Overview

This course is an introduction to the methods and practice of the study of history. Students will learn to understand how historians construct and write about the past and will be introduced to the history of the writing of history. Students will also learn to critically evaluate historical arguments and the material used to produce those arguments, to develop research skills, and to produce written work in accordance with disciplinary conventions.

The description above is the official catalog verbiage. Now for the Isaac spin. This course has a twofold purpose: to introduce historians-in-the-making (that's you) to both the practical and philosophical “Whys” and “Hows” of our craft. Because of this approach, the course is going to have a lot of both reading and writing. We will be absorbing the mentorship of leading historians and then writing so as to test our mastery of the skills involved. Why should young historians subject themselves to this gauntlet? For the simple reason that, if they invest themselves at this time and level in these questions and skills, they will profit in every following history course they take. So...

Course Objectives

Through this course, students will:

• Demonstrate the ability to produce written work according to academic conventions outlined in The Chicago Manual of Style.
• Define history and explain its evolution as a discipline through the study of the history of the writing of history.
• Apply knowledge of the varying approaches historians take to their subject through an analysis of multiple schools of history.
• Communicate effectively and advance persuasive arguments through classroom discussion.
• Demonstrate the ability to read primary and secondary sources critically, including recognizing bias, evaluating the usefulness of a source, and analyzing the significance of a source.
• Demonstrate the ability to conduct research, including competency in utilizing the library catalog, periodical databases, and evaluating internet sources.
• Demonstrate competency in disciplinary writing through the completion of at least one of each of the following assignments: 1) Book review; 2) Primary document analysis; 3) Historiographical essay.

Grading and Assignments

Readings:  There is an abundance of reading ahead, but a steady pace will keep your head afloat. Please take this counsel to heart, and do not skip assignments. Doing so will eventually catch up with you in unpleasant ways. In addition, do not put the reading off until the last moment; much of the material will be complex and require an investment of your brain, not just your time. Nonetheless, you will need time to digest it properly. Yes, some of the readings will overlap a bit. Trust me: the repetition will only help you. At four (surprise?) moments, your investment in the readings will be assessed via a small quiz (8% of course grade).

Participation:   This course will operate primarily as a seminar, not as a lecture. This means that student participation is of the utmost importance. This category can include things like attendance, academic courtesy, diligence in completing assignments, and still other intangibles. Primarily it will focus on classroom contributions to discussions. Just in case you haven't seen the point here: this will be the primary way in which the professor evaluates your reading habits. Be prepared for an intensely Socratic approach! If the professor believes people are treating readings lightly, pop quizzes will occur as a consequence. (15% of course grade)

Writing Exercises:  Throughout the semester, there are a number of writing assignments, usually tied directly to that week’s readings. The nature of these assignments will vary as different skills are being emphasized, so pay attention to directions/announcements in Canvas. Assignments are due at the start of class, unless otherwise stipulated. In other cases, or for late work, they may be either placed in my campus mailbox, or slid under my office door. (15% of course grade)

Primary Document Analysis: Early on in the semester, we will analyze a set of primary documents.  The analysis will include short answers to basic questions about the selected document (authorship, intended audience, etc.) as well as a four-page (+/- ½ page) argumentative essay regarding what the documents reveal about the society and period it pertains to.  This argumentative essay must be double-spaced, stapled, typed in a 12-point font, and conform stylistically to the Dept. Style Guide or Chicago Manual of Style. (14% of course grade)

Historiographical Essay: An 8-10 page historiographical essay on the topic of your choice is required. (20% of course grade) Details will be available in Canvas.

Final Exam: (15% of course grade)

Book/article Review:  Guidelines to this assignment are located here, but further counsel on book reviews is also tucked away in each of our course textbooks. (13% each of course grade)

Lecture and Reading Schedule

We have five required texts, plus numerous on-line readings, for this course. Be sure you have acquired the following:

• Peter Burke, ed., New Perspectives on Historical Writing
• Cullen, Essaying the Past
• Natalie Zemon Davis, The Return of Martin Guerre
• Mary Lynn Rampolla, A Pocket Guide to Writing in History
• Hunt, History: Why It Matters

Come to class having already digested the day’s reading. I have some of the earlier web-based readings directly linked. Later on, as you get used to databases like J-Stor, I've not always linked the reading, anticipating that you'll know by then how to find the articles yourself.

Date	Topic	Readings and Assignments
15 Jan	Introduction to Course; Begin Shooting the Past	Go over syllabus Cullen, 1–3
17 Jan	Continue with Shooting the Past	Rampolla, 1–7 Cullen: (3e)7–13 / (2e)8–13 General “Mad Dog” Mattis
22 Jan	Continue with Shooting the Past “History Is...” handout	Cullen: (3e)29–34 / (2e)30-36
24 Jan	Conclude Shooting the Past; discussion Assignment Due	Cullen: (3e)59-66 / (2e)63-71 Writing: “History is...”
27 Jan	History: Why? What’s it Good For?	Wineburg, “Historical Thinking and Other Unnatural Acts”
29 Jan	Still Wondering?	Hunt, History: why it matters, 1-61
31 Jan	Really... still?	Hunt, 62-115
3 Feb	Argument & Evidence: Evaluating Sources	Cullen: (3e)44–56 / (2e)47-60 Rampolla, 8-21, Rael, “How to Read a Secondary Source” Burke, “How to Read in College”
5 Feb	Words: In the Library/Primary v. Secondary Assignment Given and Due in Class	Rampolla, 82–102 Cullen: (3e) 35–43 / (2e)37-46 Writing: Lecture Reviews Due
7 Feb	Argument & Evidence: Thesis-Hunting	Rampolla, 24–35 Cullen: (3e)55–56 / (2e)59-60 Rael, “Predatory Reading”
10 Feb	Close-Reading	Davis, vii–x, 1–34
12 Feb	Still close...	Davis, 35–61
14 Feb	Closer...	Davis, 62–93
17 Feb	Closer still...	Davis, 94–125
19 Feb	Martin Guerre: the Debate	Finlay versus Davis
21 Feb	History& Historiography: Introductions	Burke, “Overture” Cullen: (3e)14–19 / (2e)14-20 Writing: Outlines and Primary Doc. Analysis to be handed out in class (due 28 Feb)
24 Feb	History in the Ancient World	Porter, “Politics and Public Relations Campaigns in Ancient Assyria” I Chronicles 11–15 (avail. in Canvas; pay attn to intro and explanatory notes!)
26 Feb	History in the Ancient World (cont.)	M.I. Finley, “Myth, Memory, and History”
28 Feb	Paper-Writing: the Research Question Assignment Due	Cullen: (3e)67–85 / (2e)72-91 Writing: Outline exercises & essay on German Letters (Prim. Doc. Analysis) due in class
2-6 March
9 March	Medieval Historical Writing Assignment Due	Collingwood excerpt Research Question/Proposal Due
11 March	Medieval Primary Source	Jordan Fantosme: pp. 1-27 Roger of Howden, “The Revolt of 1173–1174”
13 March	(Coronavirus Reset...)
16 March	(Coronavirus Reset...)
18 March	Von Ranke	Overview and all 3 Links under “Miscellany” Gilbert, “Historiography: What Ranke Meant”(find in JStor)
20 March	The Modern Turn	Hamerow, “The Professionalization of Historical Learning”
23 March	Paper-Writing: Building your Argument	Cullen: (3e)86–110 / (2e)91-119
25 March	Marx and History	“Dialectical Materialism” at the Unnameable Site (Read Secs. 1-5) Lenin, Collected Works, Vol. 21, Chapters 1 and 2
27 March	Workshop: Citations Assignment Due	Bring several of your sources to class. Rampolla, 111–125 Cullen, Appendix C, 160-169
30 March	Workshop: Plagiarism Begin Research Meetings with Professor	Rampolla, 103–110 Isaac, “Plagiarism”
1 April	Paper-Writing: Revising (Meetings... cont.)	Rampolla, 69–81 Cullen: (3e)118–129 / (2e)127-139 Isaac, “Writing Guide”
3 April	Annales : Macrohistory & longue durée (Meetings... cont.)	Harsgor, “Total History: the Annales School” Braudel Excerpt (esp. pp. 118–129)
6 April	Microhistory	Ginzburg, “Microhistory: Two or Three Things that I Know about It” (in JStor)
8 April	New Social History / Geertz	Levi, “On Microhistory” (In the Burke text)
10 April	Other Disciplinary Toolboxes Assignment Due	Sharpe, “History from Below” Group Bibliography Due
13 April		Rampolla, 51–81
15 April	Non-textual Sources	Ivan Gaskell, “Visual History”
17 April	Workshop: Letting the Internet back in Assignment Due	Article Review Due
20 April	History & Gender	Scott, “Women’s History” Porter, “History of the Body Reconsidered”
22 April	Longwood Research Symposium Day	Writing: Revision of German Student Letters Papers
24 April	Environmental History	Grove, “Environmental History”
27 April	History & Postmodernism	Carr, “Narrative and the Real World”
29 April	Assignment Due	Historiography Paper Due by 5pm
	The Historical Future FINAL EXAM	Burke, “History of Events and the Revival of Narrative”

Academic Honesty

Sadly, every year a few students attempt to submit work which is not their own. This act is, of course, the crime of plagiarism. Do not test your luck in this arena. The eventual odds are against you, and the penalties are unpleasant. Any student who submits plagiarized work will automatically fail the entire course. Previous students have found that I do not negotiate this point. If you're not sure what constitutes academic dishonesty, consult the student handbook, ask your instructors, or see my links to the problem.

All other forms of cheating will be penalized to the fullest extent of university policies.

Contacting Dr. Isaac

• Office: Ruffner 226A
• Telephone: 395-2225
• e-mail: isaacsw@longwood.edu
• Office Hours:  MW 2:00–2:50; TR 1:00-2:00
• Feel free to drop in at anytime; if I can’t see you during the set office hours, I will gladly set up an appointment at your convenience. I am available most afternoons as well if you just want to come by.