History
480
Spring
2007
Professor
Andrew Kersten
Tuesdays
and Thursdays, 3:30 P.M. to 4:45 P.M.
MAC
236
Contact Information:
Email:
kerstena@uwgb.edu
Course
email: C3293@uwgb.edu
Office
phone: 920-465-2443
Office:
MAC B330
Office
hour: 2:30 P.M. to 3:30 P.M., Tuesdays and Thursdays
Description:
This
course ought to be the best history course that you ever take. After
several years of laboring in lecture classes, you now have the opportunity to
become the historian. For many of those interested in the past, there is
no greater adventure than digging in old archival containers or working with
historic objects. This course will provide the historiographical and
methodological background for primary historical research. It will cover theoretical
and practical topics and problems such as research techniques, source
materials, comparative studies, analysis and interpretation, and the writing of
historical inquiries. One more thing: this semester will have the unique
opportunity to put our passion for history into action. Collectively we will be
assisting the National Railroad Museum in redeveloping its museum. We will work
in four work teams (Education, Research, Visitors, and Best Practices) to
generate a strategic development plan that focuses on educators and students;
staff research; visitors; and the new and best practices in public history.
Your work will take you to the National Railroad Museum several times. At all
times, you must remember that you represent the University of Wisconsin-Green
Bay. You must use your best professional and historical behavior at all times.
Work Teams Described:
Education: This team will be made up of
Secondary Education students who are majoring in history. Your goal will be to:
1) assess the current status of the educational activities of the National
Railroad Museum, 2) develop a plan of action to improve the museumís
educational programming; 3) develop an assessment of how the museum can relate
to the Wisconsin State History Standards and the National History Standards; 4)
develop four lesson plan outlines for the park using their current collections
or readily accessible collections at the Wisconsin Historical Society or ARC;
and 5) devise a plan for the museum to develop pre-service and in-service educator
programming.
Research: This team will be responsible for
devising two bibliographies for the research staff of the museum. The first
bibliography will contain an annotated bibliography of all the major resources
(print, film, photograph, audio, web) of primary sources available for the
museum staff. Except for the web-based material, this team will use the
resources of the Wisconsin Historical Society. I expect that the team will use
the Library of Congress and the National Archives web resources for the
web-based section of the primary source bibliography. Additionally, I expect
that the team will include government documents (both state and federal). The
second bibliography will be of the 100 best scholarly and popular books and
articles about railroad history in the United States. I expect that the team
will use the Readersí Guide to Periodical Literature as well as America: History and
Life. The time
limit for the secondary sources will be since the U.S. Civil War
(1865-2007).
Visitors: This team will conduct an analysis
of the museumís visitors. You will work initially with Professor Don McCartney
and then you will conduct a survey on your own. The entire class will help
interpret the data for analysis but the team is responsible for leading the research
and writing up the analysis.
Best
Practices: This
team will conduct research about public history institutions in the United
States. This team will develop two annotated bibliographies about museums. The
first will survey the 30 best books and articles about museums published since
1980. I expect that the team will use ìAmerica: History and Lifeî for that
section. The second bibliography will be an annotated listing of the best
railroad and industrial museums in the United States (and the world if possible)
and the best web sites relating to railroading, industrial, and technological
history in the United States.
Creating
the Strategic Plan:
To create
our strategic plan, we will be using Googleís web office documents which allows
the creation of dynamic documents. Each work team will post their work there so
that the class can review it and make revisions. Google Office is located at: http://www.googlehttp://www.google.com/intl/en/options/
You will
need to create a username and password. Keep this information stored in a safe
place. This web site is for posting only. Please, please keep an electronic
back up of your team work in several places. You will also need to use the
proper browser for this online application. Currently only Firefox (http://www.mozilla.com) and the current
version of Internet Explorer (http://www.microsoft.com/ie)
will work (i.e., no Safari, Opera, etc).
One
working day before each update, you are not only to post the work-in-progress
document on Google, but also you are to send your information to me
electronically. Failure to follow these rules will result in loss of grading
points.
Course Requirements:
1) All work is to be done on time and in the proper format.
Historians use the Chicago Manual of Style, and you are required to do so as
well. The basic formats for Chicago Style are at the end of this syllabus and
online at: http://www.wisc.edu/writing/Handbook/DocChicago.html
2) Make periodic updates of your teamís work and post them
on Google in your teamís section. These updates constitute 40% (10% each) of
your grade.
3) On reading discussion days, come prepared with a 300-600
word critical summary of that dayís reading. In your summary, which must follow
the normal rules writing, you must not only restate the authorís main points
but also offer some criticism (or praise) of those points. These reviews (there
are eight of them) constitute 40% of your grade (5% each).
4) Turn in your groupís final product. Your particular
grade will be an average of your grade plus your individual grade. On the last day
of class, you must turn in a summary of what YOU did for your group.
This summary can be no longer than 300 words. Your final produce grade is worth
20%.
5) Attend the lectures of the Center for History and Social
Change on April 16 (Monday, 7 pm); April 19 (Thursday, 7 pm); and April 30
(Monday, 7 pm).
Project Updates Explained
Update #1: Week Four: All team project updates must
be posted by February 5 (Monday). On these class days, the teams will present
what they have done and how their work is progressing. You should by this date
have a clear work assignment for each member and a clear path to how your work
will be competed. You must post your initial update on Google Documents and you
must send me an electronic version of your work as well.
Update #2: Week Seven: All team project updates must
be posted by February 26 (Monday). On these class days, the teams will present
their progress, which must be significant. You also must have a clear path to
finish your work. You must post your initial update on Google Documents and you
must send me an electronic version of your work as well.
Update #3: Week Twelve: All team project updates
must be posted by March 26 (Monday). On these class days, the teams will
present their progress which must essentially summarize their entire work. Yes,
I need you to have a complete rough draft by this date. You must post your
initial update on Google Documents and you must send me an electronic version
of your work as well.
Update #4: Week Sixteen: All team project updates
must be posted by April 30 (Monday). On these class days, the teams will
present their final and revised projects. Each team will have one last chance
to update their projects after this point. All final and complete projects must
be uploaded to Google by May 3 at 3:30 PM. No exceptions.
Other Rules:
1)
Per University guidelines, you need to understand that one-hour in class means
two hours out of class work. (See definition of a ìcreditî in the UW-Green Bay
Undergraduate Catalog.)
2) Keep 3 updated copies of your project on disk and one
recent hard copy. Keep two of your disk copies readily accessible at all times
and keep the third in a secret place.
3) During class, turn off all pagers, beepers, PDA alarms,
telephones, and other electronic or non-electronic communication devices that
ring, vibrate, hum, or otherwise annoy.
4) Never send your written work as an email or email
attachment unless specifically requested to do so.
5) This class welcomes all types of learners. Persons with
disabilities that might affect learning should contact me during the first week
of class.
6) Graded papers are returned once during class. If you
fail to pick up your paper, you may retrieve it at my office during office
hours.
7) All written work over two pages must be stapled.
Currently a quality stapler is available for about one dollar.
8) Check your UW-Green Bay email
regularly. You are expected to read the email that I send you. Only send me
email from your UW-Green Bay email. The campus spam mail filter quarantines
mail from yahoo, msn, AOL, and other providers.
9) If you are having trouble, see me as soon as possible.
Donít wait.
Disability Notice:
Consistent
with the federal law and the policies of the University of Wisconsin, it is the
policy of the University of Wisconsin-Green Bay to provide appropriate and
necessary accommodations to students with documented physical and learning
disabilities. If you anticipate requiring any auxiliary aids or services, you
should contact the Coordinator of Services or me for Students with Disabilities
at 465-2671 as soon as possible to discuss your needs and arrange for the
provision of services.
Other Expectations:
I expect that all seminar students will attend the Center
for History and Social Changeís historical lectures: April 16 (Monday, 7 pm);
April 19 (Thursday, 7 pm); April 30 (Monday, 7 pm). More details to follow.
Grading:
Grades are not curved. Except in emergency situations,
late work will loose one letter grade per day without prior approval of the
instructor. Attendance will be taken and students are expected to attend
class for the entire period and are expected to contribute to discussions.
Cheating constitutes a violation of University policy and students will be
subject to University disciplinary actions.
Scale:
Paper Turn In Checklist:
Have you
remembered the little things?
®
Have
you put your name on the first page of the paper?
®
Have
you remember not to attach a cover page?
®
Have
you numbered your pages?
®
Have
you stapled your paper?
®
Have
you used black ink?
®
Have
you double-spaced your paper?
Have you
remembered the big things?
®
Have
you clearly identified your thesis?
®
Have
you used proper paragraph form (with indents)?
®
Have
you used topic sentences?
Have you used quotations to support your ideas?
®
Have
you used proper footnote and bibliographic formats?
®
Have
you revised your paper with several drafts?
Grading Rubric
|
As
(90-100) |
Bs
(80-89) |
Cs
(70-79) |
Ds
(60-69) |
F (59
and below) |
|
Your
essay is well constructed. It has paragraphs, topic sentences, and most
importantly a clear thesis. Your essay demonstrates a command of the
material. It uses quotes from the readings. You have an exceptional command
of the English language. You avoid making many grammatical or stylistic
errors. |
You essay
is very good. It has paragraphs. You probably need to develop your thesis
and/or topic sentences. You have a fair command of the reading materials but
could have used more quotes or direct references. You have some grammatical
and stylistic problems. |
Your
essay is good. And yet, your essay needs work to improve its structure. You
need to work on your thesis and/or topic sentences. You have a fair command
of the reading materials. You could have used more quotes. You have serious
grammatical and stylistic problems. |
Your
essay lacks coherence. You make errors in essay structure, style, and
grammar. You lack a command of the reading materials. You make many stylistic
and grammatical errors. This paper needs a lot of work. |
You
failed to complete the assignment. |
Required Texts:
Alan Brinkley, ìHistorians and
Their Publics, Journal of American
History 81
(December 1994), 1027-1030.
Ronald J. Grele, "Whose
Public? Whose History? What is The
Goal of a Public Historian?" The Public Historian 5 (Winter 1981), 40-48.
Jan. 16 (T) – Introduction, Mike Telzrow visits
Jan. 25 (R) – Don McCartney visits
Jan. 30 (T) – Individual Research – Research Group
Visits with Deb Anderson, CL 7th Floor
Feb. 1
(R) – Individual Research
Feb. 6 (T) – Update #1
Feb. 8 (R) – Update #1
Feb. 15 (R) – Kyvig through 240
Feb. 20 (T) – Individual Research
Feb. 22 (R) – Individual Research
**Assessment Exam Due**
Feb. 27 (T) – Update #2
Mar. 1 (R) – Update #2
Mar. 6 (T) – Individual Research
Mar. 8 (R) – Individual Research
Mar. 13 (T) – Spring Break
Mar. 15 (R) – Spring Break
Mar. 22 (R) – Wallace through 318
Mar. 27 (T) – Individual Research
Mar. 29 (R) – Individual Research
Apr. 3 (T) – Update #3
Apr. 5 (R) – Update #3
Apr. 10 (T) – Individual Research
Apr. 12 (R) – Individual Research
Apr. 19 (R) – Linenthal through 249
Apr. 24 (T) – Individual Research
Apr. 26 (R) –Individual Research
May 1 (T) – Update #4
May 3 (R) – Update #4
**All Work Group Projects MUST be Uploaded to Google by
this date**
Final Exam: Tuesday, May 15, 1:00-3:00 P.M.
ß
UW-GREEN BAY WRITING POLICY
The
faculty of the University of Wisconsin-Green Bay has adopted the following
writing policy for out-of-class assignments.
Acceptable
Writing:
1. Clear writing is a reflection of
logical thinking; therefore, an acceptable paper must be organized. Every essay should be structured around
a thesis and supported by factual evidence and arguments that are organized in
a logical progression.
2. Writers must acknowledge their use of
data or ideas of others; therefore, an acceptable paper must have proper
documentation of all source material, following professional guidelines such as
those approved by the Modern Language Association (MLA), the American
Psychological Association (APA), or the American Association for the
Advancement of Science, or those published in a standard style manual such as
Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations.
3. An acceptable paper must reflect
control of correct grammar, usage, spelling, and punctuation.
4. An acceptable paper must be presented
in appropriate manuscript form, with errors neatly corrected and care taken
with margins, numbering of pages, spacing, and format.
Unacceptable
Writing:
1. A paper without clear organization is
unacceptable. Unclear organization
includes illogical progressions from one idea to another and the inclusion of
unnecessary ideas.
2. A paper without proper documentation is
unacceptable. Failure to
acknowledge the use of another writerís words or ideas constitutes plagiarism. Plagiarism is both unethical and
illegal. The use of professional
editing for student papers is also unacceptable, as is the use of purchased
papers, which is also a form of plagiarism.
3. A paper containing frequent errors in
grammar, usage, spelling, or punctuation is unacceptable.
4. A paper, which does not appear to be
carefully done, is unacceptable.
This includes papers with ragged edges, typographical errors and
strikeovers, illegible handwriting, stains, or smudges.
To achieve
acceptable writing standards, students should purchase and use a good
dictionary and a writing handbook.
Assistance in improving writing skills is available through regular
courses in composition and from the Writing Center, which conducts writings
workshops and provides advice and tutoring (but not editing). All students who wish to improve their
writing are encouraged to use these resources.
ß
CRITERIA FOR EVALUATING WRITING
Listed
below are some major factors that differentiate good writing from poor writing.
This list
may help you identify particular aspects of your writing that need
improvement. For further
assistance, consult with instructors who are familiar with your writing
skills. Writing assistance is also
available in the Writing Center (CL 109).
1. PURPOSE
Is the purpose of
your paper clear to the audience?
Is the purpose
appropriate to the assignment and to the audience?
Is the purpose
consistently maintained throughout the paper?
2. CONTENT
Are the ideas in the
paper interesting?
Do the ideas in the
paper reflect independent thought, a new approach, fresh insights?
Is the writer
actively engaged with the topic?
3. ORGANIZATION
Are the ideas
developed in a logical order?
Is the organizational
pattern clear to the readers?
Is the discussion coherent? Are transitional devices used
effectively to shift smoothly from one idea to another?
4. DEVELOPMENT
Are the major ideas adequately supported
with examples, specific details, and other kinds of evidence?
Are the ideas
presented in meaningful paragraphs?
Is there a general
sense of completeness and closure?
5. WORDS:
CHOICE AND ARRANGEMENT
Have clear, precise, and
appropriate words been selected?
Have clichÈs been
avoided?
Have the words been
arranged into correct and graceful sentences?
6. STYLE AND TONE
Is the style clear, lively, fluent?
Is the tone
appropriate for the purpose and audience?
Are the sentences
varied in length and structure?
Is there appropriate
use of metaphor, analogy, parallelism, and other rhetorical devices?
7. TECHNICAL QUALITIES: MECHANICS
Does the writing conform to the
conventions of grammar, spelling, punctuation, and usage?
Is the format of the
paper appropriate to the assignment?
Has all material from
other sources been properly documented?
Has the paper been
carefully proofread, with all typos neatly corrected?
ß
EXTRA TIPS
General
Suggestions
ï
Start early.
ï
Have a friend read your early drafts.
Format
ï
Staple your papers including your documents.
ï
No coversheets.
ï
No plastic covers or folders.
ï
Always use page numbers.
ï
Use footnotes, endnotes, or in paragraph citation.
Style
-- avoid these problems
AFW Avoid
Flavoring Words (ìveryî etc)
AWK Awkward
Sentence Structure
COLL Colloquial
Language
DA Donít
Abbreviate
DP Dangling
Preposition
DUC Donít
Use Contractions
DUF Donít
Use First Person
DWQ Donít
Write in Questions
KPP Keep
the Past in the Past (use past tense verbs)
MU Meaning
Unclear
MVT Mixed
Verb Tenses
NAS Not
A Sentence
NSB Donít
Use History as Your Personal Soap Box
PV Passive
Voice
RSS Repetitive
Sentence Structure
SC Use
Standard Rules of Capitalization
SP Misspelled
Word
TAS Throw-away
sentence (has no meaning)
TL Sentence,
Paragraph, or Quote is Too Long
W Wordy
WW
Wrong
Word
Documentation
For all
documentation questions, refer to Turabian. If you do not own a copy, it is worth the price.
Here are
some common formats.
FOOTNOTES
and ENDNOTES:
Published
1Andrew
E. Kersten, Race, Jobs, and the War: The FEPC in the Midwest, 1941-1946 (Urbana: University of Illinois Press,
2000), 1-5.
2Andrew
E. Kersten, ìJobs and Justice: The FEPC in the Motor City,î Michigan
Historical Review 56 (Spring 1999): 1-25.
3 Andrew
E. Kersten, ed., Reach or Breech: The State and Society, 1865-1945
(Madison: University of Wisconsin Press, 2001): 25-50.
4
Andrew E. Kersten, ìWillie Webb,î in Ordinary Women, ed. Kriste
Lindenmeyer (New York: Scholarly Resources, 2000): 50-55.
GENERAL
RULE: NAME (FIRST, MIDDLE, LAST), TITLE, PLACE IF BOOK, VOLUME IF JOURNAL,
DATE, PAGES.
Unpublished
3Letter,
Andrew E. Kersten to Bethany R. Kersten, 27 May 1997, Andrew E. Kersten Papers,
Box 15, Folder 9, University of Wisconsin-Green Bay Archives.
GENERAL
RULE: KIND OF DOCUMENT, TITLE, DATE, COLLECTION, LOCATION WITHIN
COLLECTION, PLACE OF COLLECTION.
BIBLIOGRAPHY
Kersten, Andrew E. ìJobs and
Justice: The FEPC in the Motor City.î Michigan Historical Review (Spring
1999): 1-25.
Kersten, Andrew E. Race, Jobs,
and the War: The FEPC in the Midwest, 1941-1946. Urbana: University of
Illinois Press, 2000.
Same general rules above but put
last names first. Always separate
your primary and secondary material in your bibliography. Questions? See me or use Turabian.
Tips:
1) Be consistent and thorough.
2) In your bibliography, separate primary and secondary
sources.