History 396a - University of Arizona · Readings (books available at the University of Arizona...
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History 396a Microhistory: An Approach to Tucson’s Past Instructor: Robert Scott Fall (2011) Office: Social Sciences Bldg, 124A ILC 117 Email: [email protected] Wed 5 - 7:50 pm Tel: 621-3247 Office Hours: by appointment Course Description As the Capstone Research Seminar, HIST 396A allows students to pursue in depth the research interests and skills they have developed in other history classes. In this section, we are going to explore Tucson’s past through a methodological approach known as microhistory. The readings each week will examine how historians have approached the idea of microhistory and the meaning that those events evoked in other time periods and places. Students will be asked to critically examine those histories and develop ideas that they can then apply to their essays. Thus, each student will develop an essay from an event drawn from local criminal records. From there, students will investigate, research, and write a historical essay of about 25 pages in length exploring what that event tells us about some of the lived experiences in Tucson during the first half of the twentieth century. Course Objectives Our primary goal will be to develop an historical interpretation of the transformations and tensions of urban life in Tucson during the first half of the twentieth century. In order to accomplish that goal, the course requirements – the assigned readings, the discussions, and the written assignments – aim to provide you with the necessary tools to evaluate the past. At the same time, this course is designed to further your academic skills. In particular, students will gain experience in: organizing, controlling, and handling primary documentation to effectively use as evidence in developing an argument; thinking comparatively and using comparisons as a way to analyze information; learning how to read monographs and journal articles written by historians, for historians, and; learning how to assess or evaluate arguments made by historians. This class is set up as a ‘workshop’ where you will be asked to identify and analyze the ways in which history and experience have been constructed. In effect, you will be ‘doing’ history as professional historians ‘do’ history. Course Requirements and Evaluation Class Participation (includes AHS Poster) 20% Assignments (includes Project Binder) 45% Research Project Inventory (10%) Research Project Proposal (10%) In-class Presentation (10%) Leading In-class Discussion (10%) Peer Review (5%) Essay 35% Hist 396a Syllabus (Currently Teaching) (Robert L. Scott) Page 1 of 4
Transcript of History 396a - University of Arizona · Readings (books available at the University of Arizona...
History 396a Microhistory: An Approach to Tucson ’s Past
Instructor: Robert Scott Fall (2011) Office: Social Sciences Bldg, 124A ILC 117 Email: [email protected] Wed 5 - 7:50 pm Tel: 621-3247 Office Hours: by appointment Course Description As the Capstone Research Seminar, HIST 396A allows students to pursue in depth the research interests and skills they have developed in other history classes. In this section, we are going to explore Tucson’s past through a methodological approach known as microhistory. The readings each week will examine how historians have approached the idea of microhistory and the meaning that those events evoked in other time periods and places. Students will be asked to critically examine those histories and develop ideas that they can then apply to their essays. Thus, each student will develop an essay from an event drawn from local criminal records. From there, students will investigate, research, and write a historical essay of about 25 pages in length exploring what that event tells us about some of the lived experiences in Tucson during the first half of the twentieth century. Course Objectives Our primary goal will be to develop an historical interpretation of the transformations and tensions of urban life in Tucson during the first half of the twentieth century. In order to accomplish that goal, the course requirements – the assigned readings, the discussions, and the written assignments – aim to provide you with the necessary tools to evaluate the past. At the same time, this course is designed to further your academic skills. In particular, students will gain experience in: organizing, controlling, and handling primary documentation to effectively use as evidence in developing an argument; thinking comparatively and using comparisons as a way to analyze information; learning how to read monographs and journal articles written by historians, for historians, and; learning how to assess or evaluate arguments made by historians. This class is set up as a ‘workshop’ where you will be asked to identify and analyze the ways in which history and experience have been constructed. In effect, you will be ‘doing’ history as professional historians ‘do’ history. Course Requirements and Evaluation Class Participation (includes AHS Poster) 20% Assignments (includes Project Binder) 45% Research Project Inventory (10%) Research Project Proposal (10%) In-class Presentation (10%) Leading In-class Discussion (10%) Peer Review (5%) Essay 35%
Hist 396a Syllabus (Currently Teaching) (Robert L. Scott) Page 1 of 4
Readings (books available at the University of Arizona Bookstore) Required Books Natalie Zemon Davis, The Return of Martin Guerre Carlo Ginzburg, The Cheese and the Worms: The Cosmos of a Sixteenth-Century Miller Lydia Otero, La Calle: Spatial Conflicts and Urban Renewal in a Southwest City Thomas Sheridan, Los Tucsonenses: The Mexican Community in Tucson, 1854-1941 Recommended Books Thomas S. Kane, The New Oxford Guide to Writing, (Oxford, 1988) Mary Lynn Rampolla, A Pocket Guide to Writing in History, 6th edition (Bedford/St. Martins, 2009)
D2L Course Website Course announcements, articles, and assignment information will be regularly posted on our D2L Course Website. Students should frequently log on and will be held accountable for all information posted there. If you have any difficulty accessing this site, please contact me immediately. Class Participation, Reading, and Attendance History courses as a rule require a substantial amount of reading. Students are expected to read and complete every assignment, to attend every class, and to participate vigorously. In addition, students will be expected to participate maturely in class, giving their fullest attention to the instructor and other students and helping to cultivate an environment of mutual respect. As a courtesy to your classmates, please do not arrive in class late or leave early. Disruptive participation will result in a reduction of 20% of your course grade. For further information about UA policies concerning disruptive or threatening behavior in class, see these Websites:
http://policy.web.arizona.edu/~policy/disrupt.shtml http://policy.web.arizona.edu/~policy/threaten.shtml
The accumulation of more than two absences will result in a reduction in your final grade.
Turn off cell phones before arriving in class. Do not text in class. If using a laptop, do not engage in activities unrelated to class.
Academic Integrity Students are responsible for compliance with all University policies regarding academic integrity as well as with the American Historical Association standards for historical scholarship. Please refer to the following webpages for information regarding plagiarism:
http://deanofstudents.arizona.edu/codeofacademicintegrity http://history.arizona/undergraduates/plagarism.php www.historians.org/pubs/free/professionalstandards.cfm#Plagiarism Ignorance of the code will not be accepted as an excuse for infractions of the code. Any case of plagiarism or other forms of cheating will result automatic semester grade of E. All cases, after due procedures, will be reported to university officials for further action.
Hist 396a Syllabus (Currently Teaching) (Robert L. Scott) Page 2 of 4
Course Schedule . . . which is always subject to change Class #1 (Aug 24) Introduction
Revisiting the basics Researching Databases Plagiarism Citing Microhistorical Operations Unit One: Microhistory – Classic Studies Class #2 (Aug 31) Chickens, Anthropologists & Culture
Clifford Geertz, “Thick Description” Clifford Geertz, “Balinese Cock Fight”
Class #3 (Sept 7) Cats, Murders, & Episodes in History Robert Darnton, “The Great Cat Massacre” David Sabean, “The Conscience of the Poor” Class #4 (Sept 14) Worms, Historians & the Inquisition
Carlo Ginzburg, The Cheese and the Worms Class #5 (Sept 21) Crimes, Clues & Microhistory
Giovanna Fiume, “The Old Vinegar Lady” Carlo Ginzburg, “Clues” Proposal due (Friday September 23, 3pm)
Unit Two: Community & Local Identity
Class #6 (Sept 28) Class Cancelled Individual Project Meetings ***Begin Reading Sheridan***
Class #7 (Oct 5) Tucson & its Peoples Thomas Sheridan, Los Tucsonenses
Class #8 (Oct 12) Community
David Sabean, “Communion & Community” Keith Carlson, “Collective Governance” Edward Muir, “The Idea of Community”
Class #9 (Oct 19) Peer Review
Essay 1st draft due at the start of class
Objective
To develop a research agenda
To understand microhistory as an approach to the past
Tasks Familiarize yourself with course materials,
readings, and Online Tutorials
Visit local archives / repositories
Familiarize yourself with topic, sources, and argument you will pursue
Begin preparing inventory of materials
Prepare a research proposal
Objective
Develop an understanding of the concept(s) of community in local identity
Tasks Break down and understand different types
of historical evidence
Prepare complete narrative
Analyze colleagues’ work and offer constructive criticism
Hist 396a Syllabus (Currently Teaching) (Robert L. Scott) Page 3 of 4
Unit Three: Crime, Conflict & the Lived Experience Class #10 (Oct 26) The Private & The Public Arlette Farge, “Spaces and Ways of Life” Pablo Piccato, “The Girl Who Killed a Senator” Individual Project Meetings Class #11 (Nov 2) Spatial Conflict & Urban Renewal Lydia Otero, La Calle Class #12 (Nov 9) Sex & Gender Patricia Cline Cohen, “The Helen Jewett Murder” Cavallo & Cerutti, “Female Honor” Class #13 (Nov 16) Gossip & Scandal
Natalie Zemon Davis, The Return of Martin Guerre Chris Wickham, “Gossip & Resistance” ***Essay 2nd draft due (Friday November 18, 3pm)
Class #14 (Nov 23) Class Cancelled (Thanksgiving) Individual Project Meetings
Unit Four: Voice & Vision
Class #15 (Nov 30) In-class Presentations Class #16 (Dec 7) In-class Presentations
Project Binders due in class *** Final Essay Due: Thursday December 15 (3 - 4pm) Arizona Historical Society Poster Presentation: TBA
Help with Writing
Rampolla, pp. 39-85 Kane & Ogden, “Outlining”
Troyka, “Writing Arguments” Kane & Ogden, “Introductions”
Troyka, “Writing Paragraphs”
Objective
Develop an understanding of lived experience at the local level
Refine written work
Objective
Develop techniques for articulating historical information to an audience
Tasks
Rewrite
Reword
Revise
Hist 396a Syllabus (Currently Teaching) (Robert L. Scott) Page 4 of 4
