| Oregon State University | Dr. Ronald E. Doel |
| HST 200 (2 cr.) | 302C Milam Hall; tel. 737-3469 |
| W 1 PM – 2:50 PM, Milam 234 | Office hours: Fridays 11 AM-noon or by appointment |
| Spring Quarter 2004 | Email: doelr@onid.orst.edu |
| Careers in History? Click here for an abundance of links | Search for HST 200 readings at the circulation desk, Valley Library |
| News: OSU Career Services Orange Light Special |
last update: 1 June 2004
Introduction to Historical Studies
Description: HST 200 is required of history majors in their sophomore or junior years. During the term, our focus will include the craft of history, the role historians play in public debates, curriculum and graduation requirements, career planning and goals, and the exploration of career options. Students are required to attend sessions, participate in discussions, and hand in assigned work. The course is graded Pass / No Pass.
Requirements:
Students are expected to read the assigned readings and participate in classroom discussions. Attendance is required; two or more absences will result in a no-passing grade for this course. Assigned reading should be completed before attending class on Wednesday of the week indicated.
1. Prepare discussion questions in advance and participate in classroom discussion.
2. Fill out History Department “Guide for History Majors.”
3. Complete “Career Exploration Exercise.”
4. Four-page, double-spaced essay on assigned topic related to readings. [Revised! Please see Week 10, below.]
Reading:
Xeroxed Packet Required
W.K. Storey, Writing History: A Guide for Students (1999) Recommended purchase ¶ (Bookstore order delayed-- March 30, 2004)
Martin Harwit, An Exhibit Denied: Lobbying the History of Enola Gay. (New York: Copernicus, 1996).
Edward T. Linenthal , ed. History Wars: the Enola Gay and other battles for the American Past (New York: Metropolitan Books, 1996).
Philip Nobile, ed. Judgement at the Smithsonian: The Bombing of Hiroshima and Nagasaki (New York: Marlowe & Co., 1995).
W.K. Storey, Writing History: A Guide for Students (1999).
Kate L. Turabian, A Manual for Writers (6th rev. edition, 1996)
Meetings And Schedule:
Part
I: Being a History Student
Week 1 Introduction: Opportunities and
Possibilities
Internships
Study Abroad
Independent Study
Graduate School
Week 2 No Class on April 7th -- Self-Study Week – Assignment due instead
Read: Skim Storey [1-75] and Turabian [on reserve] Nb --
Self-Study: As you familiarize yourself with Storey, consider how you would go about improving a research paper you had written in the past. Which of his recommendations would be most helpful?
Submit April 7th to History Department by 5 PM completed “Guide for History Majors.”
(Keep copy for personal reference)
Part
II: Historians in the Public Eye
Week 3
National Standards Debate
Read: History on Trial [xiii-xx, 3-24, 188-213] ( in Xeroxed Packet ) ¶ Click here for table of contents for reading packet.
Discussion Question:
· · Among other criticisms, the Right denounced the proposed National History Standards as “grim and gloomy.” On what basis did the Right make this charge and what examples did it adduce in support of an alternative presentation?
Week 4 The Enola Gay Controversy
Read in Xeroxed Packet:
Linenthal, Edward T. “Anatomy of a Controversy” in History Wars [1-62]
For further information peruse on reserve at Valley Library:
Judgment at the Smithsonian
History Wars
An Exhibit Denied
Discussion Question:
·
·
Linenthal speaks of a tension between a “commemorative voice” and a “historical
voice.” Must these two voices always be in conflict?
·
·
What does Linenthal mean when he refers to the National Air and Space Museum
as alternatively as a “temple,” a “forum,” and a “tribunal?” Are these conceptualizations mutually exclusive?
Week 5 Historians
and the Impeachment Hearings
Read in Xerox Packet:
“Historians in Defense of the Constitution”
“Dear Henry: A Salon Exclusive: Historians talk back to House impeachment managers”
Bruce Fein, “Historians flunk Impeachment history,” The Washington Times (11/04/98)
David Kaplan, “Rice Professors Sign Statement . . . ” Rice News (11/12/98)
Discussion Question:
·
·
In opposing the Clinton impeachment, the historians claim to be motivated
by a desire to protect the constitution and not by partisan politics. How do they frame their arguments? Why are
pro-impeachment proponents dismissive of their efforts?
Week 6 Disney 0, Historians
1 “The Battle of Manassas”
Read in Xerox Packet:
Nick Kotz and Rudy Abramson, “The Battle to Stop Disney’s America”
Michael Eisner, “Lessons learned,” Work in Progress
[reprint from BusinessWeek Online]
Discussion Question:
· ·
Compare the lessons of the Enola
Gay controversy with those of the Disney Manassas project. In what ways
were these disputes similar? In what ways were they different? Is Eisner’s view of history as entertainment incompatible
with the goals of professional historians?
Essay Due in class. See essay assignment.
Week 7 Ignoble
Historians: VanDeMark, Ambrose, Goodwin, Ellis, Bellesile
Read in Xerox
Packet:
Nelson Hernandez, “Plagiarism Investigation Lingers,” Wash. Post [10/20/03]
“Plagiarism allegations disturb teachers,” CNN Student News [AP 01/31/02]
John Marshall, “Book Beat: Joseph J. Ellis’ private life… “ Seattle PI (01/25/02)
Thomas Shapley, “Historian’s failings have impact today,” Seattle PI (03/14/02)
Jeff Johnson, “`Arming America’ Author . . . CNSNews.com” (8/26/02)
John R. Dichtl, “Integrity & History” Organization of American Historians 02/02
Discussion Question:
·
·
Instances of plagiarism, incompetent scholarship, and outright lying all
make the historical profession look “bad.” But beyond the damage to the profession are there other dangers?
Week
8
Becoming a Historian: Graduate School
Read in Xerox
Packet:
“History PhD Production Hits 20-Year High,” AHA Perspectives (01/00)
Peter Loewenberg, “Emotional Problems of Graduate Education,” in Decoding the Past: The Psychohistorical Approach (1996)
“New College Grads Earning Less,” OSU Career Services
Discussion Questions:
· · Can the graduate student ever avoid infantilization and regression? Do these psychological effects continue after graduation?
· · Are more PhDs in history a good investment?
Week 9
Teaching and Academia (discussion combined into Week 10--do complete reading)
Read in Xerox Packet:
“New College Grads Earning Less,” OSU Career Services
Jacquelyn Dowd Hall, “Part-Time Employment Hurts the Entire Profession,” Organization of American Historians (8/03)
John C. Burnham, “Historians have the ‘Job Market’ All Wrong,” AHA Perspectives (04/2000)
Kenneth T. Jackson, “Is History Flunking as a Profession,” Organization of American Historians (08/00)
Question for Discussion:
· · Why would anyone be an adjunct?
·
·
If the history profession is in trouble, who’s to blame?
Assignment Due: [As noted in email sent 26 May: we will not do this assignment. Instead, please return to the self-study assignment noted above in Week 2. While many of you thought about revising a previous research paper in History, not all of you turned in to me your specific ideas and new insights. Please do that now. (I would also be glad if you attached a copy of the paper you're discussing). My thanks.]
Students whose last names begin A-L should complete “Career Exploration Exercise” for this week [see bottom of this page] and be prepared to lead discussion regarding careers in elementary, secondary, and higher education as well as becoming a librarian/archivist.
Week 10 Non-Academic Careers for History Majors
Read: “Prelaw Studies, College of Liberal Arts, Questions and Answers”
Assignment Due: [As noted in email sent 26 May: we will not do this assignment. Instead, please return to the self-study assignment noted above in Week 2. While many of you thought about revising a previous research paper in History, not all of you turned in to me your specific ideas and new insights. Please do that now. (I would also be glad if you attached a copy of the paper you're discussing). My thanks.]
Students whose last names begin M-Z
should complete “Career Exploration Exercise” for this week and be prepared to lead discussion regarding careers
in journalism, law and museum administration.
Note:
Students with documented disabilities who may need accommodations, who have any emergency medical information the instructor should be aware of, or who need special arrangements in the event of evacuation, should make an appointment with the instructor as early as possible, and no later than the first week of the term.
Students are expected to be honest and ethical in their academic work. Academic dishonesty is defined as an intentional act of deception in one of the following areas: cheating -- use or attempted use of unauthorized materials, information or study aids; fabrication -- falsification or invention of any information; assisting - helping another commit an act of academic dishonesty; tampering -- altering or interfering with evaluation instruments and documents; and plagiarism -- representing the words or ideas of another person as one's own. In short: academic dishonesty of any kind (including representing material taken from the Web as your own) will not be tolerated.
Students are encouraged to take advantage of the university’s Writing Center for all writing assignments in this seminar. The Writing Center phone is 737 -5640; you can also stop by the Writing Desk at The Valley Library, second floor, phone: 737 -8385.
|
Your
career to research __________________________________________ This
assignment has two components:
You should explore only one career option. If you have a specific career that you would like to research, check with me before starting the assignment. Otherwise, the career option you explore and the week you should hand it in depends on where your last name falls in the alphabet.
1. 1. Students whose last names end in A-L should submit their completed exercise during the Week 9 session.
2. 2. Students who last names end in M-Z should submit their completed exercise during the Week 10 session.
In completing this exercise, make good use of resources available at the university like Career Services. |