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HIS101 syllabus

HIS101 Introduction to Historical Studies Winter, 2014 Department of Historical Studies University of Toronto Mississauga

Instructor: Dr. Mairi Cowan Office Hours: Thursdays 3-4, Fridays by appointment


Telephone: 905- 828-3730

Office: 149 North Building Email: Telephone: 905-569-4408 Office: HMALC 383 Email: gabriela.pawlus.kasprzak

Writing Specialist: Dr. Tyler Evans-Tokaryk Office Hours: By appointment

Head TA: Gabriela Pawlus Kasprzak

Course Description This writing-intensive course introduces Historical Studies through a variety of exercises that will allow students to read models of good writing and to practise the integration of successful strategies into their own work. In both lectures and tutorials, students will have the opportunity to try different tools and approaches for developing the skills useful at every stage of the creative process from pre-writing and preliminary research through to editing and undergraduate publication. Each year will draw upon a specific theme to serve as a unifying principle in the course and its assignments. This years theme is travel.

Learning Objectives At the end of this course, students will be able to: 1. select and read primary and secondary sources critically to support historical investigation; 2. apply the stylistic conventions of a variety of historical writing genres; 3. write clearly and persuasively on historical topics.

Evaluation Primary Source Study, due 31 January Revised Primary Source Study, due 28 February Essay, due 28 March Online Assignments Lecture Participation Tutorial Participation Final Examination 10% 5% 15% 10% 5% 20% 35%

HIS101 syllabus

Required Texts and Equipment Edward H. Judge and John W. Langdon, Connections: A World History (Pearson Custom Edition, 2011) or World History: HIS101 Introduction to Historical Studies (Pearson Custom Edition, 2012): they are identical in content though different in cover design, chapter numbers, and pagination. William Kelleher Storey and Helen Towser Jones, Writing History: A Guide for Canadian Students, Third Edition (Oxford: Oxford University Press, 2011). iClicker Various readings available online through the UTL website and Blackboard

Course Expectations (Adapted from the Guidelines for University of Toronto Mississauga Undergraduate Degree Level Expectations) Depth and Breadth of Knowledge By the end of this course, students should be able to demonstrate knowledge and a critical understanding of some current methodologies and recent advances, theoretical approaches and assumptions, and intellectual history of historical studies; understand the relationships among the various disciplines within historical studies; demonstrate critical thinking and analytical skills, particularly when evaluating and interpreting primary and secondary sources. Knowledge of Methodologies By the end of this course, students should be able to understand methods of enquiry in historical studies. Application of Knowledge By the end of this course, students should be able to gather, review, interpret, present, produce and critically evaluate information, arguments, assumptions, abstract concepts, and hypotheses; make informed judgments in accordance with the major theories, concepts, intellectual and artistic traditions, and methods of historical studies; apply relevant concepts, principles, and techniques; formulate coherent lines of argument. Communication Skills By the end of this course, students should be able to express information, arguments, and analyses accurately and with clarity in writing; present work in a variety of formal and informal contexts in forms appropriate to the discipline; use communication technologies effectively.

HIS101 syllabus

Awareness of Limits of Knowledge By the end of this course, students should be able to demonstrate an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations. Autonomy and Professional Capacity By the end of this course, students should be able to uphold the ethical values of the University, including freedom of expression and enquiry and its principles of academic integrity, equity and inclusion

Assignments Primary Source Study In this assignment, you will use a primary source to uncover and analyze some aspect of the society the source describes or from which the sources author comes. No research is required (or even encouraged) beyond the primary source itself: all of your evidence must come directly from this one source. Further instructions and a list of sources will be provided in class and on Blackboard Due: 31 January Revised Primary Source Study This assignment gives you the chance to improve your previous assignment (the Primary Source Study) and resubmit it to your TA. You will revise your Primary Source Study in accordance with comments made by your TA and advice on revising and editing from Writing History, and you will also write a brief reflection on the process of revision. Be sure to submit all three parts to this assignment (the original paper, the revised paper, and the reflection). Further instructions will be provided in class and on Blackboard. Due: 28 February Essay This assignment gives you the opportunity to compare, contrast, and synthesize various readings from the course through responding to a prompt in a well-written essay. Further instructions, including a list of prompts, will be provided in class and on Blackboard. Due: 28 March Online Assignments Weekly quizzes on Blackboard will help you understand the main themes in the weekly readings and solidify your grasp of the material that will serve as background knowledge for lectures.

HIS101 syllabus

Each quiz will be available during the week leading up to its associated lecture (e.g., the quiz for week 3 will be available from immediately after the lecture on week 2 up to the start of the lecture for week 3) and you can take each quiz as often as you like during this week, with your final score being recorded in your grades. Please note that although you are allowed (even encouraged) to take each quiz multiple times during the time allotted, each attempt must be your own work. You are not allowed to copy another students answers or to share your own answers with another student with the intention of letting that student submit your answers as his or her own; to do either of these things would constitute an academic offence. Your lowest quiz grade will be dropped when calculating the final mark for online assignments, but no make-up opportunities will be provided for missed assignments. Lecture Participation You are expected to attend every lecture, to arrive on time, and to stay until the end of that days session. If you must be absent, complete your readings and ask a classmate for information on what you missed. The instructors lecture notes will not be posted online, and your TA will not have copies for you. In order to earn credit for participation in lecture, you will be using short writing assignments as well as an iClicker. Clickers allow students to respond to questions from the instructor. In an academic context, clickers have been used very successfully to engage students in large classes, and this teaching technique has been proven to increase student participation and improve student performance. We would like to give you meaningful opportunities to be engaged learners in lecture, and we strongly believe that the best avenue for your participation in HIS101 is through the use of clickers. If, however, you are unable to acquire a clicker, we can make an alternate arrangement for you to earn participation marks through written work. In order to make use of this alternate arrangement, you must inform the professor of your intention in person by 3 pm on 14 January. Instructions for registering the iClicker will be available on our class webpage. Please register your iClicker by the beginning of class on Week 2. If you are having difficulty registering successfully, see the writing specialist during office hours as soon as possible. Your two lowest lecture participation grades will be dropped when calculating the final mark for lecture participation; please note, however, that in-class activities that count toward the participation grade cannot be made up, that students who forget their clickers cannot be given credit for the questions missed, and that late registrants may miss some participation marks. Under no circumstances are you to lend your iClicker to anyone so that he or she can earn your participation marks for you, nor are you to agree to borrow anyones iClicker to help him or her earn participation marks. To do so would constitute impersonation, a serious academic offence. Tutorial Participation You are expected to register for a specific tutorial section as soon as possible. Please note that it may not be possible to switch between tutorial sections once the semester has started. Regular attendance is the most basic form of tutorial participation. Although it is an essential part of doing well in this course, merely being present at each tutorial meeting is only one component of your expected participation. You should come to class prepared to discuss the weeks material, which requires that you complete a thoughtful reading of all the assigned texts before you arrive. Your understanding of the readings will be assessed in a variety of ways, which may include in-class activities, short written responses on particular topics, and participation in on-line and in-class discussion groups. Work submitted

HIS101 syllabus

during tutorial will be assessed. Be sure to bring your readings as well as paper and pens to every tutorial, even if you normally use a laptop, so that you can participate fully in the weeks activities. Final Examination The final examination will be a combination of multiple choice, short answer, and essay questions, and will cover all material from lectures, tutorials, and required readings.

Course Website This course uses Blackboard for its course website. To access the HIS101 website, or any other Blackboard-based course website, go to the U of T Portal login page at and log in using your UTORid and password. Once you have logged in to the portal using your UTORid and password, look for the My Courses module, where youll find the link to the HIS101 course website along with links to your other courses that have their website on the U of T Portal. You should check Blackboard several times each week for announcements, updates, suggestions, and questions. Handouts and other course materials will also be posted here. The lecture component and each tutorial section will have their own websites; remember to check both the lecture page and your tutorial section page, as information on one may not necessarily appear on the other, and you are responsible for reading and understanding content posted on both websites.

Communicating with the Instructors Please direct questions and comments about the lecture to the course instructor, questions and comments about the clickers to the writing specialist, all questions and comments about tutorials and assignments to your TA or the head TA. Questions and comments that require only a short response and that are not answered on the syllabus or other course materials may be addressed by email. Please send messages from your UTOR account, and be sure to sign it with your full name and student number. Your email message must include in the Subject line the course identifier and a concise and clear statement of purpose (e.g., HIS101: a question about the Primary Source Study); otherwise it is likely to be deleted, along with spam and messages potentially containing viruses. If your email message is appropriately constructed, you can normally expect a response by email within two business days. Please make sure you consult the course syllabus, schedule of readings, other handouts, and the course website before submitting inquiries by email. Where a question cannot easily or briefly be answered with a reply email, we shall simply indicate to the student that he or she should see us during the announced office hours. Email should not be seen as an alternative to meeting with the instructor or TA during office hours, nor should it be used as a mechanism to receive private tutorials or to explain material that was covered in classes you have missed.

HIS101 syllabus

Policies on Tests and Assignments A hard copy of your assignment is to be submitted to the TA at the beginning of your tutorial on the day it is due, and an identical electronic copy must be submitted to prior to the beginning of that tutorial. If either of these deadlines is not met, the assignment is late and subject to a late penalty of 2% per day. This penalty may be waived in the event of unforeseen emergencies such as illness or crisis. If your assignment is late and you believe that you should not be penalized, please attach a written explanation to your assignment along with appropriate supporting documentation. We shall overlook the penalty, in whole or in part, as seems justified. Assignments that are submitted more than seven (7) days past the specified due date will not be accepted under normal circumstances. Please remember that grades are earned on the basis of performance in an assignment, not given on the basis of need or effort. If you wish to appeal a grade, please follow the following steps: Step 1: Within two (2) weeks of receiving the grade, speak with your TA for clarification of the grade and comments. If you are unsatisfied with the clarification and believe that the assignment deserves a higher grade, proceed to Step 2. Step 2: Within one (1) week of meeting with the TA, submit a one-page request to your TA stating the basis of your appeal, with a clear explanation for the unsatisfactory nature of the grade, supported with specific reference to the assignment and evaluation criteria. The case will then proceed to Step 3. Step 3: Meet with the TA to discuss the case. The TA at this point may either raise the grade, maintain the grade, or lower the grade based on a consideration of the original assignment and the students request. If you remain unsatisfied with the TAs grade, proceed to Step 4. Step 4: Provide your one-page request and an unmarked hard copy of assignment to the Head TA for re-evaluation. The Head TA will determine whether the case bears legitimate and substantive grounds for appeal and may either raise the grade, maintain the grade, or lower the grade. If you are unsatisfied with the Head TAs grade, proceed to Step 5. Step 5: Submit the one-page request and an unmarked hard copy of the assignment to the professor for re-evaluation. The professor will determine whether the case bears legitimate and substantive grounds for appeal and may either raise the grade, maintain the grade, or lower the grade.

Writing The University of Toronto expects its students to write well, and it provides a number of resources to help you meet this expectation. A good place to start is the Writing at the University of Toronto website: Read the Frequently Asked Questions page, explore the advice files, and look at the latest announcements about writing support programs. The Robert Gillespie Academic Skills Centre at UTM offers one-on-one instruction in various forms of academic writing and oral presentations. Its learning strategists will help you at any stage of your project, from understanding the assignment, through planning a draft, to developing strategies to improve grammar and syntax. They recommend that you book an appointment at least one week in advance and that you leave yourself lots of time before the assignment is due to apply what you have learned in your session. They can be contacted through their website:

HIS101 syllabus

Accessibility The University of Toronto at Mississauga is committed to accessibility. If you require accommodations for a disability, or have any accessibility concerns about the course, the classroom, or course materials, please contact AccessAbility Services as soon as possible:

Recording of Lectures Recording or videotaping of lectures is allowed only with the express written permission of the instructor.

Academic Integrity Academic integrity is a cornerstone of your scholarship at the University of Toronto. As an academic community, we value honesty, fairness, and respect. We therefore take academic integrity very seriously. The vigilant maintenance of academic integrity will help ensure not only that your marks and your degree are true reflections of your academic achievement, but also that a degree from the University of Toronto continues to command respect throughout the world. The University of Torontos Code of Behaviour on Academic Matters says that whenever... an offence is described as depending on "knowing", the offence shall likewise be deemed to have been committed if the person ought reasonably to have known, and so it is very important that you understand what constitutes an academic offence.

From the Code of Behaviour on Academic Matters:

1. It shall be an offence for a student knowingly: (a) to forge or in any other way alter or falsify any document or evidence required by the University, or to utter, circulate or make use of any such forged, altered or falsified document, whether the record be in print or electronic form; (b) to use or possess an unauthorized aid or aids or obtain unauthorized assistance in any academic examination or term test or in connection with any other form of academic work; (c) to personate another person, or to have another person personate, at any academic examination or term test or in connection with any other form of academic work; (d) to represent as ones own any idea or expression of an idea or work of another in any academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism (for a more detailed account of plagiarism, see Appendix "A") ; (e) to submit, without the knowledge and approval of the instructor to whom it is submitted, any academic work for which credit has previously been obtained or is being sought in another course or program of study in the University or elsewhere; (f) to submit any academic work containing a purported statement of fact or reference to a source which has been concocted. For this course in particular, potential academic offences would include: using someone elses ideas in your own work without correctly acknowledging where those ideas come from (normally with a footnote and a bibliographic entry);

HIS101 syllabus

using someone elses words in your work without correctly acknowledging where those words come from (normally with quotation marks around the passage in question along with a footnote and a bibliographic entry); including false, misleading, or concocted citations in your work; obtaining or providing unauthorized assistance in any assignment (including essays, tests, online quizzes, and the final exam), such as getting a friend or an essay-writing service to edit your work by re-wording what you have written or copying quiz answers from another student in the class; submitting for credit any work that has previously been submitted in another course; falsifying or altering any documentation submitted for special consideration; using or even possessing any unauthorized aid in a test or examination.

For further information, consult the Code of Behaviour on Academic Matters, and How Not to Plagiarize: Normally, students will be required to submit their course essays to for a review of textual similarity and detection of possible plagiarism. In doing so, students will allow their essays to be included as source documents in the reference database, where they will be used solely for the purpose of detecting plagiarism. The terms that apply to the University's use of the service are described on the web site. If you prefer not to submit your essays to, please make alternate arrangements with your TA well in advance of the assignments due date.

HIS101 syllabus

Course Outline and Schedule of Readings Nota Bene: Many readings for this course are available electronically and for free. You are responsible for reading them before coming to lecture and tutorial, so do not leave it to the very last minute before trying to access them online. All readings called Connections refer to the 2011 edition of the textbook. All readings called World History refer to the 2012-2013 and 2013-2014 editions of the textbook. They have different chapter numbers and page numbers, but the same content. All readings marked with *UTL* are available online through the University of Toronto Library website. A simple link will be provided for each, but since these links are not all that stable, make sure you understand how to find electronic journals and books in the library catalogue. All readings marked with *website* are available elsewhere online. All readings marked with *Bb* are available on the course Blackboard site. Week 1 (8 January) Introduction to World History; Learning How to Learn No tutorials this week Week 2 (15 and 17 January) Early Humanity and Prehistory; Understanding the Assignment Tutorials begin this week Connections Chapter 1 The Emergence of Human Societies, to 3000 B. C. E. (pp. 1-20) / World History Chapter 1 (pp. 5-23). *UTL* Ian Mortimer, What Isnt History? The Nature and Enjoyment of History in the TwentyFirst Century, History 93 (2008): 454-474.
*website* Arts and Science Statement on What Grades Mean *Bb* Tutorial Exercise: What Grades Mean Introduction from Writing History (pp. 1-2) Chapter 11, Other Assignments from Writing History (pp. 119-133) Week 3 (22 and 23 January) North America; Finding Sources Connections part of Chapter 5 Early American Societies: Connection and Isolation, 20,000 B.C.E.-1500 C.E. (only pp. 96-104) and part of Chapter 19 Global Exploration and Global Empires, 1400-1700(only pp. 433-437) / World History part of Chapter 5 (pp. 104-112) and Chapter 17 (pp. 405-409). *UTL* Peter Mancall, The Raw and the Cold: Five English sailors in sixteenth-century Nunavut, The William and Mary Quarterly 70,1 (January 2013): 3-40. Chapter 1, Getting Started from Writing History (pp. 1-21) Week 4 (29 and 31 January) Mesoamerica and South America; Selecting Sources Primary source study due in tutorial Connections part of Chapter 5 Early American Societies: Connection and Isolation, 20,000 B.C.E.-1500 C.E. (only pp. 104-118) / World History part of Chapter 5 (pp. 112-125) Connections Chapter 18 The Aztec and Inca Empires, 1300-1500 (pp. 393-415) / World History Chapter 16 (pp. 365-387) *UTL* Camilla Townsend, Burying the White Gods: New Perspectives on the Conquest of Mexico, The American Historical Review 108,3 (June 2003): 659-687.

HIS101 syllabus


*UTL* Hernn Corts, excerpts from Letters from Mexico, edited and translated by A. R. Pagden (New York: Grossman Publishers, 1971)., pp. 83-87. Chapter 2, Interpreting Source Materials from Writing History (pp. 23-29) Week 5 (5 and 7 February) The Atlantic World; Using Sources Connections Chapter 19 Global Exploration and Global Empires, 1400-1700 (pp. 417-433; 438439) / World History Chapter 17 (pp. 389-411) Connections Chapter 23 Africa and the Atlantic Slave Trade, 1400-1800 (pp. 511-533) / World History Chapter 21 (pp. 483-504) *UTL* Noble David Cook, Sickness, Starvation, and Death in Early Hispaniola, The Journal of Interdisciplinary History 32,3 (April, 2003): 349-386. Chapter 3, Using Sources from Writing History (pp. 30-41) Week 6 (12 and 14 February) The Middle East and Central Asia; Academic Integrity Connections Chapter 11 The Origins and Expansion of Islam, 100-750 (pp. 233-252) / World History Chapter 9 (pp. 203-221) Connections Chapter 15 The Nomadic Conquests and Eurasian Connections, 1000-1400 (pp. 319-344) / World History Chapter 13 (pp. 289-313) Connections Chapter 17 Culture and Conflict in the Great Islamic Empires, 1071-1707 (pp. 370-392) / World History Chapter 15 (pp. 342-363) *website* American Historical Association, Statement on Standards of Professional Conduct *website* How Not to Plagiarize *Bb* Tutorial Exercise: Academic Integrity Case Studies Chapter 5, Reporting Faithfully from Writing History (pp. 49-70) Week 7 (26 and 28 February) South Asia; The Outline Revised primary source study due in tutorial Connections Chapter 3 Societies and Beliefs of Early India, to 550 C.E. (pp. 47-71) / World History Chapter 3 (pp. 51-74) Connections Chapter 12 Religion and Diversity in the Transformation of Southern Asia, 7111400 (pp. 253-270) / World History Chapter 10 (pp. 223-239) Connections Chapter 22 Southern Asia and the Global Shift in Wealth and Power, 1500-1800 (pp. 489-510); World History Chapter 20 (pp. 461-481) *UTL* Sanjay Subrahmanyam, Taking Stock of the Franks: South Asian views of Europeans and Europe, 1500-1800, The Indian Economic and Social History Review 42,1 (March, 2005): 69-100. Chapter 4, Get Writing! from Writing History (pp. 43-48) Week 8 (5 and 7 March) The Mediterranean; The First Draft Connections Chapter 2 Early Societies of West Asia and North Africa, to 500 B.C.E. (pp. 2146) / World History Chapter 2 (pp. 25-44) Connections Chapter 7 Greek Civilization and Its Expansion into Asia, 2000-30 B.C.E. (pp. 140-163) / World History Chapter 6 (pp. 127-150) Connections Chapter 8 The Romans Connect the Mediterranean World, 753 B.C.E.-284 C.E. (pp. 164-186) / World History Chapter 7 (pp. 153-175) Chapter 6, Build an Argument from Writing History (pp. 71-83) Chapter 7, Narrative Techniques from Writing History (pp. 84-89)

HIS101 syllabus


Week 9 (12 and 14 March) Africa South of the Sahara; Revising and Editing I Connections Chapter 13 Early African Societies, 1500 B.C.E .-1500 C.E. (pp. 271-293) / World History Chapter 11 (pp. 241-261) *Bb* Ibn Battuta, Journey (excerpts) in Corpus of Early Arabic Sources for West African

History, translated by J. F. P. Hopkins, edited by N. Levtzion and J. F. P. Hopkins (Cambridge: Cambridge University Press, 1981), 281-304.
*UTL* Ross E. Dunn, Introduction and Mali, in The Adventures of Ibn Battuta: A Muslim Traveler of the Fourteenth Century (Berkeley: University of California Press, 2012), 1-12, 290309. Chapter 10, Writing and Editing from Writing History (pp. 111-117) Week 10 (19 and 21 March) Europe North of the Alps; Revising and Editing II Connections Chapter 9 Germanic Societies and the Emergence of the Christian West, 100-1100 CE (pp. 187-211) / World History Chapter 8 (pp. 177-200) Connections Chapter 16 The Resurgence of the Christian West, 1050-1530 (pp. 345-369) / World History Chapter 14 (pp. 315-337) Connections Chapter 20 The West in an Age of Religious Conflict and Global Expansion, 15001650 (pp. 441-464) / World History Chapter 18 (pp. 413-435) Connections Chapter 24 Absolutism and Enlightenment in Europe, 1600-1763 (pp. 534-557) / World History Chapter 22 (pp. 507-530) *UTL* Paul Freedman, Spices and Late-Medieval European Ideas of Scarcity and Value, Speculum 80,4 (October, 2005): 1209-1227. Chapter 8, Writing Sentences from Writing History (pp. 90-96) Chapter 9, Choosing Words from Writing History (pp. 97-110) Week 11 (26 March) East Asia; Publication No tutorials this week; Essay due 28 March Connections Chapter 4 The Origins of the Chinese Empire, to 220 C.E. (pp. 72-95) / World History Chapter 4 (pp. 77-100) Connections Chapter 14 The Evolution and Expansion of East Asian Societies, 220-1240 C. E. (pp. 293-318) / World History Chapter 12 (pp. 263-287) Connections Chapter 21 The Search for Stability in East Asia, 1300-1800 (pp. 465-488) / World History Chapter 19 (pp. 437-459) Week 12 (2 and 4 April) Conclusion TBA