Prof. Grimsley
Autumn Quarter 1998

Overview and Objectives

What is history? How do historians think about it? Why does it matter? These basic questions that undergird the course. In answering them, we'll examine such philosophical issues as whether an "objective" understanding of the human past is possible (or even desirable) and such workaday matters as the different kinds of historical evidence and the proper ways that historians do research, write about their findings, and grovel for recognition. To provide a concrete framework in which to discuss these issues, we'll focuses on a specific moment in time--the years 1830-1865); a specific place--the United States; and a specifc problem--the overthrow of slavery.

By the end of the course, you will have 1) a grasp of the basic issues attending historical research and interpretation; 2) an appreciation of both the value and the value judgments involved in explaining the human past; and 3) considerable practice in the skills of critical thought and sound, logical, well-organized writing.

Course Philosophy

I assume that you have elected to major in history because you love the subject, wish to do well, and hope to be gainfully employed upon graduation. If any of these criteria do not apply to you, I advise, beseech, cajole, demand, encourage, goad, implore, prod, recommend, suggest, urge, and warn you either to a) select a different major or at least b) disenroll from my class.

I say this because although a great many major fields are marketable even for mediocre students, such is seldom the case for history majors, who generally have to be highly competent and energetic to receive any attention from prospective employers or graduate schools whatsoever. So if you don't love the subject or don't feel like giving it your best shot, you're pretty much wasting your time, my time, and that of your fellow students.

Assuming that you're serious about the history major, you will need as much preparation from me (and your other instructors) as we can give and as much effort as you can give. I therefore demand a great deal from myself and from you.

Texts

All texts are available at SBX. They may be available elsewhere, but don't count on it. Additional readings are on closed reserve in the Main Library.

E. H. Carr, What is History? Stuffy, tweed-addicted Oxford don tells all.

Frederick Douglass, Narrative. SBM seeks freedom, sympathy, and support for his cause.

Witnesses for Freedom. Primary source material on abolitionism, emancipation, and Reconstruction.

Freedom's Soldiers. More primary source material focusing on the African American military experience during the Civil War.

Writing with Power. How not to be a semi-literate, poorly organized, insipid loser.

Additional readings as assigned. Stuff you need to read but don't have to buy.

Enrollment

All students must be officially enrolled in the course by the end of the second full week of the quarter. No requests to add the course will be approved by the department chair after that time. Enrolling officially and on time is solely the responsibility of each student. This means you.

Attendance and Assignments

Regular attendance is vital to the success of the course and students are expected to be present at every class meeting. Attendance will be taken at each meeting and students who miss more than two class meetings will have their final grade lowered by a full letter grade per each additional absence. Consider the implications of this policy carefully, because I will not, under any circumstances whatever, grant an exception. A class meeting is defined as being at least two thirds of the full 78-minute session. In other words, if you are more than 25 minutes late, or leave more than 25 minutes early, you will be counted absent.

Assignments are due in class on the date specified. Late assignments will not be accepted. The student will receive a zero for the assignment instead.

Requirements

All assignments are to be typed, free of grammatical errors, misspellings, club-footed prose, and drivel. I will read your work until I encounter a grammatical error, misspelling, or specimen of club-footed prose or drivel. At that point I will stop reading, mark the offending word or passage, make a note to deduct 10% from your eventual assignment grade, and return the paper to you. You will then correct the problem (and any other problems you find on closer inspection) and return the paper to me. I will repeat this process twice. If, after the second time, further abominations remain, you will receive a failing grade for the assignment.

These are your specific tasks:

• Write a brief 2-page (300-word) reaction paper to Douglass's Narrative. It should include a general summary of the book, an explanation of Douglass' motives for writing, his audience, the effect he intended to achieve and his basic method of achieving it, and an appreciation of its value (why is it still in print after 150 years?). (50 points)

• Write a 1-page (150-word) précis on a designated historical individual. When and where were they born, when and where did they die, and what is their principal claim to historical importance? Locate three sources in which this information can be found. Use the most appropriate source as the basis for your paper, and explain why it is the most appropriate. (50 points)
  
• Discover a site on the Internet that provides reliable historical information that you find interesting and useful. The site must have something to do with the issues of slavery, emancipation, the black military experience, or Reconstruction. It cannot be a site I have already identified for you in the syllabus or any other course materials. Write a 1-page(150-word) report in which you describe the site and explain how it might be used by historians. (50 points) [You will receive a 10-point bonus if you discover a site that I have not previously discovered and that strikes me as being of significant value.]
  
• Find two documents in Witnesses to Freedom and/or Freedom's Soldiers that offer contrasting perspectives on a related event or issue. In a 3-page (450-word) essay, analyze the points of view of the authors, their purpose in writing, the values they express, and the reliability of their testimony. Explain the contrast in points of view and what it might tell a historian about the event or issue under consideration. Why do you think the documents seemed worthy of inclusion in a published anthology? What purpose do you think the editors had when they chose to include them? (100 points)

• Read one of the article or essay pairings on closed reserve and write a 3-page (450-word) analysis. Who were the authors? What argument did they make? On what key points do they agree and disagree? What assumptions do they seem to have about the "engines" that drive historical change (at least the specific change under discussion). On balance, which of the two do you find most persuasive, and why? (100 points)
  

In a 4-page (600-word) essay, evaluate the National Standards for United States History with emphasis on Chapter 2: Standards in Historical Thinking, and Chapter 3: Standards in U.S. History, Era 4: Expansion and Reform (1801-1861), and Era 5: Civil War and Reconstruction (1850-1877). Do the standards in historical thinking strike you as correct and/or appropriately formulated? What would E. H. Carr think of them? Do the standards for Eras 4 and 5 seem balanced or tendentious? Try reading them through the eyes of 1) an African American; 2) a white Southerner who is proud of his Confederate heritage; and 3) an educated European; and 4) an educated citizen of a developing nation living under repressive rule. How would the opinions of these four individuals differ? (200 points)

The standards can be found on the Internet at http://www.sscnet.ucla.edu/nchs/us-toc.htm

• Final project. Do ONE of the following:


Go to the Ohio Historical Society and locate one manuscript collection containing extensive material related to slavery, abolitionism, free blacks living in Ohio, emancipation, and/or the African American military experience. Write a 6-page (900-word) summary of the collection with emphasis on the documents that strike you as most helpful or significant to a historian and why you think so. Photocopy the single most important document in the collection (if a diary or memoir, choose the single most important entry or passage). Explain how this specific document would be useful to a historian and offer any information that would help the historian to assess it (e.g., the probable purpose of the document, the author's biases, etc.)

Conduct a 30-minute interview with a working historian. Before doing so, make a brief appointment to get their permssion and ask for the citation of an article, review essay, or book chapter that the historian regards as representative of their interests and approach to history. Read the article, essay, or chapter, and come to the interview with at least two good questions concerning matters of historical interpretation and use of evidence. In addition, get responses to such questions as: What are the major and sub-field (s) in which the historian works? Where and when was the historian trained for work in those areas? Why did the historian decide to work in those areas? What are the most important results of that work to date? What is the historian working on now (or planning to work on next)? Why are they pursuing that effort (or planning to do so)? What methodology (ies) and/or philosophical basis (es) does the historian employ in her or his work? What kinds of materials will the historian use in that work, i.e., what kinds of sources in what locations? In what journals and with what presses has the historian published? Why did he or she publish there and not elsewhere? Write the results of your interview in a 6-page (900-word) summary and append your interview notes.

The final assignment is worth 250 points.


• Do the readings and participate fully in all classroom discussions. That is to say, have an informed opinion, express it, and help create a dynamic conducive to full, fluid, and open exchange by encouraging others to speak, listening respectfully to their opinions, and responding in a courteous, engaged fashion. (200 points)

Please note: The course requirements contain much potential for academic misconduct, intentional or otherwise. Ignorance of what constitutes academic misconduct is not an excuse. It isn't hard to remain within the guidelines if you employ reasonable prudence, common sense, and moral integrity. All students should be aware that plagiarism, or any other kind of academic dishonesty, is a serious offense and can result in penalties, including failure in the course and dismissal from the University. All work in this course must be your own, and dishonesty of any kind will not be tolerated. I'm prepared to go to the time and trouble required to document your misconduct and pursue a formal complaint against you using established university policy.

Lectures and Discussions

Week 1. Introduction to the Course

Wednesday. Administrative matters; the nature of the course; does history matter?

Week 2. The Emancipation Moment: History and Historiography

Monday. An overview of the period and issues. Periodization; interpretation.

Wednesday. An overview of the historiography; i.e., how historians have approached this historical problem during the past century. The nature of history; historical assumptions; "revisionism."

Week 3. The Primary source

Monday. Frederick Douglass's Narrative as a case study. The difference between primary and secondary sources; the types of primary sources; the skills and methods needed to evaluate primary sourcs; "reading against the grain." Reaction Paper Due.

Wednesday. The "engines" of history. Do people make history or does history make people?

Week 4. The Secondary Source

Monday. Secondary sources as vessels of information. Textbooks and reference works. How to find things. Précis Due.

Wednesday. Secondary sources as vessels of interpretation, value judgment, and entertainment. Web Site Assignment Due.

Week 5. Creating History: The Use and Abuse of Primary Sources

Monday. Asking questions of primary sources and watching them argue with each other. What to do when the sources don't exist. "Absence of evidence or evidence of absence." Comparative Primary Documents Assignment Due.

Wednesday. Quantitative data: "Lies, damned lies, and statistics."

Week 6. Creating History: The Problem of Interpretation

Monday. Who freed the slaves? What is "historical objectivity"? Is it possible to be objective? How close can you come if you really try? Why should you bother?

Wednesday. History and biography: What's the difference? Comparative Secondary Source Assignment Due.

Week 7. Who Owns the Past?

Monday. Film and history: Excerpts from Birth of a Nation (1915), Amistad (1997), Gettysburg (1993), and Glory (1990). Discussion.

Wednesday. The U.S. History Standards. Discussion. National Standards for United States History Assignment Due.

Week 8. Windows into the Past: "Traditional" History

Monday. Political, military, institutional, and social history.

Wednesday. VETERANS' DAY; NO CLASS

Week 9. Windows into the Past: New Approaches

Monday. Gender and cultural history.

Wednesday. NO CLASS

Week 10 . Does History Make Sense? The Problem of Causation

Monday. What caused the Civil War?

Wednesday. NO CLASS

Week 11. History and Humanity: Toward an Emotional Understanding

Monday. What makes individuals and communities tick? How do we know?

Thursday. A mile in their moccasins, brogans, or slippers: Living history.

Finals Week.

Final Projects are due in my office on Wednesday, December 8, at 11:00 a.m. You are free to turn them in earlier, but not later.

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