Columbia College

of Missouri
200 Old Skokie Rd Park city, IL 60085 847-336-6333

COURSE SYLLABUS Early Fall Session August 2004

Course Prefix & Number: Course Title: Semester Credit Hours: Class Day and Time: Instructor: Office Phone: Home Phone: FAX: Email:

HIST 494 Historical Research and Methods 3 Thursday 5:00-10:00PM Robert Zarrillo 847-259-9600x4008 847-426-0156 208-977-3812 Columbia@raz7.com

Description: One of the culminating courses for graduation as History/Political Science major. Historical Research
and Methods is a seminar dedicated to the research and writing of a senior thesis. Based upon a research proposal (research design), the student will proceed to apply the techniques of research as generally accepted by the historical profession. After examining primary sources, the student will then write an original research paper, following the general format of bibliography, outline, notetaking, drafts, and a final documented research paper. Papers will then be distributed to members of the seminar and will be critiqued and defended. The culminating seminar for graduation as History major: completion with a grade of C or higher is required.

Prerequisites:

Hist 490: Historiography This course included an introduction to historical research and culminated in the creation of the research design to be used in Hist 494. If the student was not required to take Hist 490, the instructor will provide an overview of this prerequisite course and will help the student with the research design at the beginning of this course. Required Texts (bring all these WITH you to the first class!): Title: The Methods and Skills of History: A Practical Guide Authors: Furay, Conal and Salevouris, Michael. Publishing info: 2nd Edition (Jan. 2000). ISBN 0882959824 (250 pages) Readings/Assignments: refer to this syllabus page 3 under Furay Title: From Reliable Sources: An Introduction to Historical Methods Authors:. Howel, Martha and Prevenier, Walter Publishing info: 1st ed (2001). ISBN 0801485606 (207 pages) Readings/Assignments: refer to this syllabus page 3 under Prevenier 1

Textbooks:

Title: A Students Guide to History Authors: Benjamin, Jules Publishing info: 9th edition (December 2003). ISBN 0312403569 (254 pgs) Readings/Assignments: refer to this syllabus page 3 under Benjamin You will need the following for reference, there are no specific reading assignments: Title: A Manual for Writers of Term Papers, Theses, and Dissertations Authors: Turabian, Kate; Grossman, John and Bennett, Alice Publishing info: 6th Edition (February 1996). ISBN 0226816273 Actually any edition since the 4th would be satisfactory for our needs. I do not recommend that you buy this book new because it is already out of date and it would be preferable if you waited for the next edition which will be updated in accordance with the new 15th edition of the Chicago Manual of Style. Of course you could buy the Chicago Manual instead of Turabians condensed Manual for Writers, but the Chicago Manual is expensive and is far more detailed than you probably need (close to 1000 pages). The following is a good reference but not required particularly after the new updated 9th edition of Benjamin which incorporates some of this material: Title: Guide to History and the Internet Authors: Reagan, Patrick Publishing info: (January 2006). ISBN 0072514566 Course Objectives: Historical Research and Methods introduces the tools required to write and to teach history, including both the theories and the practical application of those theories with the tools to make the job possible. The course begins with an overview of what was covered in Hist 490 (Historiography), which provided an introduction to research methods. It is followed with lectures on techniques used by historians in the research, writing and teaching of history, and with a continual focus on the modern philosophy of history for a basic understanding of history as it is practiced by historians today. Topics include the use of sources, statistical methods, the use of computers and the internet, and writing techniques. Only a portion of this course will be lecture since this is a seminar based reading, discussion, and "practical methods" course (performing exercises during class). Students are expected to do all the assigned readings before the class session to participate fully. Students will be required to make periodic presentations based on the readings, complete other homework assignments, and complete the projects described herein. The techniques needed for research skills and critical thinking will be evaluated via in-class exercises and homework assignments throughout the course, which is a combination of both lecture, seminar, and work exercises. Each student will: 1) apply an understanding of significant trends & methodologies to development of a senior thesis; 2) examine and use primary sources; 3) organize research findings within the context of appropriate secondary work; 4) evaluate the evidence and argument of a thesis. 2

Evaluation will be determined by the demonstration of original research through the preparation of a bibliography, note-cards, outline and early draft. The thesis must be based to a large extent upon primary sources. Half of the grade will be determined by the final polished research paper. Student papers will be part of a permanent file reviewed by the faculty to enhance teaching in history electives Students will also complete the academic profile and a standardized test of historical knowledge. These tests are NOT part of the students grade. The 40 minute Academic Profile, short form, will be administered in the last class. This is a standardized test which measures learning in general education courses. Following this, the Major Field Test for history will be taken. The results of these tests are used by faculty to improve the curriculum at the College. A primary purpose of this culminating experience is to assess learning outcomes in the major. It demonstrates the following set of characteristics: The experience occurs after the completion of appropriate foundational skills, electives, and requirements. Assessment instruments used in the experience measure student achievement of the stated learning objectives for the major. Departmental faculty use the information given by assessment to improve teaching and learning in the major.

Weekly Activities & Assignments:

Readings in the required textbooks are assigned as listed below. Readings are to be completed before the class. The student must keep up with the assignments - which are often heavy in this capstone history course! The class web site will be used primarily to aid in communication and with homework assignments. Up to date versions of the class syllabus and other class materials may also be found at this location. The address is: www.raz7.com/columbia/history.html (when you enter the site, click on the line for this course). Readings identified as "assigned for presentations" need to be read only by students assigned to do so. Books or web sites for these assignments will be provided by the instructor at least one week before they are due. Note: these textbooks often include exercises and many of these will be done in class. To prepare for class read the pages assigned, it is not necessary to do the exercises in advance. Be sure to complete the week 1 readings BEFORE class! Week Class 1 Topic and Assignments for after class Introduction and course overview. Course review, projects and presentation assignments for next week. Practices of Historical Research & the nature of evidence; Introduction to writing history and an overview of the material from Hist 490 (historiography); the use of a Research Design. In class exercises: using Furay (bring it) Homework for next week: Bring Research Designs for the next class (drafts if you did not complete one in Hist 490). Readings due before class Furay ch1:pp3-7; ch2:pp11-17 Prevenier pp. 1-42; Benjamin ch 1and ch 2 (sections on How to read non-written materials and Communicate on-line only in ch 2) We will review the appendices of Prevenier and Benjamin in the first class so be sure to bring them. We will use the Furay text book in almost every class so always bring it!

Research Techniques (continued). Use of film Furay ch 6:pp79-87; ch 8:pp131-138; ch as research material; Use of Notecards and 9: pp143-150, 160 alternatives in research; Use of the Internet in Prevenier pp. 60-87; research. Benjamin ch 4 We will have exercises based on a CDROM from the After the Fact series on the use of historical evidence. We will also have an Internet lab exercise in the computer room where we will practice exercises using the Internet for historical research. Since part of the class will be in a different room we will discuss the scheduling for this in our first class. These Real-time world wide web exercises will be used to evaluate the use of the internet for both research and teaching. This portion of the class is primarily "hands on" doing in-class exercises on the computer. The instructor will work with students one-on-one evaluating assignments to be performed "real time". Project: We will discuss and review the Research Designs! This will be a checkup for those who took Hist 490 (be sure to bring copies of your research designs with you). Those without will have to spend some one-onone time with the instructor to review their preliminary designs started since last week. In class exercises: using Furay Homework for next week: create sample notecards for class 3; Final Research Designs due next week ASSIGNED FOR PRESENTATIONS: 1-2 supplemental readings will be assigned in the previous class for presentations today (summations of the reading assignment) by 1-2 students. Assignments will be from books like Toynbee and Collingwood such as Collingwoods Idea of History For this class planned assignments to date are: 1) Von Ranke Selected Writings pp. 5572, 156-64, 242-54 2) Marc Bloc The Historians Craft pp20-47

Writing History #1 Furay ch 3:pp27-31,36;ch 5: pp 63-68,72 Style and conventions in the writing of history, Benjamin ch 3 the use of quotations. Choosing topics, selecting a thesis, writing outlines, the ASSIGNED FOR PRESENTATIONS: mechanisms for writing; Writing the first draft 1-2 supplemental readings will be and revising drafts; The book review (criticism) assigned in the previous class for and critical thinking. These topics will continuepresentations today (summations of the into the next class reading assignment) by 1-2 students. Project: Final review of research designs particularly the bibliography. Students to bring copies of their designs for critical review in seminar. Notecards due today as homework to be reviewed for accuracy by the instructor. Outlines are to be completed for the next class. For this class planned assignments to date are: 1) Toynbee A Study of History VI:XXXIII-IV pp 1-20; XIII:XLIV pp 350-55 2) Collingwood Idea of History pp 1-13, 228-249 4

In class exercises: using Furay. We will also watch a History Detectives video on the use of historical sources, followed by discussion we will use these throughout the course. Homework for next week: Read the paper in Furay pp 119-129 titles Puritans and Sex and complete the exercise ch 7:setA exercise 2 pp115-116. We will review this exercise in class next week and use the paper you read for some additional critical analysis exercises. Preliminary paper OUTLINES are due next wk 4 Writing History #2 Continuation of the topics from the last class. Project: Review Outlines students to bring copies to class to review in seminar Furay ch7: pp105-112, 116-17; ch 12: pp 207-217 Benjamin ch 5

ASSIGNED FOR PRESENTATIONS: In class exercises: using Furay; we will look 1-2 supplemental readings will be at the Puritans and Sex paper and go over the assigned in the previous class for presentations today (summations of the homework exercises; and also use additional critical evaluation methodology on the paper reading assignment) by 1-2 students. Homework for next week: Final OUTLINES For this class planned assignments to and early FIRST DRAFTS (sketched out and date are: incomplete) are due next week. 1) EH Carr What is History pp 155-176 5 Techniques and Methods Miscellaneous methods will be discussed particularly the use of statistics in quantitative history, social and cultural history, gender studies and other modern approaches. The relationship of history to other scholarly fields. Furay ch 10: pp169-176; ch 14: pp243248 Prevenier pp.43-60

ASSIGNED FOR PRESENTATIONS: 1-2 supplemental readings will be Project: Final review of Outlines and the first assigned in the previous class for review of early rough drafts of the final presentations today (summations of the paper in seminar reading assignment) by 1-2 students. In class exercises: using exercises from Furay For this class planned assignments to related to statistical analysis. date are: Homework for next week: Furay ch 4: set B 1) W. Durant The Lessons of History pp exercise 1 (pp 56-58); Final ROUGH DRAFTS 11-36 (largely complete but needing to be fleshed out 2) F Braudel On History pp 25-54 and polished) are due next week 6 Philosophy of History Furay ch 4: pp 41-49; ch 13: pp 229-239 20th century historiography with emphasis on Prevenier pp. 88-143 idealism/naturalism, neo-idealism, modernism/postmodernism, etc. In class exercises: using Furay 5

Project: Final Rough Draft review in seminar. ASSIGNED FOR PRESENTATIONS: 1-2 supplemental readings will be Critical Review/Teaching Project: assigned in the previous class for This includes evaluation of a prepared history presentations today (summations of the lecture (taped) at home, one in class next week, reading assignment) by 1-2 students. and evaluation of the performance of other students in seminar during week 8. The taped For this class planned assignments to history lecture evaluations will use a predate are: prepared checklist to consider methods of 1) Collingwood The Idea of History pp teaching history. Each taped lecture will be 302-334 different, although some may be of the same instructor (for comparison). Students will not know if they are discussing the same individual until after the review in the next class. Homework for next week: Evaluate taped history lectures (taken home to watch/hear over the weekend) using a pre-prepared checklist. Each student should be prepared to discuss what was good, bad, or could be improved in the lecture he was provided. A survey form similar to that used by Columbia will be used as a guide for the student's evaluation, and will be submitted as part of this project grade. FINAL PAPERS are due next week!!!!!! 7 Teaching Methods and Presentation style (including seminar critique and defense methods required for the final class). Practical case studies regarding the development of lectures (how to present them and not to present them), seminars, field trips and other course development options. Includes review of how a course curriculum is developed and implemented. Furay ch 11: pp 183-181 Benjamin ch 2 (section on Classroom Participation only in ch 2) Teaching handout (from instructor) taken from Booth, History in Higher Education pp97-116;

ASSIGNED FOR PRESENTATIONS: 1-2 supplemental readings will be assigned in the previous class for In class exercises: using Furay on the subject presentations today (summations of the of bias in writing (and teaching). In addition, a reading assignment) by 1-2 students. segment of another instructor's lecture will be watched on videotape and critiqued in class For this class planned assignments to along with a discussion of the teaching project date are: homework from last weekend. 1) GR Elton The Practice of History pp Project: Final papers are due today. (Copies 178-212 2) Breisach The Future of History: The to be provided for the entire seminar for critique/defense next week). No seminar review Postmodern Challenge, pp TBD this week just turn in papers one copy for each student in the class and the instructor! Homework for next week: critique the final papers for review in seminar next week. 6

The Future of History. Prevenier pp.143-150 Whats ahead for the practice of history in the 21st century? What is your outlook in the real world with a degree in history? What are the alternatives to teaching and writing with a history degree? These subjects will be considered in our last class discussion before the final seminar Final Seminar Oral presentations by students reviewing the final paper, with students evaluating their performance and use of their research designs. This is the defense/critique phase of the course and students will be evaluated on both their own work and their criticism of others. Standard Tests Approximately half of the class will be allocated for the Academic Profile and history major field exams. The AP is expected to take 40 minutes and the history exam about 2 hours.

Instructional Methods: (Lecture, Demonstration, Practical, Labetc)

The class will include lecture, in class exercises, review of homework and project assignments and other similar activities. It will include individual methods projects where the student will be expected to use what he has learned in the course to use tools and techniques to improve research, writing and teaching capabilities. Seminar discussions will include criticisms of provided readings, and of the work of classmates. A lab type environment will also be used at one point dedicated to the use of computers for historical research and teaching. EXTRA CREDIT: Pre-arranged with the instructor. In addition, some extra credit is built-in to the grading structure of the course (of the value of homework and in-class exercises). Additional supplemental reading presentations may be assigned for extra credit (to make up for missed activities). No more than the credit lost from one days absence may be made up

Method of evaluation:
A grade of C is required for this course to meet History degree requirements! Participation in class exercises/discussion 80 points (20%) A 358 (89.5%)-400 points Presentations based on Readings 40 points (10%) B - 318-357 points Homework: not included elsewhere 20 points (5%) C - 278-317 points Projects: D - 238-277 points Writing: Polishing the Research Design 20 points (5%) F - under 238 points Writing: Notes/Outlines/Drafts 60 points (15%) Writing: Final Paper 100 points(25%) 50% of the grade is based Writing: Defense of paper in seminar 20 points (5%) on the writing project! Critical Review and Teaching skills 60 points (15%) Total 400 points 7

Description of Methods of Evaluation: Examinations:

None- the student will be evaluated by performance in class, homework assignments, and the various projects detailed on this syllabus. The standard examinations given at the end of class 8 are NOT part of the students grade!

Participation:
Credit will be assigned for performance during in-class exercises. Attendance is required to get full credit. Some extra credit may be allowed as defined in this syllabus, to make up for the activities of one missed class.

Homework:
Homework assignments, in addition to the Projects defined in this syllabus, are detailed in Weekly activities and Assignments above. This miscellaneous category worth 20 points is for the non-project related homework such as the Furay exercises assigned in weeks 3 and 5.

Presentations:
Students will be expected to put together 10-15 minute presentations or mini-lectures which summarize the special reading assignment(s) given them. Each student will be assigned one supplemental reading presentation, scheduled throughout the course and assigned the class previous to when required. Others may be assigned for extra credit as indicated above. Seminar style oral presentations will be required throughout the course for various project requirements as detailed herein. They culminate with the final paper presentation/defense in week 8.

Projects:
Projects make up a major portion of the students grade. There are four project categories: 1) Critical Review and Teaching Project evaluate a provided taped history lecture in week 7, evaluate the work products and final papers of fellow students throughout the course (Research design/Outline/Draft/Final Paper), and their final oral presentation in week 8; 2) Polishing the Research Design first part of the writing project. Outline a writing project complete with bibliography, models chosen for evaluating evidence, theories and tools to use in research, etc. A detailed outline, with questions to be answered, will be provided to guide the student on this project which should have been completed in Hist 490. If not, the student will be aided in the creation of one for this course. All students should polish the research designs previously created with an updated bibliography/etc. These research designs will be reviewed early in the course; 3) Notes/Outlines/Drafts for the final paper will be reviewed and critiqued and evaluated throughout the course; 4) Final Paper based on thesis developed in the Research Design. Must follow the Research Design and grade will be based on this and methods chosen, not the content of the paper. Part of the grade is also an oral presentation/defense to be provided in week 8. This course, as do all courses at Columbia College, follows the Columbia College Extended Studies Bulletin. The instructor reserves the right to make changes as necessary to this syllabus and schedule.