History 3000: Introduction to Historical Studies CTW Jared Poley Spring 2014 Office: 34 Peachtree St, Office 2040

Phone: 404-413-6385 (Main history dept. office) Email: jpoley@gsu.edu Office Hours: Thursday, 9:00 9:45 (and by appointment) Class Meetings: Tuesday and Thursday, 10:00 11:45 in Aderhold 229 Course Description, Objectives, and Critical Thinking: This course introduces students to the practice of history. Students will learn how historians do their work, what kinds of questions they ask, and what methods they use to frame and answer those questions. Participants in the seminar will also be able to discuss the nature of historical knowledge, practice the analysis and presentation of historical information, and evaluate different theories that ground history. The seminar will help prepare you for upper-level history courses, and it will develop your abilities in critical thinking and in effective communication, skills that will prove useful both in and beyond the classroom. The course will also satisfy the requirement that all students complete two critical thinking courses within their major. The History Department defines Critical Thinking as a process by which students develop the wide range of cognitive skills and intellectual dispositions needed to effectively identify, analyze, and evaluate arguments and truth claims; to discover and overcome personal prejudices; to formulate and present convincing reasons in support of conclusions; and to make reasonable, intelligent decisions about what to believe and what to do. Class Policies: Naturally, the course syllabus is only a general plan for the course; deviations may be necessary. You should plan to attend class and to be an engaged and committed learner. Should attendance become a problem, your grade will certainly suffer. I expect vigorous but well-mannered contributions to class discussions. Academic Honesty: You are expected to follow the guidelines for academic honesty set out in the student handbook (see http://www.gsu.edu/~wwwcam/), but should you have any questions or concerns about what constitutes cheating or plagiarism, please see me. Plagiarism has become increasingly problematic, and you must avoid it. Joseph Gibaldi, the author of the Second Edition of the MLA Style Manual (a well-respected and important guide to scholarly writing), gives a useful definition of plagiarism that I have excerpted here. Read it and pay attention to the central issueintellectual integrity. Gibaldi writes that: Scholarly authors generously acknowledge their debts to predecessors by carefully giving credit to each source. Whenever you draw on anothers work, you must specify what you borrowedwhether facts, opinions, or quotationsand where you borrowed it from. Using another persons ideas or expressions in your writing without acknowledging the source constitutes plagiarism. Derived from the Latin world plagiarius (kidnapper), plagiarism refers to a form of intellectual theft that has been defined as the the false assumption of authorship: the wrongful act of taking the product of another persons mind, and presenting it as ones own (Alexander Lindey, Plagiarism and Originality [New York: Harper, 1952] 2). In short, to plagiarize is to give the impression that you wrote or thought something that you in fact borrowed from someone, and to do so is a violation of professional ethics. Forms of plagiarism include the failure to give appropriate acknowledgement when repeating anothers wording or particularly apt phrase, paraphrasing anothers argument, and presenting anothers line of thinking. You may certainly use another persons words and thoughts, but the borrowed material must not appear to be your creation. In your writing, then, you must document everything that you borrow: not only direct quotations and paraphrases but also information and ideas. Of course, common sense as well as ethics determines what you document. For example, you rarely need to give sources for familiar proverbs [], well-known quotations [], or common knowledge []. But you must indicate the source of any appropriated material that readers might otherwise mistake for yours (Joseph Gibaldi, MLA Style Manual and Guide to Scholarly Publishing, 2nd Edition [New York: The Modern Language Association of America, 1998] 151).

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In the event that I discover that your work has not been your own, I am required to turn you in. I want to point out that lifting material unacknowledged from a website is considered plagiarism. Possible penalties include failing the paper, failing the course, and expulsion. Save all of us the hassle and say hello to your little friend: the footnote. The history department follows the Chicago Style. See Rampolla or http://library.osu.edu/sites/guides/chicagogd.php for a useful guide to format. Drops and Withdrawals: If you are registered for a course that you do not want to take, you should drop the course. There are a few important dates that you should be aware of: You have until January 17 to drop a course through GoSolar (the class wont even appear on your transcript). Between January 18 and March 4 you may withdraw from a course but it will appear on your transcript as either a W or a WF (counted as an F for GPA purposes). After March 4 you may withdraw but you automatically get a WF. You may also be administratively withdrawn for nonattendance. Course Requirements: The following criteria and assignments will make up your final grade: Reading Responses: 25% of your grade This class is both reading and writing intensive. You are expected to do the assigned readings before class and to be prepared to discuss the readings vigorously and with intelligence. When reading consider the main points, think about how the arguments were presented, and investigate what sources were used and how this means that you need to read footnotes. To facilitate this, I will expect short written responses (roughly one page) to be produced before the discussion. In these short assignments you must respond to the question posed on the syllabus and upload your answers to Desire2Lean. I wont accept hardcopies in class or by email. Attendance & Participation: 10% of your grade Your contributions to the class discussions both in quantity and in quality are factors in this portion of your grade. Document Exercise (on the My Lai text): 10% of your grade After reading and carefully considering all the documents collected in My Lai: A Brief History with Documents, select three sources of different varieties and write a short paper (3 4 pages) describing what could be learned from them. See the prompt on Desire2Learn for more information. Due January 28. Library Exercise: 5% of your grade There will be a short exercise designed to familiarize you with library materials and online resources. The exercise is located at the end of the syllabus and is due February 6. Paper Foundations: 15% of your grade There are three components of this part of your grade. On February 13 you need to hand in a 1-paragraph topic proposal (5% of your grade); on March 4 you need to provide copies of a 1-page discussion of your thesis to the entire class (another 5% of your final grade); and on April 3 you must submit an annotated bibliography (yet another 5%). Paper Draft & Peer Review: 15% of your grade On April 22 you will give a rough but complete draft of your paper (having the draft ready on time is worth 10% of your final grade) to a colleague in the class in addition to uploading a copy to Desire2Learn, and in turn you will be asked to read the work of someone else (your peer review is worth 5% of the final grade). Take this as an opportunity to polish your writing; the idea behind this exercise is to help you produce a paper that is not only of high quality, but one in which you demonstrate your mastery of historical analysis, interpretation, and writing. As part of this peer review you should carefully copy edit and proofread your colleagues paper. Check to see if the grammar and spelling are correct. Ask yourself if the style is clear. Is the argument easy to follow? Is there a clear thesis? What evidence is given to support it? Is this evidence persuasive? Is the documentation correct? Will a Google search reveal that your colleague has stolen the paper? Does the paper demonstrate fidelity to the history standards found at the end of this syllabus? Write comments, thoughts, and suggestions in the margins. Write a one-paragraph summary of the papers argument. If you cant do this, there is a problem. Make two lists: three things you really liked, but five things that need improvement (these can be done in a general sense: needs a stronger

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thesis; do a spell check; learn to use commas, etc.). Copies of this summary and the lists should be given to your colleague and submitted through Desire2Learn. On April 24 you will each spend roughly 45 minutes critiquing your colleagues work and offering your suggestions on how to improve it. It is vital that you have a completed draft ready to submit in class on April 22 and that you are in class on April 24 to participate in the reviews. Final Paper: 20% of your grade You must write a final paper (roughly 10 pages) in which you investigate in greater detail the history and historiography of a particular theme appropriate to the class. You should also submit your final reflections at the same time. Final Drafts are due by 5:00pm on April 28. To summarize, your final grade breaks down like this: Reading Responses: 25% Attendance & Participation: 10% Library Hunt: 5% Source Analysis: 10% Topic Statement: 5% Extended Abstract: 5% Annotated Bibliography: 5% Rough Draft: 10% Peer Review: 5% Final Draft & Final Reflections: 20% Total: 100% Itinerary and Readings: The following readings are required for the course and are available at the bookstore. Many of them have also been placed on reserve in Library North; other required readings are available online or have been placed on reserve. My Lai: A Brief History With Documents by James A. Olson and Randy Roberts [ISBN: 0312142277] The Cheese and The Worms: The Cosmos of a Sixteenth-Century Miller by Carlo Ginzburg [ISBN: 0801843871] A Pocket Guide to Writing in History, 7th edition by Mary Lynn Rampolla [ISBN: 0312610416] The Great War by Joe Sacco and Adam Hochschild [ISBN: 0393088804] Late Victorian Holocausts by Mike Davis [ISBN: 1859843824]

January 14: introduction to the course January 16: History and Historiography I. Read Clios Current by Geoff Keelen and Kirk Goodlet. Read this post and then upload a one-page (double-spaced) essay in reaction to the prompt on Desire2Learn: What is History? [http://clioscurrent.com/blog/2013/9/30/what-is-history]. Prompt: How do you define history? January 21: History and Historiography II. Read Clios Current by Geoff Keelen and Kirk Goodlet. Read these two posts and then upload a one-page (double-spaced) essay in reaction to the prompt on Desire2Learn: What is Historiography? [http://clioscurrent.com/blog/2013/10/3/what-is-historiography] and The Utility of History [http://clioscurrent.com/blog/2013/10/7/the-utility-of-history]. Prompt: how do you define historiography? What are the differences (and similarities) between history and historiography? January 23: What to expect from History. Read the history standards at the end of this syllabus. Introduction to the major. January 28: Source Analysis I. Read My Lai: A Brief History With Documents by James A. Olsen and Randy Roberts. After reading and carefully considering all the documents collected in My Lai: A Brief History with Documents, select three sources of different varieties and write a short paper (3 4 pages) to be handed in during class describing what could be learned from them. Analyze them as sources of historical knowledge. Consider, for instance, who wrote the source and why? In what context did it originally appear? Was it public or secret? Was it private or widely known? How did people at the time respond to the particular source? What is the nature of the sourceis it an economic report, a legal proceeding, a photograph, a memoirand how does that determine how an historian could use the document in question? You will present your analysis to the rest of the class.

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January 30: Source Analysis II. Continued discussion of primary source analysis. February 4: Reading an academic article how to make sense of academic writing and secondary sources. Read Pictorial Lies? -- Posters and Politics in Britain c. 1880-1914 by James Thompson in Past and Present 197 (November 2007), available at: http://muse.jhu.edu/journals/past_and_present/v197/197.1thompson.pdf and then write a one page (typed, double spaced) response to the prompt on Desire2Learn. Outline the essay; identify the intro, the thesis, the historiographical setting, the components of the argument, and the conclusion. February 6: Cross-cultural histories. Read Cross-Cultural Perceptions of Piracy: Maritime Violence in the Western Indian Ocean and Persian Gulf Region during a Long Eighteenth Century by Patricia Risso in Journal of World History 12.2 (2001), available at: http://muse.jhu.edu/journals/journal_of_world_history/v012/12.2risso.html and then write a one page (typed, double spaced) response to the prompt on Desire2Learn. Prompt: briefly summarize the argument and explain what you think Risso means by cross-cultural. Library hunt due (submit through Desire2Learn). February 11: Global histories. Read Why Is the Twentieth Century the Century of Genocide? by Mark Levene in Journal of World History 11.2 (2000), available at: http://muse.jhu.edu/journals/journal_of_world_history/v011/11.2levene.html and then write a one page (typed, double spaced) response to the prompt on Desire2Learn. Prompt: briefly summarize the argument and evaluate what is gained and lost by shifting ones attention from the national/regional to the global. February 13: Writing Papers I: finding a topic. Read Rampolla. One-paragraph paper proposal due to Desire2Learn. Be prepared to articulate the basic problem you plan to address in your paper to the entire class. February 18: Writing Papers II: library resources with Jill Anderson. Meet in Library Classroom 1 (the big one by the coffee shop). February 20: Big Histories. Read Late Victorian Holocausts by Mike Davis and then write a one page (typed, double spaced) response to the following: identify the methods and theoretical models that Davis employs. Is it both accurate and useful to think of this book as a big history? February 25: Microhistories. Read The sins of belief: a village remedy for hoof and mouth disease in Power in the Blood, by David Sabean [available on reserve in Library North] and then write a one page (typed, double spaced) response to the prompt on Desire2Learn. Prompt: Sabean is a famous microhistorian, but by studying isolated examples does he produce anything useful? Are the Bull-lynchers of Beutelsbach representative (and if so, of what?) or atypical? February 27: Independent Reading and Research Day; no class meeting. March 4: Recovering lost voices. Read The Cheese and the Worms by Carlo Ginzburg and then write a one page (typed, double spaced) response to the prompt on Desire2Learn. Prompt: evaluate how successful Ginzburg is in his attempts to recreate the mental life of illiterate peasants. How does he attempt this? You must circulate to the class (make enough copies for everyone) a 1 or 2-page description of the issue you will be considering in your paper, and upload a copy of the file to Desire2Learn. This is a brief but closely-reasoned discussion of your anticipated thesis, argument, and source materials. March 6: Paper Writing III: Paper topics/thesis workshops. Read and comment on the short paper descriptions produced by your colleagues. Be prepared to discuss the ideas of others and to defend your own plan. You will return your copy of the paper to the author. March 11: History and memory: Read Introduction: Histories: The Philosophies of Today and Monuments: Idols of the Emperor in The Memory of the Modern by Matt Matsuda: [available on reserve in Library North] and then write a one page (typed, double spaced) response to the prompt on Desire2Learn. Prompt: explain the difference between memory and history. Do the two join? Where? March 13: Psychohistory. Read The Psychohistorical Origins of the Nazi Youth Cohort in The American Historical Review 76.5 (December 1971), by Peter Loewenberg: available at http://links.jstor.org/sici?sici=00028762%28197112%2976%3A5%3C1457%3ATP

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OOTN%3E2.0.CO%3B2-M and then write a one page (typed, double spaced) response to the prompt on Desire2Learn. Prompt: judge whether or not the application of Freudian categories to historical conditions is a fundamentally ahistorical method. March 18 & 20: Spring Break, no class March 25: History of the body. Read Orgasm, Generation, and the Politics of Reproductive Biology in Representations 14 (May 1986) by Tom Laqueur: available at http://links.jstor.org/sici?sici=07346018%28198621%290%3A14%3C1%3AOGATPO%3E2.0.CO%3B2-%23 and then write a one page (typed, double spaced) response to the prompt on Desire2Learn. Prompt: After reading this article, critique the assumption that people experienced their bodies in historically conditioned ways: do you believe Laqueurs argument that people not only understood but also felt their bodies differently in the past than they do now? March 27: Gender history/womens history: Read Samson and Delilah Revisited: The Politics of Women's Fashion in 1920s France in The American Historical Review, Vol. 98, No. 3. (Jun., 1993) by Mary Louise Roberts, available at http://links.jstor.org/sici?sici=00028762%28199306%2998%3A3%3C657%3ASADRTP%3E2.0.CO%3B2 -U and then write a one page (typed, double spaced) response to the prompt on Desire2Learn. Prompt: identify and explain the key methodological and theoretical differences between a history of women and the history of a gender. April 1: History of ideas: Read The Race of Hysteria: Overcivilization and the Savage in Late NineteenthCentury Obstetrics and Gynecology in American Quarterly - Volume 52, Number 2, June 2000 by Laura Briggs: http://muse.jhu.edu/journals/american_quarterly/v052/52.2briggs.html and then write a one page (typed, double spaced) response to the prompt on Desire2Learn. Prompt: evaluate how Briggs understands the history of science. April 3: Urban histories: Read The Ringstrasse, Its Critics, and the Birth of Urban Modernism in Fin-de-Sicle Vienna by Carl Schorske [available on reserve in Library North] and then write a one page (typed, double spaced) response to the prompt on Desire2Learn. Prompt: judge Schorskes assertion that the works he studies are a visual expression of the values of a social class (p 25). Explain how Schorske uses the study of the built environment to comment on larger issues. You must also upload a rough annotated bibliography to Desire2Learn. An annotated bibliography not only gives a list of works that you will be consulting in the course of writing your paper, but it also gives a short description of what the source is, the types of information it contains, and how it will be used to propel your own work. April 8: New Approaches to Historical Representation: Read The Great War by Joe Sacco and Adam Hochschild and then write a one page (typed, double spaced) response to the prompt on Desire2Learn. Prompt: Does the work present a thesis on the past? If so, what is it? April 10: Independent Reading and Research Day; no class meeting. April 15: History and film: Read The Sword Became a Flashing Vision: D.W. Griffiths The Birth of a Nation in Ronald Reagan, The Movie and Other Episodes in Political Demonology by Michael Rogin [available on reserve in Library North]. Prompt: comment on Rogins use of film as a primary source. April 17: Digital Histories. Read The Image of Absence: Archival Silence, Data Visualization, and James Hemings by Lauren Klein in American Literature 85 (4) [December, 2013] available at: http://americanliterature.dukejournals.org.ezproxy.gsu.edu/content/85/4/661.full.pdf+html and respond to the prompt on Desire2Learn. Prompt: What do new methods of digital source analysis reveal? Evaluate the degree to which visualization tools help us see the past differently. April 22: Paper Draft due (bring one hardcopy to class for peer review and upload a copy to Desire2Learn) April 24: peer reviews (upload a copy of your list of critiques and comments to Desire2Learn) Final Portfolios are due at 5:00 on April 28 (upload to Desire2Learn). The portfolio must include both the final draft of your paper as well as a short (no more than two pages) final reflection in which you describe how your thinking about the project changed over the course of writing. How did the process affect the outcome?

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GEORGIA STATE UNIVERSITY HISTORY STANDARDS Lower Division: Standard One: Historical Mindedness. The student demonstrates (1) an understanding of history from a humanistic and world perspective, including an awareness of both individuals and social groups as creators of history; (2) an appreciation of the varieties of political, geographical, and cultural regions of the world; (3) a comprehension of the relationship over time between causes and consequences, change and continuity, and structure and agency in the past. Standard Two: Multidimensional Analysis. The student demonstrates an awareness of various dimensions of history--political, social, economic, and cultural--and is able to incorporate aspects of ethnicity, gender, race, and class in the explication of these dimensions. Standard Three: Historical Context. The student has mastered a body of knowledge in American and world history sufficiently to be able (1) to read, comprehend, recall, and discuss historical interpretation and data, and (2) to place events and the interpretation of those events in an appropriate temporal and spatial context, including a meaningful chronological order and within a larger scheme of historical evolution and appreciation of historical epochs. The body of knowledge includes such themes as demographic change and migration, social organization and change, economic organization and change, technological advance, the rise of world religions, urbanization, political evolution and state formation, intellectual and ideological development, cultural evolution and cross-cultural contact, imperialism and post colonialism, and globalization. Standard Four: Texts. Student understands the problems of interpretation associated with the use of primary and secondary sources and are able to identify and document sources in their analyses. Standard Five: Presentation. Student demonstrates the ability to create, organize, and support in written form an historical thesis or argument and to engage actively in group discussions which deal with issues in the field of history. Upper Division: Standard Six: Professional Skills. Student is able to use effectively such resources as the library, archives, and oral interviews. He/she demonstrates computer skills appropriate to the discipline. Student is able to evaluate the relative worth of different types of evidence-- (textual, material, media, oral, quantitative and statistical, and visual); to exchange information and ideas and present arguments persuasively; to evaluate and critique different historical perspectives and explanations within a conversational setting; to listen to and learn from others; and to write clearly, economically, imaginatively and persuasively about historical facts, issues, and interpretations. He/she is able to document sources properly. Standard Seven: Historiography. The student, knowing that history is the interpretation of data, can demonstrate awareness of conflicting interpretations of the same data. Standard Eight: Interdisciplinary Awareness. The student knows how to appreciate, critique, and use material from other fields such as geography, economics, history of art, literature, psychology, philosophy, statistics, dependant upon their area of specialization. Standard Nine: Comparative/Global/Transnational Perspective. The student is able to compare historical developments/problems across cultural/geographical boundaries, appreciating how temporal, cultural, and spatial dimensions effect historical responses. Standard Ten: Professional Values. Student is able to employ methods of historical research and modes of historical discourse that emphasize high standards of fidelity to evidence, tolerance of alternative approaches to obtaining, interpreting, and applying historical knowledge, and an appreciation and articulation of the indebtedness historians have to the work of others.

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History 3000 Library Exercise Jared Poley Spring 2014 The following is meant to familiarize you with aspects of our library system that will make your lives as history majors infinitely easier. A working knowledge of the library will prove to be invaluable as you proceed through your upper-division course work. Your responses are due in class on February 6. Complete the following: 1. 2. 3. 4. Where is the Research Support desk located in University Library? Using GIL, identify the call number for the Encyclopedia of Popular Music (2006). Find the book on the shelf and give the bibliographic citation for an entry in this Encyclopedia. Again using GIL, identify the name and call number of any book dealing with the history of the German Enlightenment. Give a complete citation. Find the book on the shelf and list the titles for the books on either side of this text. Using GIL, search for David Sabean. List all the entries under this name, and open the record for What History Tells. List all the subject headings, but open this link: Nationalism>Europe>History>20th century. How many titles are accessible under this subject heading? Locate the Readers Guide to Periodical Literature, and provide the call number for this reference guide. Give the complete citation for an article published fifty years prior to your birth. Identify the password for Galileo. How did you find this? Using the Project Muse database, locate an article on the history of money. Give a complete citation. Using the JSTOR database, locate a book review of Christopher Brownings Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland. Give a complete citation.

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6. 7. 8. 9.

10. Using the Historical Abstracts database, locate a history doctoral dissertation on violence in Algeria in the 19th century. Give a complete citation. 11. Using WorldCat, identify the number of libraries holding Michael J. Sauters Visions of the Enlightenment: The Edict on Religion of 1788 and the Politics of the Public Sphere in eighteenth-century Prussia (Leiden: Brill, 2009) and then indicate the nearest library that owns this volume. How would you lay your hands on this item without getting into your car? 12. Locate the research finding guide for history on the library website. Use it to identify our history librarian, and then to locate a range of international newspapers. Locate the Workers Weekly and identify the years we hold in the library. Give the call number for the microfilm. Where does one go to view microfilm? 13. Imagine that you have been assigned to write a paper on Southern Labor History, using primary sources held at University Library. Identify one of these sources, and give as much identifying information as you can. 14. Point your browser to h-net.org. Locate (and join, if you want) a discussion network that interests you. Find, and cite, the review of a book published after 2007.

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15. Point your browser to historians.org. Identify the name of the organization and the title of its flagship journal (hint: it isnt Perspectives). Give the full citation for an article published in this journal in the past year. 16. Point your browser to hnn.us and list the titles of two articles in the historians in the news section. 17. Point your browser to zotero.org and download the citation management system for firefox. This will make your life much easier when writing papers.