HIST 3377-01
HISTORIOGRAPHY AND RESEARCH METHODS
Summer II, 2008
DIRECTED STUDY
Instructors: Dr. Robert Pace
Office: Old Main
205
Office Hours: by
appointment
Phone: 793-3865
Email: rpace@mcm.edu
COURSE DESCRIPTION:
The purpose of this class is to
introduce the student to the primary philosophy and skills of the historian.
This course is an introduction to the discipline of history and a survey of
research methodology as employed by historians. Unlike other undergraduate
courses in history, it is not a study of the past; instead, it is a study of
the philosophy of history, investigative techniques, and the mechanics of historical
research.
COURSE OBJECTIVES:
The primary objective of this class, therefore, will be for
the student to produce a fifteen-page paper, as nearly perfect as possible,
based almost exclusively on primary sources, exploiting all readily available
materials.
This course provides students an
opportunity to engage in primary source research and to write a paper at a
professional level that is suitable for presentation at a scholarly or
professional conference. This course demands that students work at a
professional level, setting a standard that should influence all other academic
work they undertake after completing HIST 3377. By working through and
completing this class, students should gain insights into the discipline of
history that had been previously lacking in their academic study. Finishing the
paper is the obvious outward goal, but the real benefits of the course are more
subtle and more lasting.
COURSE BOOKS:
Students will be required to have
and use:
ˇ
Kate L. Turabian, A Manual for Writers of Term Papers, Theses,
and Dissertations, 7th edition (
ˇ
YOU WILL ALSO NEED TO
USE EXTENSIVELY THE COURSE GUIDELINES SHEET, PROVIDED AS A WEB PAGE OFF OF THE
MOODLE CLASS ADDRESS.
COURSE SCHEDULE:
Week 1:
Monday (7/7): Post on Moodle your basic
topic for discussion
Wednesday (7/9): Lock in topic and have
list of at least five primary sources you can use to write about that topic.
Sunday (7/13): Prospectus Due
Week 2:
Wednesday (7/16): Introduction due
Week 3:
Monday
(7/21): First complete draft of paper due.
Wednesday:
From this day forward, you will work on editing your paper and turning in new
drafts.
Week 4:
Editing/drafts
Week 5:
Friday
(8/8): Final Draft of paper due.
GRADING: Final grading in this class will be determined on
a 1000-point scale.
Graded assignments will be worth
up to:
|
Proper Topic |
50 |
|
Prospectus |
50 |
|
First Draft |
200 |
|
FINAL DRAFT |
700 |
The following grading scale will
be observed for your semester grade.
930-1000= A; 900-929 = A-; 880-899
= B+; 830-879 = B; 800-829 = B-; 780-799 = C+; 770-779 = C ; 700-729 = C-; 680-699
= D+; 630-679 = D; 600-629 = D-; <600 = F
NOTE: BECAUSE THIS CLASS ONLY
MEETS FOR FIVE WEEKS INSTEAD OF FIFTEEN, ALL
DEADLINES POSTED FOR THE CLASS ARE FINAL. IF YOU MISS A SINGLE DEADLINE, THEN YOU WILL RECEIVE AN “F” FOR THE
CLASS.
THE FINAL PAPER WILL BE GRADED ACCORDING TO THE FOLLOWING CRITERIA:
|
OBJECTIVES |
Objective Met? |
Points |
|
Content—Sources—25
percent |
||
|
The presented research is void of plagiarism. |
|
|
|
The research exploits all readily available sources. |
|
|
|
The research uses a wide variety of sources. |
|
|
|
Ninety percent of the paper is based on primary sources. |
|
|
|
Endnotes completely and accurately detail the sources of the
paper. |
|
|
|
Content—Thesis
and Evidence—25 percent |
||
|
An outline accompanies the first draft and the paper clearly
demonstrates that the outline was used as a tool in development and writing
of the paper. |
|
|
|
A clear thesis appears in the introduction and consistently
develops throughout the paper. |
|
|
|
The thesis stakes out an arguable position. |
|
|
|
The body of evidence is sufficient to prove the thesis. |
|
|
|
The evidence has been evaluated critically and discriminatingly.
|
|
|
|
Style—Writing—30
percent |
||
|
Paper is well organized. |
|
|
|
Sentences show variety and demonstrate an ability to use
sophisticated sentence structure. |
|
|
|
The narrative of the paper is even and clear, effectively and
logically transitioning arguments from one paragraph to the other. |
|
|
|
Word choice is appropriate. Each word has been challenged and
found to be the most effective one for the sentence. |
|
|
|
Style—Format—10
percent |
||
|
The paper is written in conformance with the style-guide
materials handed out in class. |
|
|
|
The notation style and bibliography conform to the conventions
of Turabian, A Manual for Writers of Term
Papers, Theses, and Dissertations. |
|
|
|
Style—Other
Factors—10 percent |
||
|
The title is appropriate and reflects the thesis and content of
the paper. |
|
|
|
The paper has an effective introduction that draws in the
reader. |
|
|
|
A compelling conclusion brings the paper to a close. |
|
|
|
Grammatical, stylistic, and spelling errors are held to an
absolute minimum. |
|
|
|
TOTAL POINTS (out of 100) |
|
|
|
Revised total points ( score x7) |
|
|
|
Deductions—Careless Errors |
|
|
|
FINAL SCORE FOR PAPER (Revised Total points minus
Careless Errors) |
|
|
Course Objectives/Student Learning Outcomes
and their Linkage to
Program and University Goals and Outcomes.
Course Number and Title
History 3377</span>
<span style='font-size:18.0pt'>Leadership
and Virtue in American HistoryLea Historiography and Methods
<span style='font-size:18.0pt'> Summer
II, 2008</span>
|
Desired Student Learning
Outcomes for this course |
Linked to which
departmental program goal(s) |
Linked to which
institutional goal(s)? |
Types of evidence that
might be used to demonstrate student achievement of objectives & goals |
|
To produce a fifteen-page paper,
as nearly perfect as possible, based almost exclusively on primary sources, exploiting
all readily available materials. |
Possess
general knowledge of American and World History, with emphasis on skills for
historical research and interpretation. Possess requisite knowledge and
skills to teach history at the elementary and secondary levels, or possess
requisite knowledge and skills to begin work in post-secondary levels
education or related fields. |
2, 3, 6 |
Students
will write multiple drafts of a major research paper according to the stated
objectives. The final draft will be graded by two professors using a grading
rubric delineating multiple aspects of the objectives. |
Education (aligned with Core Values 1 & 3)
2. Students are equipped for successful
careers and post-graduate education.
3. Students acquire an enthusiasm for lifelong learning
through expanded intellectual and cultural experiences.
Development (aligned with Core Values 1, 2, 3, &
5)
6. In a community where spiritual, emotional, moral,
intellectual, and physical qualities are nurtured, students will grow as whole
persons.