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 http:\/\/blogs.dickinson.edu\/hist-center<\/a><\/p>\n

Teaching History \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\u00a0\u00a0\u00a0 http:\/\/teachinghistory.org\/<\/a><\/p>\n

Attendance and Participation<\/strong><\/p>\n

Under ordinary circumstances, more than two unexcused absences will result in a serious (and escalating) grade reduction.\u00a0 Students are also evaluated for participation.\u00a0 Good participation means contributing in the following ways: (1) Providing creative and well-designed presentations during our lab sessions on Tuesdays and (2) Offering thoughtful comments and questions during historiography discussions on Thursdays.<\/p>\n

Research Project<\/strong><\/p>\n

Students will conduct advanced archival and digital research in association with the events of the House Divided launch \/ Civil War 150th<\/sup> weekend in mid-April.\u00a0 They will select a topic from a list of six possibilities (all within Carlisle) and will then catalogue their research efforts in a series of regular entries at the course blog.\u00a0 Each student will have to search at least five different types of sources: (1) manuscript collections in archives, (2) image collections in archives, (3) newspapers on microfilm, (4) newspapers (or other primary sources) in databases, and (5) relevant published sources.\u00a0 Each blog entry (250-500 words) will describe the research process and append relevant materials.\u00a0 The research project will begin on February 1 and must be completed by Friday, March 11.<\/p>\n

Video Project<\/strong><\/p>\n

Students will submit a documentary short video (approx. 1 or 2 minutes) by Friday, April 1.\u00a0 The video project should be conceived as a “trailer” for ONE of the six stops in the Carlisle Civil War tour.\u00a0 The trailers will serve as short overviews for the stories associated with each stop.\u00a0 Students should use images from the House Divided Flickr photostream<\/a> for their video trailers and text or context for their material from the mobile tour demonstration site<\/a>.\u00a0 The video trailers might have music and sound effects but audio narration is optional.\u00a0 Instead, students should use short text combined with pan-and-zoom still images to create a video trailer.\u00a0 Video documentaries should be produced in software such as iMovie, Moviemaker or Photostory 3 and will use still images only.\u00a0\u00a0 For advice on how to create videos in these programs and where to find music and other practical details, go to the Video FAQs<\/a> section of House Divided’s index page. Students must work on the trailers by themselves.\u00a0 Late videos will be penalized by five points per day.<\/p>\n

Bibliography and Book Review<\/strong><\/p>\n

On April 29, students will submit an annotated bibliography of at least six scholarly books on a single theme or topic from any era in world history up to 2001.\u00a0 The bibliographies must be prepared in Chicago-style and each entry should contain descriptive annotations of about 250 words that summarize information on factors such as author, subject, argument, evidence and significance.\u00a0 Students should also prepare a 750-word book review of at least one additional scholarly book on the same theme or topic. Late submissions will be penalized 5 points per day.<\/p>\n

Historiography Essay<\/strong><\/p>\n

On Monday, May 16, students will submit a 15-20 page historiography essay that builds upon the corrected Bibliography and Book Review assignment.\u00a0 The essay should contain a creative argument and demonstrate both careful analysis and clear prose while analyzing at least seven scholarly sources that address a major subject of historiographical concern.\u00a0 Late essays will be penalized 5 points per day.<\/p>\n

Grade Distribution and Learning Objectives<\/strong><\/p>\n

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 30 percent<\/p>\n

Research Project\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 20 percent<\/p>\n

Video 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 10 percent<\/p>\n

Bibliography & Book Review\u00a0 10 percent<\/p>\n

Historiography Essay\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30 percent<\/p>\n

In this class, students will learn about: 1) Developing historical perspectives; 2) Expressing themselves clearly; 3) Locating relevant information; 4) Identifying key historical issues and debates; and 5) Supporting plausible historical arguments.<\/p>\n

Class Schedule (History 304)<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Day<\/strong><\/td>\nDate<\/strong><\/td>\nDiscussion Topic<\/strong><\/td>\nReading Assignment<\/strong><\/td>\n<\/tr>\n
Tuesday<\/td>\n1\/25<\/td>\nMethods & Expectations<\/td>\n—<\/td>\n<\/tr>\n
Thursday<\/td>\n1\/27<\/td>\nIntroduction to Historical Thinking<\/td>\nWineburg, 3-27 (chap. 1)<\/td>\n<\/tr>\n
<\/em><\/strong><\/td>\n<\/td>\n <\/em><\/strong><\/td>\n <\/em><\/strong><\/td>\n<\/tr>\n
Tuesday<\/td>\n2\/1<\/td>\nLAB \/ Genealogy<\/p>\n

Research Project topic selection<\/td>\n

Ancestry.com<\/a><\/td>\n<\/tr>\n
Thursday<\/td>\n2\/3<\/td>\nNO CLASS<\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Tuesday<\/td>\n2\/8<\/td>\nLAB \/ Visualizing Records<\/td>\nSlavevoyages.org<\/a><\/td>\n<\/tr>\n
Thursday<\/td>\n2\/10<\/td>\nThe Case of Equiano<\/td>\nOgude article<\/a><\/p>\n

Handouts<\/a><\/td>\n<\/tr>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Tuesday<\/td>\n2\/15<\/td>\nGUEST \/ Pawley<\/td>\n<\/a>Cronon article<\/a><\/td>\n<\/tr>\n
Thursday<\/td>\n2\/17<\/td>\nBetween Text and Context<\/td>\nWineburg, 63-112 (chap. 3-4)<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Tuesday<\/td>\n2\/22<\/td>\nGUEST \/ Soll<\/td>\n<\/a>Mosquito Empires Roundtable<\/a> (see esp. pp. 2-3, 5-8, 9-13, 17-22)<\/td>\n<\/tr>\n
Wednesday<\/td>\n2\/23<\/td>\nBell Lecture by Regina Sweeney<\/td>\nDenny 317, 430pm<\/td>\n<\/tr>\n
Thursday<\/td>\n2\/24<\/td>\nRepublicanism<\/td>\nRodgers article<\/a><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Tuesday<\/td>\n3\/1<\/td>\nLAB \/ Behind the Image<\/td>\nPhoto \/ Illustration handouts<\/td>\n<\/tr>\n
Thursday<\/td>\n3\/3<\/td>\nWomen\u2019s History<\/td>\nKerber article<\/a><\/td>\n<\/tr>\n
<\/em><\/strong><\/td>\n<\/td>\n <\/em><\/strong><\/td>\n <\/em><\/strong><\/td>\n<\/tr>\n
Tuesday<\/td>\n3\/8<\/td>\nLAB \/ Mapping, Part 1<\/td>\nGIS webserver<\/a><\/td>\n<\/tr>\n
Thursday<\/td>\n3\/10<\/td>\nEvangelicals and Politics<\/td>\nHowe article<\/a><\/td>\n<\/tr>\n
Friday<\/td>\n3\/11<\/td>\nResearch Project due<\/td>\nBlog posts complete by noon<\/td>\n<\/tr>\n
<\/td>\n<\/td>\nSpring Break (May 11 -21)<\/em><\/strong><\/td>\n<\/td>\n<\/tr>\n
Tuesday<\/td>\n3\/22<\/td>\nLAB \/ Blogging<\/td>\nHistorically Correct blog<\/a><\/td>\n<\/tr>\n
Thursday<\/td>\n3\/24<\/td>\nSlavery<\/td>\nBerlin article<\/a><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Tuesday<\/td>\n3\/29<\/td>\nLAB \/ Reading Online<\/td>\nWordle<\/a> and Google Books<\/a><\/td>\n<\/tr>\n
Thursday<\/td>\n3\/31<\/td>\nExploring the Lincoln Theme<\/td>\nLincoln Studies Round Table<\/a><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Tuesday<\/td>\n4\/5<\/td>\nLAB \/ Mapping<\/p>\n

Videos due in class<\/td>\n

Google Maps<\/a> \/ GIS
\n<\/a><\/td>\n<\/tr>\n
Thursday<\/td>\n4\/7<\/td>\nMemory & Meaning<\/td>\nWineburg, 217-231 (chap. 9)<\/p>\n

Blight article<\/a><\/td>\n<\/tr>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Tuesday<\/td>\n4\/12<\/td>\nNO CLASS<\/td>\n<\/td>\n<\/tr>\n
Thursday<\/td>\n4\/14<\/td>\nNO CLASS<\/td>\n<\/td>\n<\/tr>\n
Friday<\/td>\n4\/15<\/td>\nCivil War 150 \/ House Divided Film Festival<\/td>\nCarlisle Theatre, 7-9pm<\/td>\n<\/tr>\n
Saturday<\/td>\n4\/16<\/td>\nCivil War 150 \/ House Divided launch<\/p>\n

Teacher workshop \/ Walking Tours \/ Lecture by David Blight<\/em><\/td>\n

Denny 317, 9am \u2013noon,<\/p>\n

Courthouse, 1-3pm \/<\/p>\n

ATS, 7-9pm<\/td>\n<\/tr>\n

<\/em><\/strong><\/td>\n<\/td>\n <\/em><\/strong><\/td>\n <\/em><\/strong><\/td>\n<\/tr>\n
Tuesday<\/td>\n4\/19<\/td>\nLAB \/ Reviewing Books<\/td>\nJournal issues<\/td>\n<\/tr>\n
Thursday<\/td>\n4\/21<\/td>\nWriting Lives & Narrative<\/td>\nLepore article<\/a><\/p>\n

Cronon article<\/a><\/td>\n<\/tr>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Tuesday<\/td>\n4\/26<\/td>\nLAB \/ Film & Video<\/td>\nAmerican History In Video<\/a><\/td>\n<\/tr>\n
Thursday<\/td>\n4\/28<\/td>\nHistory and Multi-Media<\/td>\nWineburg, 232-255 (chap. 10)<\/td>\n<\/tr>\n
Friday<\/td>\n4\/29<\/td>\nAnnotated Bibliography and Book Review due<\/td>\nVia email, By noon<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Tuesday<\/td>\n5\/3<\/td>\nLAB \/ Teaching<\/td>\nTextbooks<\/td>\n<\/tr>\n
Thursday<\/td>\n5\/5<\/td>\nOn Textbooks<\/td>\nTextbooks & Teaching issue<\/p>\n

Wineburg,117-72 (chap. 5-7)<\/td>\n<\/tr>\n

<\/td>\n<\/td>\n <\/strong><\/td>\n<\/td>\n<\/tr>\n
Monday<\/td>\n5\/16<\/td>\nHistoriography Essay due<\/td>\nVia email, By noon<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

History 304:\u00a0 Historiography and Advanced Methods Matthew Pinsker Dickinson College Spring 2011 Denny 112 Tue \/ Thu 130-245pm “History is ultimately a moral art, and it is about values. It is not merely about the collection of facts. It is … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":373,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-11","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.dickinson.edu\/hist-304pinsker\/wp-json\/wp\/v2\/pages\/11","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.dickinson.edu\/hist-304pinsker\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.dickinson.edu\/hist-304pinsker\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/hist-304pinsker\/wp-json\/wp\/v2\/users\/373"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/hist-304pinsker\/wp-json\/wp\/v2\/comments?post=11"}],"version-history":[{"count":0,"href":"https:\/\/blogs.dickinson.edu\/hist-304pinsker\/wp-json\/wp\/v2\/pages\/11\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.dickinson.edu\/hist-304pinsker\/wp-json\/wp\/v2\/media?parent=11"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}