HIS 5060: The Historical Experience

Course Schedule (Fall 2007)

 

WEEK 1 (8/27): 

Introduction and Library Tour

 

7-8 pm:  Introduction: Welcome to Boot Camp for Historians

Note: Attendance is required.  It is very important that you arrive, on time, for the first day of class.  Latecomers and absentees will be scorned.

 

8-10 pm: Library Research Workshop

We will walk to library together for introduction to library’s research resources.

 

WEEK 2 (9/3):  NO CLASS: LABOR DAY.

 

 

WEEK 3 (9/10): 

The Field of History and Historiography

 

Discussion leaders:

 

Read:

 

Appleby, Hunt, and Jacob, Telling the Truth about History. 

 

Assignments:

 

1. No running assignment this week.

 

2. For your portfolio, answer the following briefly in a few sentences:

 

  1. What is “historiography”?
  2. What was the “heroic model of science” and how did it apply to historical writing?
  3. What impact did the Enlightenment have on historical writing?
  4. What was special about Leopold von Ranke’s approach to history?
  5. What is “historicism”?
  6. How did Auguste Comte, Charles Darwin, and Karl Marx have in common? 
  7. What are the core elements of the Marxist approach to history?
  8. What was the Annales school?  How was it related to the “new social history” that developed in the U.S. in the 1960s?
  9. What was the Progressive view of American history, and how did it differ from what came earlier?
  10. What was Kuhn’s theory of scientific revolutions, and how did it affect historical interpretation?
  11. What is postmodernism, and how did it challenge the fundamental tenets of earlier historical writing?
  12. What does Appleby believe is the “future of history”?

 

3.  Illustration:

 

Depict visually (with chart, timeline, graph, drawing, cartoon, etc.) the evolution of historical writing over time, going back as far as you can, continuing to the present, and conjecturing the future.  Your illustration should indicate major schools of thought, unique historical approaches, and influential figures. It should also contextualize these figures by noting broader social/intellectual/cultural/political trends that affected historical writing (e.g. the Enlightenment, etc.)  Be prepared to share your chart with the class.  If it fits on a page or two, please copy to share with your classmates.

 

 

WEEK 4 (9/17): 

Finding Sources & Topics: Roundtable Discussion with New Faculty

Book Reviewing

 

Discussion leaders:

 

Read:

 

“On Writing Book Reviews,” http://www.library.csi.cuny.edu/dept/history/lavender/review.html

 

“Writing a Critical Book Review in History,” http://cariboo.tru.ca/disciplines/eng309/Bookreview.htm

 

“Writing Book Reviews,” http://www.csulb.edu/~dmizelle/brguidelines.pdf

 

Read the first ten book reviews in the March 2006 issue of Reviews in American History (pages 1-71; beginning with Neil Kamil’s “Of Animal History and Human Cruelty in the New England Tradition” and ending with Shane Hamilton’s “Poisons in the Land”): http://muse.jhu.edu/journals/reviews_in_american_history/toc/rah34.1.html

 

Assignment:

 

1.  Answer the following for your portfolio.  In your view and based on the guidance laid out in the online articles on writing book reviews, which of the reviews from Reviews in American History is most effective?  Which is least effective?  And why?

 

 

WEEK 5 (9/24): 

 

Environmental History

Historiographical Essays

 

Discussion leaders:

  

Read:

 

William Cronon, Changes in the Land. 

 

Alfred W. Crosby, “The Past and Present of Environmental History,” The American Historical Review, Vol. 100, No. 4. (Oct., 1995), pp. 1177-1189.  Stable URL: http://links.jstor.org/sici?sici=0002-8762%28199510%29100%3A4%3C1177%3ATPAPOE%3E2.0.CO%3B2-K.

 

Douglas R. Weiner, “A Death-Defying Attempt to Articulate a Coherent Definition of Environmental History,” Environmental History Vol. 10, No. 3 (July 2005), pp. 404-420. (On Blackboard.)

 

 

Assignments:

 

1.  HIS 5060 Running Assignment for Cronon.

 

2.  Track down a historiographical essay that pertains to a field or issue that interests you.  Copy the essay for your portfolio.  Also for your portfolio, write a short (1-2 page) summary of the major historiographical trends identified by the author. 

 

NOTE: One way to locate a historiographical essay is by browsing journals that cover issues of interest to you, such as the Journal of Environmental History, the Journal of Southern History, the Journal of Military History, Diplomatic History, etc.  (Search FAU catalog or JSTOR, or browse stacks).  Other examples of historiographical essays and useful references include the following, all on reserve:

 

Gerald N. Grob and George Athan Billias, Interpretations of American History: Patterns and Perspectives  (multiple editions, some on reserve, search SUS for others).

 

Francis G. Couvares, ed. Interpretations of American History Vol. II : Patterns and Perspectives 7th ed.

 

Peter Burke, ed., New Perspectives on Historical Writing, 2nd ed (2001).

 

Eric Foner, ed., The New American History (1990).

 

Michael J. Hogan, ed., America in the World: The Historiography of American Foreign Relations since 1941 (1995).

 

Useful web resources include:

http://www.fgcu.edu/cas/history/hist_bib.html

http://www-home.cr.duq.edu/~parsonsj/documents/historiography.html

http://www.lib.ncsu.edu/risd/guides/history/historiography.html

 

 

 

WEEK 6 (10/1):   NO CLASS

 

 

WEEK 7 (10/8):

Women’s History & Social History

Presentation of Topics (prospectus proposals)

 

Discussion leaders:

 

Read:

 

Ulrich, A Midwife’s Tale.

 

Alice Kessler-Harris, “Social History”; and Linda Gordon, “U.S. Women's History”; both in Eric Foner, ed. The New American History rev. and expanded ed. (Philadelphia: Temple University Press, 1997), chapters 10 and 11, pp. 231-276.  This book is available as an electronic book through the FAU catalog.  Copies are also posted on Blackboard.

 

Assignment:

 

1.  HIS 5060 Running Assignment for Ulrich.

 

2.  Write a one-page proposal summarizing topic(s) you might investigate for your prospectus project.  Be prepared to present your idea(s) to the class.

 

 

 

 

WEEK 8 (10/15): 

Race & Economic History

 

Discussion leaders:

 

Read:

 

Fogel and Engerman, Time on the Cross. 

 

Charles Crowe, “Time on the Cross: The Historical Monograph as a Pop Event,” The History Teacher, Vol. 9, No. 4. (Aug., 1976), pp. 588-630. Stable URL: http://links.jstor.org/sici?sici=0018-2745%28197608%299%3A4%3C588%3ATOTCTH%3E2.0.CO%3B2-5.

 

Robert W. Fogel and Stanley L. Engerman, Time on the Cross: Evidence and Methods--A Supplement (Boston: Little, Brown, and Company, 1974), pp. 87-125.  (Notes to Chapter 4 of Time on the Cross, posted on Blackboard.)

 

Eric Foner, “Slavery, the Civil War, and Reconstruction,” in Eric Foner, ed. The New American History rev. and expanded ed. (Philadelphia: Temple University Press, 1997), chapter 4, pp. 85-106.  This book is available as an electronic book through the FAU catalog.  A copy is also posted on Blackboard.

 

Assignment:

 

1.  HIS 5060 Running Assignment for Fogel and Engerman.

 

 

WEEK 9 (10/22): 

Military History and Social History

Research Prospectus, Grant Writing, and Proposals

 

Discussion leaders:

 

Read:

 

McPherson, For Cause and Comrades.

 

John A. Lynn, “The Embattled Future of Academic Military History,” The Journal of Military History, Vol. 61, No. 4. (Oct., 1997), pp. 777-789.  Stable URL: http://links.jstor.org/sici?sici=0899-3718%28199710%2961%3A4%3C777%3ATEFOAM%3E2.0.CO%3B2-Z.

 

Ian Tyrrell, “The Great Historical Jeremiad: The Problem of Specialization in American Historiography,” The History Teacher, Vol. 33, No. 3. (May, 2000), pp. 371-393. Stable URL: http://links.jstor.org/sici?sici=0018-2745%28200005%2933%3A3%3C371%3ATGHJTP%3E2.0.CO%3B2-W.

 

Also read, sample grant applications and book proposals, all posted on Blackboard under heading “Sample Proposals.”  Pay special attention to the sample prospectus from 5060; it is a good model for you to follow in preparing your own prospectus.

 

Assignments:

 

1.  HIS 5060 Running Assignment for McPherson. 

 

 

WEEK 10 (10/29): 

Journal Articles

Writing for History

 

Discussion leaders:

 

Read:

 

“The Passion of Sacco and Vanzetti: A Global History.” By: McGirr, Lisa. Journal of American History, Mar2007, Vol. 93 Issue 4, p1085-1115

 

“Midnight Rangers: Costume and Performance in the Reconstruction-Era Ku Klux Klan.” By: Parsons, Elaine Frantz. Journal of American History, Dec2005, Vol. 92 Issue 3, p811-836

 

“From Tuskegee to Togo: The Problem of Freedom in the Empire of Cotton.” By: Beckert, Sven. Journal of American History, Sep2005, Vol. 92 Issue 2, p498-526

 

“All the World’s a Stage! The Actors' Strike of 1919.” By: Holmes, Sean Pl. Journal of American History, Mar2005, Vol. 91 Issue 4, p1291-1317

 

Note: Each of these articles is available electronically through the FAU library catalog.   You may have problems downloading the articles using “History Cooperative” database, so I recommend using “Ebsco Host Academic Search Premier.”

 

 Assignments:

 

1. No Running Assignment for today.

 

2.  For your portfolio, answer the following after reading the articles:

 

  1. Taking these selections as representative samples of journal articles, diagram what you see as the essential outline of a typical journal article.  How are they organized, and what are their main components?  Illustrate visually with flow chart, outline, or other graphic depiction that identifies the main components and structure of journal articles.
  2. Write on paragraph on how the authors to these articles “introduce” and frame their research.  What conventions do you notice?  How do authors tend to begin their articles?  How long are the introductions?  Where and how do they address the significance of their work?
  3. In your view, which of these articles is the most and least effective?  Why?

 

3.  Numerous academic journals are published for historians.  Identify four journals that relate to the topic you are pursuing for your research prospectus assignment.  Browse current or past issues of the journals, then write a few sentences describing the focus of each journal, its readership, and how it is different or similar to other journals in the field. 

 

4.  Bring in one-paragraph-long exerts from the best and worst pieces of historical writing you can find (from any secondary source you please).  Copy on one page to share with the class.   

 

 

WEEK 11 (11/5):

Social/Political

 

Discussion leaders:

 

Read:

 

Nancy Cott, Public Vows: A History of Marriage and the Nation.

 

Assignments:

 

1.  HIS 5060 Running Assignment for Cott. 

 

IMPORTANT NOTE:  Monday’s class meeting may be rescheduled so that it can be led by Nancy Cott.  If so, it will likely take place on the morning of Thursday, 11/8, probably from 10-12.  More details TBA.

 

 

SPECIAL EVENT:

 

11/8 (Thursday, 2-3pm, Live Oak Pavilion). John O’Sullivan lecture by Nancy Cott, “Revisiting the Generation of the 1920s.”

  • Required event: you must attend.  (In other words: Rearrange your work schedule, cancel your wedding, and keep your relatives healthy.)

 

 

 

WEEK 12 (11/12):  No class: Veteran’s Day

 

 

WEEK 13 (11/19):  No class: Individual Research

 

 

WEEK 14 (11/26):

Race/Urban

The Profession: Specialization, Associations, Conferences, and Journals

 

 

Discussion leaders:

 

Read:

 

Sugrue, The Origins of the Urban Crisis.

 

Thomas C. Holt, “African-American History,” in Eric Foner, ed. The New American History rev. and expanded ed. (Philadelphia: Temple University Press, 1997), chapter 13, pp. 311-332.  This book is available as an electronic book through the FAU catalog.  A copy is also posted on Blackboard.

 

 

Assignments:

 

1.  HIS 5060 Running Assignment for Sugrue. 

 

2.  Browse through these websites:

 

Historical Associations and Affiliated Societies:

The American Historical Association (AHA), www.historians.org.

AHA Affiliated Societies, http://www.historians.org/affiliates/index.htm.

The Historical Society, http://www.bu.edu/historic/about.html

The Organization of American Historians (OAH), www.oah.org.

 

Conferences:

AHA Annual Meetings, General Information

AHA Annual Meeting 2007 Program

OAH 2007 Meeting, General Information and Program 

 

2.  After browsing through the websites above, answer/complete the following for your portfolio:

 

  1. What is the difference between the AHA, OAH, and Historical Society? 
  2. Make a list of ten AHA-affiliated-societies, or other professional associations, that are potentially of interest to you.  Identify the journal of record for each association, and note when the association’s annual meeting is normally held.
  3. Browse through the programs for the AHA and OAH annual meetings.  Identify one paper from each that you think you would like to hear presented, and one paper from each that you would prefer to skip.  Make a list. 

 

 

WEEK 15 (12/3):

 

Diplomatic/ International

 

Discussion leaders:

 

Read:

 

Matthew Connelly, A Diplomatic Revolution.

 

Michael J. Hogan, “The ‘Next Big Thing’: The Future of Diplomatic History in a Global Age.” Diplomatic History 28:1 (January 2004), pp. 1-21. Available online (through EZ Proxy: http://www.blackwell-synergy.com/toc/diph/28/1.)  (A copy is also posted on Blackboard.  For other online access, search FAU catalog for Diplomatic History.)

 

David Thelen, “The Nation and Beyond: Transnational Perspectives on United States History,” The Journal of American History, Vol. 86, No. 3, The Nation and Beyond: Transnational Perspectives on United States History: A Special Issue. (Dec., 1999), pp. 965-975.  Stable URL: http://links.jstor.org/sici?sici=0021-8723%28199912%2986%3A3%3C965%3ATNABTP%3E2.0.CO%3B2-A.

 

Michael Hunt, “Internationalizing U.S. Diplomatic History: A Practical Agenda,” Diplomatic History (Winter 1991): 1-11. (on Blackboard.)

 

Assignment:

 

1.  HIS 5060 Running Assignment for Connelly.

 

 

WEEK 16 (12/10):

 

Presentations of Research Prospectuses  

 

Assignment:

 

Be prepared to present your research proposal to the class in 10 minutes or less.  Prepare a one-page handout for the class which includes the following: (1) working title; (2) summary of topic; (3) sources to be consulted.

 

 

10/13:  Last day to hand-in portfolio (including prospectus).  Due in History Department at 4pm. 

 

 

 

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