Room:Conwill Hall 108
Section 0519: W, 6:30-9:10 p.m.
Instructor: Doug Catterall
Office: South Shepler Tower, 634
Office Hours: M 11 a.m.-12 p.m., 3-4 p.m., W 11
a.m.-12 p.m., 3-5 p.m., F 11 a.m.-12 p.m., and by
work telephone: 581-2949
The Big Picture.
What do historians do? How do they do what they do? For what reasons do they do the things they do? These questions are at the heart of this course and by the end of the term it is my hope that each of you will have developed your own answers for each one. While not all of you plan to become professional historians, understanding and mastering for yourselves the intellectual skills that historians use will serve you well as history majors and in whatever future direction you may choose to pursue in life.
It is said that, given the current degree of flux in the economy,
most of us will change jobs multiple times in the course of our lives.
I would suggest to you that the person most prepared for this
environment is not the person with a set of skills that is in demand
now but may not be in the future. Rather, the person who is probably
most prepared to meet the challenges of this world is able to define
and approach problems readily, to think critically and creatively about
those problems, interpret complex information in a variety of forms,
write and otherwise communicate solutions clearly and with precision
and detail, and is able to see the bigger picture of which his or her
work is a part. In this class you will work to improve your
mastery of all of these tasks and skills. As a history major you are
preparing for many futures, not just one, and after finishing this
course you will be closer to having the ability to meet with confidence
whatever comes your way. This is why I am always particularly
excited to be teaching this course, because it is as much about
possibilities and potential and it is about intellectual endeavor.
The Nitty Gritty Stuff.
In general this will be a practical course driven by particular exercises and projects as opposed to a course whose focus is on mastering a body of knowledge about a particular time and place (e.g. the English Civil War or the Great Depression era). Having said that, I have framed the course a bit by making its theme the Atlantic world between 1400 and 1900 in order to make our work this term more manageable.
We start the term with a brief introduction to what historians do and to the Atlantic world. Then we move on to two specific studies of different parts of the Atlantic world, Ecuador, c. 1600, and New England, c. 1700-1800. As we come to grips with these two studies (or monographs as historians term them) we will also consider more carefully what kinds of sources there are and how to interpret and use them. Along the way I will introduce you to the mechanics of bibliography and footnotes and give you opportunities to interpret some actual sources. With the knowledge that you have gained from these discussions and exercises you will then write three papers: a book review, a bibliographic essay, and an analytical source essay, which are the main papers for the course. We will then conclude the course with a unit on recent controversies in historical work and you will present the results of your final paper, the source analytical essay. The last week of the regular term will also give you the chance to see who the other faculty are who comprise the CU History Program. This is a sizeable amount of work, but if we work together you can all be successful.
This course will emphasize the following two skill-sets:
Richard Marius and Melvin E. Page, A Short Guide to Writing About History, fifth edition (New York: Longman, 2005)
Course work consists of three major elements: attendance and participation in discussion and activities, informal writings, and formal writings (i.e. papers).
Participation (200 Points):
1. Attendance and Discussion (90): I
cannot stress enough that timely attendance and
regular participation in discussion and other classroom activities will
count heavily in your grade and that effective participation almost
always improves performance in the pressure situations. I will gauge
attendance and participation on a daily basis.
2. Informal Writings (50): I will assign short writing exercises to help focus our discussions and to prepare you for major assignments. The emphasis in these assignments will vary from paper to paper. For each informal writing you can earn participation credit. See under credit for participation for their precise value in the marking scheme.
3. In-Class Source Analytical Essays (50): These will ask you to apply your skills in analyzing primary and secondary sources after you have had some practice with these skills and are a mandatory part of the course.
4. Presentation (50): Each of you will need to make a ten-minute presentation of the results of your work during the scheduled final examination period for this course.
5. Credit for Participation: For
each day you attend class and participate you can earn up to 5
points. You can earn up to 50 points for the 5 Informal Writings,
points for the 2 In-Class Source Analytical Essays, and 50 points for
the Presentation. Thus, you have a potential for earning 244
points. I hold you responsible for 200 points, meaning that you
need at least 180 points for an A in participation, 160 for a B, 140
for a C, and 120 for a D. Below 120 points is a failing mark in
to write one short and two longer, formal
essays for this course: a book review, a
essay and a research
paper. All papers must be typed and the
second paper will
involve a rough draft. You must turn in a rough draft that is
substantially equivalent in length to the final paper you intend to
turn in. The book review
(500-600 words) will be worth 75 points; the bibliographic
(6-8 pages) will be worth 175 points, and the research paper (10 pages)
will be worth 300 points and will focus on some aspect of 17th-century
Newfoundland. Of that 300 points, 30 will be given for
in a rough draft of at least 7 full pages in length, with reductions of
for each page less than the full 7 pages. All papers are to be
and in Times Roman 12-pt. font. They must also be appropriately
footnoted in each case (please
see me if you have any doubts on this
matter as footnoting is crucial in this course).
Due dates for
the papers are
guidelines for papers are available by clicking the hypertext in
sentence. You can access specific guidelines for each of these projects
by looking for the due date of each paper below, where you will find
hyperlinks that will take you to a page containing additional
information needed to write the various papers.
Class Archive on
A Site on the Different
Religious Groups in Newfoundland:
A Site on the Mi'kmaq of
New France Web-Site, Some
History of Newfoundland
A Site on the History of
the French Shore of Newfoundland: http://www.heritage.nf.ca/exploration/french_shore.html
Document on the Manner of
Documents on the Founding
of Newfoundland, c. 1620-1628:
A Virtual Archive of
110,000 Photographs on Canadian History:
Library and Archives of
||Component Point Value|
|1 Book Review
|1 Bibliographic Essay
|1 Research Paper
|Total of All Categories||750|
Calculation of your mark: In this course 750 points is a perfect score. Thus an A requires a minimum of 675 points, a B at least 600 points, a C at least 525 points, a D at least 450 points. Anyone earning less than 450 points fails the course and earns a mark of F.
Classroom Environment: Talking to your classmates or others outside the context of classroom activities is rude and will not be tolerated. Reading outside materials, listening to music, taking telephone calls on your cell phone, and similar non-class related activities are equally unacceptable. I expect all students to be respectful of one another's right to speak and express opinions. Disagreements and different viewpoints are welcome, but debates should not involve insults. Finally, food and drink are permitted in class as long as courtesy is observed; e.g. if you haven't quite finished your cup of coffee, do bring it along to class, but turning the classroom into a cafeteria is not permissible.
Late Informal Writings: No late informal writings will be accepted, so don't ask. Remember, though, that your participation grade is a composite of your performance in class and your marks on informal writings and I have designed the grading system to allow you a "head start." Thus, as long as you manage to achieve the necessary points for participation, it will not matter to me how you do so. Although I will obviously keep track of what you do by way of participation, I would advise you to remain aware of where you stand for yourself so that you know whether or not you are achieving the level of participation for which you are hoping to receive credit.
Missed Quizzes and Examinations: There are no make-ups
for any quizzes or in-class essays given as part of this course or for
the final presentation. In addition, as noted below, there are
substantial penalties for failing to take the in-class essays.
Please make a note of this.
Academic Dishonesty: As
4.07 of the CU Student Handbook: "Each student is expected to engage in
academic pursuits in a manner that is above reproach. Students are
to maintain complete honesty and integrity in the academic experiences
in and out of the classroom. Any student found guilty of academic
will be subject to disciplinary action." For examples of academic
dishonesty please see the full version of Section 4.07 at: http://www.cameron.edu/student_development/student_conduct/academic.html
Among the most serious offenses a
student can commit is plagiarism, which is the representation of the
work of another as your own. In all of the writing you do for this
course you must make clear to me which ideas in a paper are your own
and which come from someone else. This is especially important for any
formal essays you write. In
such essays you must cite all primary and secondary sources you use in
accordance with the proper conventions. Instructions on the
of citation may be found under the general guidelines for papers,
before any formal essays come due. If for some reason you do not
to examine this page, know that you will not be exempt from following
guidelines. In cases of plagiarism, the Department of History and
Government at CU follows the plagiarism policy in the current "Student
as described in Sections 4.07 and 4.08 of the CU Code of Student
Penalties for plagiarism as defined by the Student Code of
1) The student may be required to perform additional academic work/project not required of other students in the course;
2) The student may be required to withdraw from the course with a grade of "W" or "F"; or
3) The student's grade in the course or on the examination or other academic work affected by the dishonesty may be reduced to any extent, including a reduction to failure.
Please heed this warning as I am quite
serious about it.
Disability Statement: Cameron
University is committed to making its activities as accessible as
possible. The University provides a range of special services for
those with disabilities. If you anticipate a need for any of
those services, please contact the Cameron University Disabled Student
Services office, located in 314 N. Shepler, 2800 W. Gore Blvd., Lawton,
Oklahoma 73505-6377. Phone: (580) 581-2209.
Website for this office:
||List of Topics
||Readings, Assignments, and
||Introduction & Get
Acquainted & the Origins of the Atlantic
World & The Essence of History
Curtin, 3-16; A Short Guide,
||Africa and the Atlantic Islands, Portugal and Spain in the Americas, the Emergence of an Atlantic World, & the Basic Standards for Historical Writing||Read:
Curtin, 17-110 & A Short Guide,
Turn In: Informal Writing #1
||The Atlantic Economy, c. 1700-1800, Revolutions in the Atlantic World, Thinking in Historical Terms & Classifying Sources||Read:
Curtin, 113-169; Quito
1599, 22-51; & A Short
Guide, Chapters 3-4
Turn In: Informal Writing # 2
|9-14||Two Different Corners of the Atlantic World: Quito and Newfoundland 1 & The Tradition of Source Critique||Read:
52-112 & Fish into Wine,
||Two Different Corners of the Atlantic World: Quito and Newfoundland||Read:
151-234 & Fish into Wine,
Meet: at CU Library
Turn In: Informal Writing #3
||Newfoundland through the Late Seventeenth Century||Read:
Fish into Wine, 194-305,
Turn In: Informal Writing #4
||Bibliography and Footnotes & Rules for Effective Writing|| Read: A Short Guide, Chapters 5-8
Turn In: Book Review of Pope or Lane (can be turned in on 10/7 for full credit)
||Effective Research Strategies
for the Library
||Turn In: Draft of
Meet: at CU Library
||Using Your Sources and Expanding on Them 1||Pick Up: Draft of Bibliographic Essay; Turn In: Informal Writing #5|
|10-26||Using Your Sources and Expanding on Them 2||Turn In: Bibliographic Essay|
||Draft Critique Day--In Class Peer Review||Turn In: draft of Research Paper|
||Pick Up: instructor-corrected draft of Research Paper|
||Write: In-Class Source Analytical Essays: Attendance Mandatory (1 grade reduction from Research Paper mark for failure to attend)|
Note: Attendance on this day is not required. Only those planning
to turn in a draft of their paper need attend class unless they have
made other arrangements with me.
||Writing Day--NO CLASS
Turn In: optional draft of Research Paper
|| Draft Discussion Day
||Discuss: optional draft of
||Final Research Presentations||Turn In: Research Paper by 6:30 p.m.|
Please Note: The Syllabus is Subject to Change
the Instructor Deem That Necessary and
the Web Syllabus is to be Considered the Syllabus of Record
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