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NOTE: Print this out for use in class.
However, the official syllabus for this course is the website, NOT any printed version.
Students are responsible for checking the website regularly for updates and other
information
Locator Information
Course |
Instructor |
- Semester/Year: Fall, 2001
- Semester Hours of Credit: 3
- Section: 01
- Class Meeting Days and Time: T 6:00-8:50 p.m.
- Class Location: JKSA 207
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- Instructor: Dr. Theron E. Corse
- Office Location: JKSA 206A
- Office Phone: 672-1044
- Alternate Phone (Dept.): 672-1573
- E-Mail: tcorse@uncfsu.edu
- Office Hours: W
9-11, 2-3; T, R 1:30-4:00; T 5:30-6:00; or by appointment
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Course Description
This course introduces students to fundamental questions
about the nature of history and to the varieties of history that different answers to
these questions have inspired. Students will investigate the kinds of questions
historians ask about the past, the relationship between theory and evidence in historical
writing, and the varieties of evidence historians use to reconstruct the past.
Objectives
At the end of this course, successful students will have
the following knowledge and skills:
- Knowledge:
- philosophical issues related to the nature of history
- contemporary approaches to history
- recent historiographical controversies
- Skills:
- ability to write a critical review
- ability to research and discuss historiographical issues
- ability to use the Internet to research historiographical
debates
Teaching Strategies
This class is taught as a seminar. Students should be
prepared to discuss assigned readings weekly, to lead discussions as assigned, and to
present the results of their own research in class. Students should also be prepared
to discuss the works and presentations of guest speakers.
Schedule of Assignments and Due Dates
No. |
Assignment |
Weight |
Due Date |
01 |
First presentation |
5% |
See Outline
and Guidelines for specific assignments and due dates. |
02 |
First critique
essay |
10% |
03 |
Second presentation |
5% |
04 |
Second critique essay |
10% |
05 |
Book critique |
10% |
Nov. 20 |
06 |
Historiographic
paper |
35% |
Dec. 18 |
07 |
Project
presentation |
5% |
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08 |
Participation |
20% |
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Evaluation
Grades and their numerical equivalents are as follows:
Numeric
Score |
Letter Grade |
90 or above |
A |
80-91 |
B |
70-79 |
C |
69 or below |
F |
Incomplete |
I |
Incompletes are granted only if the student is unable
to complete specific course requirements for reasons beyond his or her control.
Incompletes are granted only if the student contacts the instructor before the end of the
term, and then only if the instructor agrees that the circumstances merit an incomplete.
The student and the instructor must complete an Incomplete Grade Form. Students
who do not contact the instructor before the end of the term will receive a grade of F (0)
on all missing work.
Course Policies
Late Work
Students are responsible for all work assigned in this class, whether or
not they are present. Assignments must be completed on time. Late work
will be penalized one letter grade unless you have a good excuse, and no assignments will
be accepted more than one week late.
Students may rewrite their essays. Rewrites are
due one week after the instructor hands graded assignments back to the class, whether or
not you attend class that day.
Make-ups for missed examinations and quizzes are given
at the discretion of the instructor. The absence must be excused under the same conditions
as absence from class. In general, make-ups must be taken within one week of the original
date of the exam.
Attendance
Attendance is required. Excessive absence (more than 2
absences for weekly classes) can affect the participation grade.
Tardiness disrupts the class and is also discouraged.
Any student arriving after the instructor has finished calling the roll may be considered
tardy, and two incidents of unexcused tardiness count as one unexcused absence. Students
who arrive late should check with the instructor at the end of class to make sure they are
not marked absent.
Students are expected to remain in class until they are dismissed,
unless they have received prior permission from the instructor to leave early. Early
departure from class will be treated the same as tardiness--two such occurrences
will constitute an unexcused absence.
Excuses for tardiness and absence will be accepted at
the discretion of the instructor. Written documentation may be required, especially for
lengthy or repeated problems. Students should bring excuses to the instructor's attention
as soon as possible--before the event if it is foreseeable, immediately after if not.
Excuses for tardiness should be discussed with the instructor immediately after the class
for which the student is tardy; excuses for absence should be discussed the first day the
student returns to class. With rare exceptions, excuses will not be accepted after
these dates.
Participation
All students are expected to come to class prepared to discuss the
assigned material. This implies that students should read the material before class.
Perfect comprehension is not expected at the beginning of class, but students should be
familiar with the topic and the major points, and they should have identified areas they
do not understand well enough to ask focused, intelligent questions about them. The
instructor reserves the right to give unannounced quizzes or other assignments to check
students' preparation.
There are three principal ways students can participate:
- by asking and answering questions in class,
- by contributing to team projects
- by discussing courses material with the instructor during office hours.
Students are expected to observe normal courtesy in class. They are
expected to pay attention to the instructor, to take detailed notes, to refrain from
personal conversation, and to avoid any other behavior that disturbs others. A student who
does not observe these courtesies may be asked to leave the room.
Academic Honesty
Students should be aware that a university is a community of scholars
committed to the discovery and dissemination of knowledge and truth. Without freedom to
investigate all materials, scrupulous honesty in reporting findings, and proper
acknowledgment of credit, such a community can not survive. Students are expected to
adhere to the highest traditions of scholarship. Infractions of these traditions, such as
plagiarism (cheating), are not tolerated. Misrepresenting someone else's words or ideas as
one's own constitutes plagiarism. In cases where plagiarism occurs, the instructor has the
right to penalize the student(s) as he or she thinks appropriate. One guideline holds that
the first offence results in failure of the assignment, the second offence in failure of
the course.
Outline
Readings for specific dates may vary slightly from the
following table as the pace of the class dictates. Students are responsible for keeping up
with any such changes, which will also be posted on this web site.
Underlined readings are links to web sites. Students are
responsible for learning how to use the World Wide Web to get readings. Students should
print out copies of the readings to bring to class. Plan ahead--the Web is a great
learning resource, but glitch happens. Do not tell me you could not get the reading
because the server went down ten minutes before class.
Readings marked "reserve" are available from the
circulation desk of Chesnutt Library. Students should also make copies to bring to class.
Assignments for presentations and critiques are indicated
by the student's initials in the right-hand columns. See Requirements
for more information.
Unit |
Date |
Topic: Reading |
Assignments |
01 |
Aug 28 |
Introduction |
Pres. |
Crit. |
02 |
Sep 4 |
Problems of
Textbook History: An Exercise in Historiography - Selection of readings from textbooks -
available from Dr. Corse. |
Group |
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03 |
Sep 11 |
An Example
of Historical Debate: Daniel Goldhagen, "Ordinary Germans and
the Holocaust"; Recent Writings
by Daniel Goldhagen, esp. "The New
Discourse of Avoidance"; Norman Finkelstein, "Articles and Reviews relating to the
Goldhagen Thesis" (see esp. Finkelstein's Response To
Goldhagen); Blumenthal, "A
Scholarly Dispute on the Cause of the Holocaust"; H-Net Discussion Log--keyword search on
"Goldhagen" and "Finkelstein" |
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04
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Sep 18 |
Problems of Historical
Knowledge: Wilson, chs. 1-2; Thucydides: On
Inventing Speeches, from History of the Peloponnesian War; Lord
Acton: Inaugural
Lecture on the Study of History; Gerald W. Schlabach: A
Sense of History: Some Components; James H. Robinson: Why
Study History Through Primary Sources; The
Need for Source Criticism: A Letter from Alexander to Aristotle? |
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05 |
Sep 25 |
History and
Theory--Interpretations of Andrew Jackson: Frederick Jackson Turner,
"The Significance of the Frontier in American History"; Alexis
de Tocqueville, Principal Causes Which Tend to Maintain the Democratic
Republic in the United States; Henry Nash Smith, Virgin Land: The
American West as Symbol and Myth (1950). Read the "Prologue
and Chapter XI.
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06 |
Oct 2 |
Social History and
Visual Evidence: Wilson, ch 4; Riis, How the Other Half Lives;
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07 |
Oct 9 |
Actors--Gender:
Wilson, ch. 5; "The Sexual Solipsism of Freud";
Solange Alberdo "Beatriz de Padilla: Mistress and Mother"
(Handout from Dr. Corse) |
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08 |
Oct 16 |
History and the Human
Sciences: Wilson, ch. 3; Geertz,
Thick Description |
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09 |
Oct 21 |
Intellectual History:
Modern European Intellectual History: An Introduction;
Stephen E. Lucas, "The Stylistic
Artistry of the Declaration of Independence"; The Declaration of
Independence |
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10 |
Oct 30 |
Rational Actor Theory
and Public Policy--The Decision to Drop the Atomic Bomb: The
Last Act - The Enola Gay
and the Atomic Bomb (A comparison of the texts of the cancelled and
final versions); H-Asia
Smithsonian Enola Gay Exhibit Controversy; |
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11 |
Nov 6 |
Social History and Oral
Evidence: Wilson, ch 4; American Slave
Narratives: An Online Anthology; |
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12 |
Nov 13 |
Postmodernism and
History: Wilson 6; Foucault, "What Is an
Author?"; Mary Klages, Summary
and Analysis of "What is an Author?"; John R. Durant, Summary
and Analysis of "What is an Author?" Tim Spurgin, "Readers
Guide to 'What is an Author?'" Jean Baudrillard, DisneyWorld Company |
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13 |
Nov 20 |
Problems of
Textbook History Revisited: Forum on textbooks. |
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14 |
Nov 27 |
History and the Future:
Wilson, review; TBA |
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15 |
Dec 4 |
Virtual
Discussion--History and Quantification: Wilson, ch. 3; Dowdle, "The
Protomodern Presidency" (reserve); |
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16 |
Dec 11 |
Student
Presentations |
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17 |
Dec 18 |
Student
Presentations |
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Bibliography
- Rampolla, Mary Lynn. A Pocket Guide to Writing in
History. 2d ed. New York: Bedford/St. Martin's, 1998.
- Wilson, Norman J. History in Crisis? Recent Directions
in Historiography. Upper Saddle River, N.J.: Prentice-Hall, 1998.
Reserve (Chesnutt Library)
- Dowdle, Andrew J. "The Protomodern Presidency."
Unpublished paper. 1999.
Web Resources
- "American Slave Narratives: An Online
Anthology." 1996-1998. <http://xroads.virginia.edu/~HYPER/wpa/wpahome.html>
(16 August 1999).
- Baudrillard, Jean. "DisneyWorld Company." 4 March
1996. <http://www.ctheory.com/e25-disneyworld_comp.html>
(16 August 1999).
- ___. "In the Shadow of the Millennium." September
1998. <http://www.ctheory.com/a61.html>
(16 August 1999).
- "Disneyland Paris Home Page." <http://www.disneylandparis.com/disney/smain.htm>
(16 August 1999).
- "The Enola Gay and the Atomic Bomb." January 1995.
<http://www.nhk.or.jp/nuclear/e/text/sumiso.htm>
(16 August 1999).
- "The Enola Gay Exhibit." 9 January 1999. <http://www.nasm.edu/GALLERIES/GAL103/gal103.html>
(16 August 1999).
- Finkelstein, Norman G. "Articles and Reviews relating to the
Goldhagen Thesis". <http://www.normanfinkelstein.com/articles.html>
(16 August 1999).
- Friedan, Betty. "The Sexual Solipsism of Freud."
1963. <http://werple.net.au/~lynnbea/lib/friedan.htm>
(16 August 1999).
- Goldhagen, Daniel J. "Ordinary Germans and the
Holocaust". 1996. <http://www.historyplace.com/pointsofview/goldhagen.htm>
(16 August 1999).
- ___. "Recent Writings by Daniel Goldhagen". <http://www.goldhagen.com/welcome.html>
(16 August 1999).
- Geertz, Clifford. "Thick Description: Toward an
Interpretive Theory of Culture." 17 Sep 1994. <http://xroads.virginia.edu/g/DRBR/geertz2.txt>
(16 August 1999).
- H-Asia Smithsonian
Enola Gay Exhibit Controversy. 10 Feb.- 25 Sept. 1995. <http://www.h-net.msu.edu/~asia/threads/thrdenola.html>
(16 August 1999).
- H-Net, Humanities and Social Sciences Online. <http://www.h-net.msu.edu/> (16 August 1999).
- Pollan, Michael. "Town Building is No Mickey Mouse
Operation." 14 December 1997. <http://hellskitchen.net/develop/news/mp121497.html>
(16 August 1999).
- Riis, Jacob. How the Other Half Lives. New York:
Charles Scribner's Sons, 1890. Hypertext ed. David Phillips, 1995. <http://www.cis.yale.edu/amstud/inforev/riis/title.html>
(16 August 1999).
- Tokyo DisneyLand Official Home Page. <http://www.tokyodisneyland.co.jp/> (16
August 1999).
- Turner, Frederick Jackson. "The Significance of the
Frontier in American History." <http://wsrv.clas.virginia.edu/~tsawyer/DRBR/turnerth.txt>
(16 August 1999).
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