History
480
Spring
2006
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: C2891@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. 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: the focus of this seminar will be ÒThe 1950s.Ó Your topics can be
anything that falls within those time constraints (1951-1960). There are
several exceptions: no Packers, no genealogical topics, no family history.
Course Requirements:
1) Read all assignments that are in common (see how I have broken up the
books on the syllabus). Each week that has a reading assignment you will
turn in a typed 600-word summary of those chapters. Always double-space your papers, use page numbers, footnotes
for direct quotations, and no cover pages please. You need to turn in 5 of
the 6 summaries. (You get a break for one.) This will be 10% of your grade.
Your summaries must answer these two questions: What are these chapters about?
What are their major points?
2) Produce four updates on your major assignment. The first is to
introduce your topic and the other three provide detailed updates. These
updates are both written and oral. More details will be given closer to the due
dates (10% x 4 = 40%).
3) Complete the reference notes quiz (5%).
4) Choose one of the following two assignments for your major project (35%).
a. Using primary and secondary
sources, write a 25 page essay on an historical topic.
b. Using primary and secondary
sources create a multimedia (either web-based or CD-ROM) education module on an
historical topic. This module must have enough information for a 3 to 5
day lesson for elementary students.
NOTE:
The final project is due on the last day of class. On that day come with
three (3) copies of your final work. Please note the policy on late work.
5) Become familiar with copyright law. Both assignments require the
use of published materials. Be sure to know and understand how to use
these materials properly so as to not infringe on any copyright laws. For
more information about copyright laws see: http://lcweb.loc.gov/copyright
6) Complete the History Department assessment exercises. There are
two and the due dates are on the syllabus (10%). One is a multiple-choice exam
and the other is your project.
7) Participate in exit interview scheduled on final exam day.
8) You must visit Deb Anderson to discuss what primary sources are
available for your topic. You are expected to show up during her office hours.
Please schedule a meeting before you arrive.
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 ÒcreditÓ 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.
DonÕt 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 ChangeÕs historical lectures: March 15, 2006, 10am,
Christie Theater. More details to follow.
Grading:
Grades are not curved. Except in emergency situations,
late work will lose 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:
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. |
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?
Required Texts:
Turabian, A Manual for Writers of Term Papers, Theses,
and Dissertations
Foner, ed., New American History
Foner, Who Owns History
Jan. 17 (T) – Introduction
Jan. 26 (R) – UWGB Archives (7 th Floor Cofrin
Library)
Jan. 31 (T) – Individual Research
Feb. 2
(R) – Individual Research
Feb. 7 (T) – Prospectus Discussion
Feb. 9 (R) – Prospectus Discussion
***Prospectus Due ***
Feb. 16 (R) – Individual Research
**Assessment Exam Due**
Feb. 21 (T) – Foner, New American History (Chapters Preface,
Introduction, 1-2)
Feb. 23 (R) – Foner, New American History (Chapters 3-5)
**Footnote Quiz**
Feb. 28 (T) – Presentation #1
Mar. 2 (R) – Presentation #1
Mar. 7 (T) – Individual Research
Mar. 9 (R) – Individual Research
Mar. 14 (T) – Foner, New American History (Chapters 6-8)
Mar. 16 (R) – Foner, New American History (Chapters 9-12)
Mar. 23 (R) – Spring Break
Mar. 28 (T) – Individual Research
Mar. 30 (R) – Individual Research
Apr. 4 (T) – Presentation #2
Apr. 6 (R) – Presentation #2
Apr. 11 (T) – Individual Research
Apr. 13 (R) – Individual Research
Apr. 20 (R) – Foner, New American History (Chapters 15-16)
Apr. 25 (T) – Individual Research
Apr. 27 (R) –Individual Research
May 2 (T) – Presentation #3
May 4 (R) – Presentation #3
**3 Copies of Final Project Due**
Exit Interviews: Thursday, May 11, 1:00 pm to 3:00 pm
Guidelines for History Seminar Presentations
What you need to present: You will present your prospectus.
Tell us your topic, indicate what youÕd like to do with it, and explain what
sources you have identified.
What you need to turn in: Your completed prospectus.
What you need to present: You will present your partnerÕs
research as it is expressed in the first five pages of his/her essay or in
his/her storyboard for his/her tech project. Be sure to answer the
following questions: what is the project or essay about? What is the
thesis? What are the major sources? How is the writing? What makes
this a good piece? Where can this person improve? Your comments should be
5-7 minutes long.
What you need to turn in: You will need to give me: 1) the
first 5 pages of your essay or an outline of your tech project, 2) a complete
outline of your essay or project, 3) a working bibliography separated by
primary and secondary sources.
What you need to present: You will present your partnerÕs
research as it is expressed in the next 10 pages of his/her essay or in his/her
storyboard for his/her tech project. Be sure to answer the following
questions: what is the project or essay about? What is the
thesis? What are the major sources? How is the writing? What
makes this a good piece? Where can this person improve? Your comments
should be 5-7 minutes long.
What you need to turn in: You will need to give me: 1) the
first 15 pages of your essay or an outline of your tech project, 2) a complete
outline of your essay or project, 3) a working bibliography separated by
primary and secondary sources.
What you need to present: You will present your own project
or essay. By now we will have a good idea of what you have done.
Introduce your topic, restate your thesis, discuss your sources, and
elaborate on what you found surprising and what worked (or did not work) for
you. Your comments should be 5-7 minutes long. If you have done a tech
project, you will have to present your final project to the class.
Computer equipment will be on hand to facilitate this.
What you need to turn i : You will need to give me: 1) a
signed release form so that your project can be places in the UW-Green Bay
archives, 2) two copies of your paper or project [no cover sheets or special
folders please].
Assignment: Historical essay, 25 pages in length
Goal: The goal of this assignment is to write a
short history of some aspect of American life. Appropriate topics include aspects
of economic, social, political, cultural, and intellectual history. This must
be an original work. No double dipping is allowed. This is an essay based
on PRIMARY SOURCES.
Rationale: This is your chance to be the historian.
You are to research both primary and secondary sources to become the
leading authority on your topic. Should you wish to continue studying history,
this assignment will serve as both the capstone of what you have accomplished
as a UW-Green Bay History Major and should lead you into new directions for
further study.
Expectations: I expect that in the fourth week of
class (check syllabus for exact date) you turn in your prospectus (see attached
sheet). Then on the last day of class, you turn in a 25 page essay, based
primarily on primary documents, typed, double spaced, with one inch margins,
footnotes, a bibliography, stapled in the left hand corner, and with page
numbers. I want you to come up with your own argument, based on your
interpretation of the events. You must have a clear thesis statement at the
beginning of the paper. In other words, in your introduction you must
explain your position. The rest of the paper can deal with your evidence
for your interpretation. Use quotes from the documents. Use the
Chicago Manuel of Style for footnotes and bibliography. Be consistent.
There are few absolutes in history, just defensible arguments. I am
more interested in your interpretation and how you demonstrate it.
Superior papers demonstrate a command of the evidence, good organization,
a clear thesis, exceptional ideas, and clear writing. I am willing to discuss
this assignment in office hours. If you would like to discuss it, drop by
during office hours or make an appointment.
How to Get Started:
1) Think of several historical topics
that interest you. Look back on old course work and on history books that
you enjoyed.
2) Find primary and secondary sources on
your topics. A good choice is to go with the topic with the most sources.
3) Begin reading and researching and
writing. Share your work and ideas in class.
4) Check with the assigned books for
organization and ideas.
Assignment: CD-Rom or Web page
Goal: The goal of this assignment is to produce a
CD-ROM-based or web-based educational module for primary or secondary education
students. The module must be based in American history, utilize both primary
and secondary sources, and have enough information and activities to last 3 to
5 days. This must be an original work. No double dipping is allowed. This
project is to be based on PRIMARY SOURCES.
Rationale: This assignment is largely for persons
minoring in Secondary Education. As we know, teaching in the high schools is
rapidly being changed by technology. This assignment affords an opportunity to
experiment with the new classroom tools being used by school districts in this
area. Students will design their own module, which will enable them to
become familiar with computer-based learning and thus make them more marketable
when seeking a job.
Expectations: I expect that in the fourth week of
class (check syllabus for exact date) you turn in your prospectus (see attached
sheet). Then on the last day of class, you turn in a CD-ROM with a
history module burned to it, based primarily on primary documents. I
strongly suggest that you chose a program that can be easily transferred to
CD-ROM. For instance, if you make a web-based module use Explorer or
Netscape. You will need NT training BEFORE you approach the Learning Technology
people. Then you will need to choose a program to work with. You
must start early on this project, develop a storyboard, scripts, lessen plans,
and quickly become familiar with the programs and the NT environment. You
will need to be careful when using secondary texts, documents, and photographs
so as to not infringe on any copyright laws. Use the National Archives or
government sources and you should be ok. If you are not sure about the
possibility of infringing on a copyright, please ask. Please keep me
posted about your progress. Also remember, you will still need to use
footnotes and write a bibliography. Use the Chicago Manuel of
Style. I am willing to discuss this assignment in office hours. If
you would like to discuss it, drop by during office hours or make an
appointment.
How to Get Started:
1) Think of several historical topics
that interest you. Look back on old course work and on history books that
you enjoyed.
2) Find primary and secondary sources on
your topics. A good choice is to go with the topic with the most sources.
3) Begin reading and researching and
writing. Share your work and ideas in class.
4) Check with the assigned books for
organization and ideas. Look for models. Check out my teaching web site:
http://www.uwgb.edu/teachingushistory.
¤
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 writerÕs 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.
¤
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 clichŽs 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?
¤
EXTRA TIPS
General
Suggestions
¥
Start early.
¥
Have a friend read your early drafts.
Format
¥
Staple your papers including your documents.
¥
No coversheets.
¥
No plastic covers or folders.
¥
Always use page numbers.
¥
Use footnotes, endnotes, or in paragraph citation.
Style
-- avoid these problems
AFW Avoid
Flavoring Words (ÒveryÓ etc)
AWK Awkward
Sentence Structure
COLL Colloquial
Language
DA DonÕt
Abbreviate
DP Dangling
Preposition
DUC DonÕt
Use Contractions
DUF DonÕt
Use First Person
DWQ DonÕt
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 DonÕt
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, ÒJobs and Justice: The FEPC in the Motor City,Ó 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, ÒWillie Webb,Ó 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. ÒJobs and
Justice: The FEPC in the Motor City.Ó 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.
Paper Prospectus
Directions :Reproduce this page on your computer and turn
it in. Attach copies of your outline or storyboard and bibliography.
I will return your form and attachments as soon as possible. Remember
your form must be typed.
1. Your name:
2. Proposed Title of Paper or Module:
3. Write a 150 word abstract of your proposed research
paper or module.
4. On the back, provide a topic outline which describes the
sections and major points which will be discussed in your paper.
5. Provide your primary and secondary bibliography on a
separate page.
I, _______________________________________________ (print
name), hereby give permission to have my research paper deposited in the
Special Collections Department of the Cofrin Library, University of
Wisconsin-Green Bay. In so doing, I understand that my paper will be made
available to the general public.
Date:__________________________
Signature:_______________________________________