ࡱ>  ,bjbj 7Tn$%``8L;THl(" V#z???????t9"?0H?#Z#??#S?>5!H#` i: HIST 490:01 Jeffery C. Livingston Seminar: Historical Research and Writing Trinity 207 898-6251  HYPERLINK "mailto:jlivingston@csuchico.edu" jlivingston@csuchico.edu Fall 2009 Office Hours: MW 11-12, 1-2:30 The historian must have no country.John Quincy Adams, U.S. Representative (MA-Whig), 1831-48 COURSE STRUCTURE As described in the University Catalog, History 490 is the capstone course for History majors. It requires students to write frequently in different modes of discourse, concluding with the presentation and delivery of an extensive research paper based on both primary and secondary sources. This is a writing proficiency, WP, course; a grade of C- or better certifies writing proficiency for majors. This section of HIST 490 will focus on the United States in the 1970s. The assigned readings and your research will acquaint you with some of the major issues and developments of the Seventies, a decade that is often maligned in popular memory (particularly when compared to the 1960s), but in actuality profoundly changed the United States. For the semesters first six weeks youll get a crash course on the history of the decade. You will read Bruce J. Schulmans very fine The Seventies for an overview. Youll also read selections from America in the 70s, a collection of essays that addresses an interesting and somewhat quirky variety of topics and developments. It should prove helpful in offering you ideas for your research topic. During the remainder of the semester you will develop and produce a major research paper 20-25 pages in length. In a seminar such as History 490 the instructor is a coordinator, not a lecturer. The success of the course largely depends upon the students, who are required to read assignments, write papers, and come to class prepared to share their knowledge and engage in constructive discussion. Perfect attendance is a given. Barring lengthy illness or highly extenuating circumstances, anyone who misses more than one class will automatically receive an F for the course. Special note to students: Due to extraordinary budget cuts to the CSU, fees to students have been increased 32%, many class sections have been cut, and faculty will be required to take nine (9) furlough days each semester. These furlough days will unfortunately mean that I will be unable to include all elements of this class that would provide the best educational experience. This is the result of the states draconian cut to the CSU budget this year, after already underfunding the system for a number of years. REQUIRED BOOKS (All available in campus bookstore.) Bruce J. Schulman, The Seventies: The Great Shift in American Culture, Society, and Politics America in the 70s, Beth Bailey and David Farber, eds. Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations, 7th ed. TENTATIVE COURSE SCHEDULE Week of: 1. Aug. 24 Course Introduction Read Practical Tips for Reading Critically Academic Prose (on course Website) 2. Aug. 31 Read Schulman: Preface, Introduction, Ch. 1; Bailey/Farber: Introduction Writing assignment due Tuesday, Spt. 1: Write a 2-4 page paper (typed, 12 point font, double-spaced, one-inch margins). Begin with a brief paragraph introducing the topics covered in the weeks assigned reading. Then, write a one-paragraph summary and identify the thesis statement for each of the following: Schulman Preface, Schulman Intro, Schulman ch. 1, Bailey/Farber Introduction. In each paragraph, summarize the authors argument, then discuss how the author presents the materialwhat are the major topics and issues covered? What are strengths and weaknesses and why? Is the argument convincing? Why or why not? Finish the paper with a concluding paragraph in which you address possible common themes that tie together the readings for that week. If the authors contradict one another in any way, comment on that also. 3. Spt. 7 Read Schulman, ch. 2-3; Porter and Cowie essays Writing assignment due Thursday, Spt. 10 (Tues., Spt. 8, is a mandatory campus-wide unpaid furlough day): Write a 2-4 page paper (typed, 12 point font, double-spaced, one-inch margins). Begin with a brief paragraph introducing the topics covered in the weeks assigned reading. Then, for each chapter in Schulman and for each essay in Bailey/Farber, write a one-paragraph summary and identify the thesis statement. Summarize the authors argument, then discuss how the author presents the materialwhat are the major topics and issues in the chapter or essay? What are its strengths and weaknesses? Why? Is the argument convincing? Why or why not? Finish the paper with a concluding paragraph in which you address possible common themes that tie together the readings for that week. If the authors contradict one another in any way, comment on that also.. 4. Spt. 14 Read Schulman, ch. 4-5; Farber, Capozzola, and Graebner essays Writing assignment due Tuesday: By now you should know the drill. 5. Spt. 21 Read Schulman, ch. 6-7; Bailey and Brownstein essays Writing assignment due Tuesday. 6. Spt. 28 Read Schulman, ch. 8-9, Conclusion; Willard and Moy essays Writing assignment due Tuesday. 7. Oct. 5 Consultation with instructor re: paper topic (no formal class meeting) (Due to instructors mandatory unpaid furlough day, I will not be available for consultation on Thurs., Oct. 8) 8. Oct. 12 Paper topic presentation (details will be furnished at appropriate time) (no class Thur., Oct. 15, due to campus-wide mandatory unpaid furlough day) 9. Oct. 19 Draft of Outline and Annotated Bibliography due (details will be furnished at appropriate time) 10. Oct. 26 Guided research: meet with instructor to discuss research paper (no formal class meeting) 11. Nov. 2 Guided research: meet with instructor to discuss research paper (no formal class meeting) 12. Nov. 9 First Draft due 13. Nov. 16 Meet with instructor to discuss first drafts (no formal class meeting) (Due to instructors mandatory unpaid furlough day, I will not be available for consultation on Thurs., Nov. 19) Nov. 23 THANKSGIVING BREAK 14. Nov. 30 Presentation of Research Papers and Peer Reviews (details will be furnished at appropriate time) 15. Dec. 7 Presentation of Research Papers and Peer Reviews 16. Dec. 14 Presentation of Research Papers and Peer Reviews; Tuesday, 12-1:50, Final Draft Due FINAL GRADE Your final grade will be tabulated in this manner: class participation = 50 points 382-425 A (382-391 A-) papers on assigned readings = 75 points (15 points each) 340-381 B (375-381 B+ 340-349 B-) 2-page prospectus and topic presentation = 25 points 297-339 C (335-339 C+ 297-306 C-) draft of outline and annotated bibliography = 25 points 255-296 D (290-296 D+) peer review = 25 points presentation on research paper = 25 points 20-page research paper = 200 points SHORT PAPERS ON ASSIGNED READINGS (papers due at Tuesday class each week, with the exception of 3d week) During each of the first six weeks (aside from the semesters very first week), you will hand in a 2-4 page paper that will focus on the assigned reading. The papers will sharpen your analytical skills and allow me to identify any weaknesses in writing mechanics. The papers will be worth 15 points apiece. A score of 11-12 points will indicate an acceptable performance; a higher grade will reward outstanding analysis and writing mechanics. All scores when handed back to the student are final. A paper that contains spelling, punctuation, mechanics, and style below college-level standards will be returned to the student with a grade of zero. All papers must be typed, double-spaced, with one-inch margins and 12 point font. No late papers ("late" is any time I ask you during that day's class to turn in your paper) will be accepted. Be very careful because it is very difficult to be a historian.Jose Enrique de la Pena, 19th century Mexican army officer and diarist STUDENT LEARNING OUTCOMESDepartment of History  INCLUDEPICTURE "http://www.tee-shirt-fantasy.com/imagesLg/Skull-%26-Crossbones_02.jpg" \* MERGEFORMATINET 1. Students work demonstrates critical use and proper citation of both primary and secondary sources.2. Students work employs the formal styles of writing, argumentation, and presentation that historians use.3. Students work demonstrates a basic mastery of research techniques that historians use.4. Oral presentations are clear and comprehensive.5. Students work reflects an understanding of historiographical traditions.6. Students work reflects an understanding of the intellectual, political, economic, social, and cultural history of the United States, Europe, Classical Civilization, the Near East, or one Non-Western area.7. Students work reflects an understanding the roles of race, class, gender, or ethnicity in history.      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