Dr. David Imhoof

HIST:401

Collective Inquiry

M 6.30-9.30pm in STL 011

Spring 2008

Office: Steele Hall 307

imhoof@susqu.edu

Phone 372-4191

Office Hours: MW 2-3pm, F 9-10am, or by appointment

 

This course bridges the work you did in “History Methods” and the work you will do in “Senior Seminar.”  As such it serves four main purposes:

  1. Help you gather and analyze primary and secondary sources for your senior thesis, as well as begin the process of writing that thesis for next fall,
  2. Strengthen the concrete skills necessary to write an effective thesis,
  3. Demonstrate how “doing history” is a collective enterprise,
  4. Encourage you to consider various summer, internship, and career options.

As a way to accomplish these first three objectives, we will create this semester Volume 3 of the History Department’s online journal Spectacles

(see vols. 1 and 2 at http://www.susqu.edu/history/webprojects/spectacles/TOC.htm).

 

On the first day of class we will together organize everyone into four Collectives or Editorial Boards, collaborative groups of 3-4 students each.  Editorial Boards will meet in and out of class and will communicate regularly with each other.  These Boards will serve two functions.  First, they will advance the individual research projects of each member through peer reviewing, editing, and in-class presentation.  Second, they will select, edit, and post examples of (a) senior theses by members of the class of 2008 and (b) methods papers by the class of 2010.  Since everyone in this class will also write and publish in Spectacles a detailed Prospectus (called “Research Note” in Spectacles) outlining his or her senior thesis research, the Boards’ dual focus on work of sophomores and seniors will serve to improve your own research and writing.

 

Texts

 

·        Rampolla, Mary Lynn. A Pocket Guide to Writing in History, 5th ed. Boston: Bedford/St.Martin’s, 2007.

·        Reserve Readings on e-res and Blackboard.

 

Assignments

 

25%     Prospectus (introduction, argument, historiography, methodology, theory, review of primary

and secondary sources, status report, writing plan; 1200-1600 words)

20        Annotated Bibliography (min. 15 secondary sources and 10 primary sources; summarize and

explain function in your research project)

12.5      Board Participation (graded by instructor and peers)

12.5      Class Participation

10         Primary Source Analysis (min. 10 primary sources, location, summary, how you will access

them, function in your research project, potential challenges)

10         Book Review (on book relevant to your research but aimed at general academic audience,

max. 750 words)

10         Board Presentation (at end of class on connections between Board members’ projects,

25 minutes)

You must complete all assignments to receive credit for the course.

 

Details

 

Attendance and Participation: Attendance is mandatory.  Failing to attend all classes will lower the 25% of your final grade from class and Board participation.

 

Scholastic (Dis)Honesty Policy: If you plagiarize, as broadly defined in the Student Handbook, you will fail you this class.  If you’ve been caught before, the penalty will be worse.

 

Contacting Me: Outside office hours, you may email or call me, but do not expect an answer in less than 24 hours, nor over the weekend.  Email correspondence should be used primarily for short queries; longer questions and discussions should be addressed in person.

 

Special Accommodation: If you require an accommodation based on disability, please see me as soon as possible to work out arrangements.

 

Schedule

 

Week 1 – Mon.Jan.14 – Introduction

 

Week 2 – Mon.Jan.21 – Sources and Resources

·        Meet at library in Media Instruction Classroom downstairs in Media Center

·        Bring assigned source to class

·        NB: Tue.Jan.22 – Drop/Add ends

 

Week 3 – Mon.Jan.28– Primary Sources, Nuts and Bolts, and More Primary Sources

·        Read Rampolla, 6-13, 16-24, 31-36, 60-137 + book reviews on reserve

·        Primary Source “Show and Tell and Touch” = Bring to class:

§         One book review from an academic journal

§         One source that advances one of your proposed research topics

 

Week 4 – Mon.Feb.4 – Secondary Sources

·        Read Rampolla 7-17, 22-28, 36-38

·        Book Review DUE

 

Week 5 – Mon.Feb.11 – Primary Sources Again

·        Primary Source Analysis DUE

·        NB: Fri.Feb.1 – last day to withdraw

 

Week 6 – Mon.Feb.18 – Internships are good for You, and so are Annotated Bibliographies

·        Read Rampolla, 28-38

·        Visit from Dr. Weaver

·        Decide on class 2008 senior theses to post

 

Week 7 – Mon.Feb.25 – Theory vs. Methodology

·        Readings TBA

·        Board Presentations on Theory and Methodology

·        NB: Resume DUE to me by Feb.29

 

Mar.3 – Spring Break – NO CLASS

 

Week 8 – Mon.Mar.10 – From Topic to Thesis, and Professional Life

·        Read Rampolla, 43-52

·        Draft of Annotated Bibliography DUE

·        Presentation on Topic, Thesis, Annotated Bib

 

Thu.Mar.13 – Class trip to National Archives and Library in DC

 

Week 9 – Mon.Mar.17 – From Thesis to Paper

·        Annotated Bibliography DUE

 

Mar.24 – Easter Break – NO CLASS

 

Week 10 – Mon.Mar.31 – Individual Meetings in lieu of class

 

Week 11 – Mon.Apr.7 – Prospectus or “Research Note”

·        Prospectus DUE

·        Workshop, critique, presentations

 

Week 12 – Mon.Apr.14 – Final Critiques, Work on Presentations

·        Final Critiques DUE

·        Decide on class 2010 “Methods” papers to post

 

Week 13 – Mon.Apr.21 – Board Presentations

 

Week 14 – Mon.Apr.28 – Web Work, Posting Papers

 

Boards

 

Group A – Sport & Leisure

Brandon – History of PA Fish & Boating Commission, 1866 and after

Cecilia – Coal Region Football, 20th century

Jessica – Women in Sports, 50s, 60s,?

Kurt – Dirt Track Racing, 1930s-80s

 

Group B – Team America

Tim – Armenian Genocide, US reactions

Rob – Gulf War I

Vince – US-MidE Relations since 70s

 

Group C – People Moving (a.k.a. Transnational Trends)

Sarah – US child labor laws or human trafficking

Derek – Economic Implications of European Baby Boom

David – 50s emigration from Latin America or Spread of Christianity

 

Group D – Education, Entertainment, E

John – US Ed system in the 20th century

Stuart – PR in USA around WWII

Andy – Comics 30s-70s