HIST 3300-002: Introduction to Historical Research
Roberto R. Treviño, Ph. D.
Spring Semester 2012
Class: Weds, 2-4:50 p.m. in UH 321Office Hrs: W, 12-2; 5-6; & by appt
E-mail: ffice: UH 326
Course Description: This course acquaints students with the historian's craft through structured classroom activities and by having them design and carry out a primary research project from beginning to end. The course entails: (1) meeting in the assigned classroom for discussions of readings and oral presentations, as well as to constructively critique each others' ongoing work; (2) consulting with the professor individually
about the research project; and (3) working independently on the research project. Students' research projects will focus on a narrow aspect of Mexican American history, 1848-2000. All research topics must be approved by the professor.
Student Learning Outcomes: At the end of this course students will be able to:
1)recognize and recall concepts that have affected the writing of U.S. history;
2)gather, analyze, and interpret primary and secondary evidence using historical methodology;
3)write a thesis-driven essay that presents coherent interpretations of their own about some aspect of Mexican American history.
Course Requirements: an original research paper (15-25 pages)40% of course grade
a research proposal (1-2 pages)10%
a primary doc interpretation (2-3 pages)15%
an annotated bibliography 15%
ahistoriographical essay (1-2 pages)10%
athesis statement (1/2 page)10%
a 10-minute oral presentationP/F
Required Readings: William K. Storey, Writing History: A Guide for Students
Zaragosa Vargas, Crucible of Struggle: A History of Mexican Americans…
someessays and handouts posted electronically
Grading and Writing Assignments: The grade scale is: A = 4.0; A- = 3.7; B+ = 3.5; B = 3.0; B- = 2.7; C+ = 2.5; C = 2.0; C- = 1.7; D+ = 1.5; D = 1.0; D- = 0.7; F = 0. Late assignments are penalized one letter grade per calendar day (not per class). Assignments must be typed, double-spaced, with all-around margins of one to two inches in standard (not "fancy") 12-point font. The research paper must include a title page, endnotes (not footnotes), and a bibliography, none of which counts as part of the minimum page requirement. All writing assignments must meet the full page requirements in order to be eligible for a grade of "C" or higher. There will be no extra credit, re-writes, etc., and grades of Incomplete are rarely given—and then only for extreme extenuating circumstances (e.g., hospitalization)—not because students were unable to complete projects due to job situations, personal problems, computer problems, etc. In other words, students' grades are based on how well they meet the requirements of the course and the professor may consider exceptions only if they are acceptable to him and can be documented.
Attendance and Drop Policy: While there is no grade assigned per se for attendance, excellent attendance and active participation are crucial for success in this course. The class will not meet as often as most and students must work independently much of the time. Therefore, the professor expects 100% class attendance and frequent face-to-face discussions with individuals about their projects. In other words, students should NEVER miss class or allow more than two weeks to go by without an individual meetingwith the professor about their work. Students are responsible for dropping courses according to the Registrar's deadlines and procedures. The professor cannot drop students. Please remember that failure to follow the Registrar's rules for dropping courses could result in a permanent "F" on your transcript. The last day to drop a course this semester is Friday, March 30, 2012.
Other Expectations and Important Notes: I like a classroom in which good humor, civility, and sensible informality reign. Try your best to be on time. Turn off and put away all electronic devices unless they are being used for class activities, and otherwise be mindful of common courtesies that enhance our learning environment. Do your part to stay engaged in the course. Please ask questions to clarify material or my expectations. Be prepared for class activities and bring with you any readings and handouts that will be used during that class meeting. Remember that you are responsible for any announcements made in class whether you are present or not; in this regard, it is very important that you closely monitor your UTA email. If changes need to be made to the syllabus, the professor will not add any new assignments but class meetings, due dates, or something else may have to be changed, depending on class size and progress. Please read your syllabus thoroughly and consult it frequently.
Student Support Services: UTA supports a variety of student success programs to help you connect with the University and achieve academic success. They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for information and appropriate referrals.
Americans With Disabilities Act (ADA): If you are a student who requires accommodations in compliance with the ADA, please consult with me at the beginning of the semester. I am required by law to provide "reasonable accommodation" to students with disabilities, so as not to discriminate on the basis of that disability. Your responsibility is to inform me of the disability at the beginning of the semester and provide me with documentation authorizing the specific accommodation. Student services at UTA include the Office for Students with Disabilities (located in the lower level of the University Center) which is responsible for verifying and implementing accommodations to ensure equal opportunity in all programs and activities.
Academic Dishonesty: I am required to remind you of UTA's official policy on academic dishonesty: "Scholastic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline my include suspension or expulsion from the University."
CLASS MEETINGS AND ASSIGNMENTS
(All meetings are in the assigned classroom unless otherwise stated.)
Jan. 18Activity: Course introduction and administrative details
Note: Beginning today, students are expected to spend a significant amount of time working independently on their research projects. Ideally, this means doing something every day for this class—reading, doing research in the library or online, organizing and reviewing notes, talking with someone about the research topic, etc. This is crucial in the early research phase of the course. It is imperative that you immediately read this syllabus and the handouts on MavSpace carefully in order to get a sense of the amount of work involved in this class, and plan accordingly. Please note that when no class meeting is held, the professor will be available for consultation in his office during class time and office hours (and any other time via email).
Also note: You need to begin thinking about a topic now, even though we're not going to discuss topics until a little later. Start by reading Storey, chapter 1, about getting started on a research project. Don't worry about doing all the things Storey talks about yet; just read the chapter and focus on what he says about the process of choosing a topic. Then begin skimming parts of the Vargas book according to whatever your interests might be. Look over the table of contents and the index for ideas and skim over a chapter or two in whatever period of time or subject interests you. (I.e., you don't need to read the whole book!) You can also scan the historiographical essay by Alamillo that is posted on MavSpace for ideas about what kind of history you might want to research—politics, education, labor, war, depression, race and ethnicity, gender issues, migration, etc. In other words, don't waste any time; get started now. The more you read early on, the sooner you'll narrow down a viable topic—so that then you can really get down to work! And don't forget that the prof is available to talk about any of this; don't wait until class time to communicate with him.
Last note: Begin scanning voraciously; start an annotated bibliography; talk to anyone who will listen about your ideas for a topic; and start amassing evidence of your research—printouts of searches, notes, lists, a filing system, etc. (The prof will want to see these later.) Your bibliography must include both primary and secondary sources (see handout). Secondary sources must include at least 5 books and 7 history journal articles or book chapters. Roughly half of these—2 or 3 books and about 3 or 4 articles and book chapters—must actually be used in writing your paper, in addition to the primary materials which should comprise the bulk of the material used for the paper. Remember: skimpy bibliographies = skimpy papers = skimpy grades.
Assignment for 1st day of classes: (1) read the syllabus thoroughly; (2) scan all the handouts; and (3) bring the syllabus and handouts with you to class.
Jan. 25Activity #1: Tour/workshop, UTA Special Collections Department; meet in Library, 6th floor
Activity #2: post-workshop discussion in regular classroom after 15-minute break
Read: Storey, chapter 1
Feb. 1Activity #1: Discussion: Doing historical research—bring your questions
Read: Storey, chapter 2 and pp. 33-44 (through section 3.H.)
Activity #2: Progress reports: All students will report on what they have done so far to choose a topic. Students must provide specific information (e.g., "I read two encyclopedia articles about my general topic." "I brainstormed with a subject librarian or an archivist about possible topics." "I read a background chapter in a book of essays." The prof will ask students specific questions, such as: "What did the article or book chapter say that was useful to you?" or "What are the title and author of the article/book?" or "Did you make a note of the librarian'scontact information?"
Feb. 8Activity #1:Discussion: historiography
Activity #2: Preparingthehistoriographical essay (not due till April but you need to take notes for that assignment today) and the research proposal (due in two weeks)
Read:Gutiérrez essay(MavSpace), 281-85
Feb. 15One-on-one consultations with prof in his office (no formal class meeting today)
At the meeting we'll discuss what you've done to find a topic and assess whether your topic is doable. Students must bring to this meeting (1) the research proposal instructions and (2) tangible evidence of their research to date—e.g., a "to-do" list, an outline or chart that shows what you've been doing/plan to do/status of research, an annotated bibliography, note cards, note books, printouts of electronic searches, etc. Don't bring stacks of books and articles, just the bibliographic information about them. The prof will ask you questions about your progress and you are expected to explain very specifically what your research project entails and to show what you've done so far to identify both the secondary and primary sources needed to carry out the project. By this time you should have done a considerable amount of reading and thinking, so you should be able to talk confidently about the secondary literature and the primary materials you will use. This is where your efforts so far will really show. Everyone will have 30 minutes for this meeting. Lastly, be prepared to take notes about what the prof says about your project so that you know what you need to do to have viable topic and write an acceptable proposal by next week.
Feb. 22No class meeting today; work independently and/or consult with the prof
Due today: the research proposal; drop off or email by beginning of class
Feb. 29Activity: Interpreting primary documents
Read: Storey, chapter 4
Due today: primary document essay (with copy of the doc)
You will interpret for the class a primary source you are using for your topic. Bring to class 2 copies of the document and your essay to turn in. The document should be only one xeroxed page long.It can be all or part of a letter, newspaper story, bill of sale, poem or song, diary entry, etc.
Remember, these are primary sources. In your interpretation/essay, answer all of these questions (not necessarily in this order) and add any other thoughts about what the document reveals:
- What is the main theme or concern in the document?
- What issues are raised, both explicitly and perhaps implicitly?
- How does the information relate to the secondary literature (i.e., does it confirm, contradict, or add something new to what historians have said)?
- How would you verify the information in the document?
- What arguments, conclusions or generalizations can you make based on the document?
- How will you use this information?
Mar. 7Activity: Progress reports: All students will report on how they have advanced their projects. Be prepared to:
(1)"situate" your topic into the larger context of Mexican American and/or U.S. historiography. In preparation for this, use the handout on the historiographical essay to think about how to explain to the class how your topic "fits" into larger bodies of historical literature (i.e., how your story relates to similar stories other historians have told).
(2)talk about the kinds of primary materials you have been using. Specifically, talk about the names of the collections, what they contain, and where they are located.
Mar. 14SPRING BREAK
Mar. 21Activity: One-on-one consultations—again! No class meeting today but students will report on their progress in individual meetings with the professor at his office between 12:00 noon and 6:00 p.m.
Mar. 28Activity: Historical writing – a discussion of issues related to the writing phase, everything from documentation formatting to grammar and style, etc. Bring the appropriate MavSpace handouts with you to refer to in class.
Read: Storey, chapters 5-7
Apr. 4Activity: The thesis statement – Students should prepare for this discussion by reviewing the appropriate handouts provided on MavSpace.
Apr. 11No class meeting; work independently and/or consult individually with prof
Due today: the thesis statement (email or deliver to prof during class hours)
Apr. 18Activity: Show & Tell Time!
Students will speak briefly (10 minutes) about their research projects, field questions, and give constructive criticism to their peers. After very briefly setting the context for your topic (1-2 minutes), you must give roughly equal time totalking about these parts of your paper: (1) the secondary literature (2) the primary sources (3) the thesis. Each student will have only 10 minutes to present their material. The audience may make comments or ask questions at the end of the presentation. Please use the appropriate handouts to prepare for this session.
Due today: the historiographical essay
Apr. 25Activity: Show & Tell Time, continued
Due today: the annotated bibliography
May 2Activity: Final open discussion of any and all concerns about the paper
May 9The final research paper is due in person at the prof's office before the end of class time today.
Late papers will be accepted by the History Department staffonly until 5:00 p.m.Friday, May 11, 2012. Do not slip papers under office doors or leave them outside offices; all papers must by hand-delivered either to the professor or to the staff at the History Department office (UH 202) during regular office hours (8:00 a.m. to 5:00 p.m.).