Dr. Anthony Brundage
Office: 94-335 Office Hours: TTh 1-2, W 1-3
Phone: 909-869-3872
E-mail: ALBRUNDAGE (from within the Cal Poly network) or albrundage@csupomona.edu
The purpose of this course is to to explore the methods employed by historians to investigate and interpret the past, and to develop the basic skills of historical research and writing. This will be accomplished through reading, discussion, library exercises, and the researching and writing of a historiographic essay. We will investigate the intellectual and mechanical sides of such operations as selecting and refining a topic, finding and using appropriate source materials, and organizing, writing, and revising a paper. Learning the use of electronic databases and Internet resources for bibliographic searching is central to this course.
MATERIALS NEEDED (Make sure you have the correct edition of each book)
Anthony Brundage, Going to the Sources: a Guide to Historical Research and Writing, 2nd edition (Wheeling, IL: Harlan Davidson, Inc., 1997)
Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations, 6th edition (Chicago: University of Chicago Press, 1996).
William Strunk, Jr. and E. B. White, The Elements of Style, 3rd edition (New York: Macmillan, 1979).
3 x 5 index cards to be used for bibliography cards
5 x 8 cards to be used for notetaking
HISTORIOGRAPHIC ESSAY
Each person is to select and refine, with my assistance, a viable research topic on which to write a historiographic essay of at least 15 pages, plus notes (either endnotes or footnotes) and bibliography. This will be a description and analysis of some of the major books, articles, and essays written by historians on your topic. There should be a minimum of 15 titles in your bibliography. Your paper will be, in effect, a short critical history of the manner in which other historians have approached and interpreted your topic, and how the historiography on your topic has evolved over time. A draft (word-processed, double-spaced, paginated) including notes and bibliography is due on Tuesday, March 4th. After carefully reading and commenting on the papers, I will decide which ones require a second draft. Those needing to do second drafts must turn them in by Tuesday, May 27th. The deadline for the final, polished paper is noon on Thursday, June 12th. See reverse side for the nature and location of each class day's activities.
GRADING
The final course grade will be based on classroom attendance, involvement in discussions, quizzes, library exercises, note-taking during research, and the historiographic essay. To a greater degree than most other courses, attendance, punctutality, and disciplined, conscientious application will be critical. Having all assignments ready on time is mandatory for anyone wanting a good grade.
Helpful Hint: Don't even think about missing class!
N.B.: Incomplete grades will be given only for the most compelling reasons.
CLASS MEETINGS
Date Place Activity
4-1 5-244 Introduction to Course
4-3 5-244 & Lib. Quiz # 1 (Ch. 1-3), Discussion, & Lib. Orientation
4-8 5-244 & Lib. Quiz # 2 (Ch. 4-6), Discussion, & Lib. Orientation
4-10 5-244 Reading & discussion of previous Methods paper plus discussion of format: bring Turabian to class
4-15 94-335 Scheduled Individual Meetings with Instructor (Bring bib cards, note cards, and forms to meetings)
4-17 94-335 Same
4-22 94-335 Same
4-24 94-335 Same
4-29 94-335 Same
5-1 94-335 Same
5-6 94-335 Same
5-8 94-335 Same
5-13 94-335 Same
5-15 94-335 Same
5-20 94-335 Same
5-22 94-335 Same
5-27 94-335 Turn in Drafts (with endnotes & bibliography)
5-29 5-244 Drafts returned and critiqued
6-3 94-335 Instructor available for individual consultation (Turn in second draft if necessary)
6-5 94-335 Instructor available for individual consultation
6-12 94-335 Turn in final, polished paper by noon
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Dr. Anthony Brundage Office: 94-335; Office hrs.: MT 2-4, W 1
Phone: 909-869-3872 E-mail: ALBRUNDAGE@CSUPOMONA.EDU
This is a survey course on the origins and development of the society, economy, political system, and culture of Britain from the earliest times to the late seventeenth century. Class sessions will include lectures and discussions.
Books Required
C. Warren Hollister, The Making of England, 55 B.C. to 1399, 6th edition
Lacey Baldwin Smith, This Realm of England, 1399 to 1688, 6th edition
Jennifer C. Ward, English Noblewomen in the Later Middle Ages
Susan D. Amussen, An Ordered Society: Gender and Class in Early Modern England
Exams: There is a two-hour midterm exam on Mon., Nov. 3rd and a two-hour final exam (covering only the second half of the course) on Mon., Dec. 8th, 3:50-5:50.
Each exam will have 5 identification terms (out of 8) and 2 essay questions (out of 3).
Take-home Essays: There are two take-home essays, each of 3-4 pages (typed, double-spaced, stapled with cover sheet but no plastic or cardboard cover). In each question, cite specific examples from the book, using either footnotes or parenthetical page references.
THE FIRST ESSAY, based on the Ward book, is due Mon., Oct. 27th. Medieval England is often described as a patriarchal society. To what extent does this characterization have to be modified in light of Ward's analysis? Describe the main stages of an English noblewoman's life, and the degree of subordination and independence experienced in each. How was marriage and family life affected by property considerations?
THE SECOND ESSAY, based on the Amussen book, is due Mon., Dec. 1st. Discuss the ways in which social order was conceptualized in early modern England. Cite some examples of gender and class disorder in families and communities. How did those in authority respond to such disorder? Why had England apparently become more orderly by the late seventeenth century? How did capitalism affect gender and class relationships?
Grading: Course grades will be based on the midterm exam, the final exam, and the two take-home essays, with each exam counting 75 points and each take-home essay counting 25 points. The total points for the course are thus 200, with 180 and above being in the A range, 160-179 in the B range, and so on. Additional credit will be given for regular attendance AND frequent participation in classroom discussions.
Reading Assignments: The Ward book should be read by Oct. 20th; the Amussen book should be read by Nov. 24th. The assignments in Hollister and in Smith are as follows:
Date Topic Hollister Smith
9-29 Introduction to course - - - - - -
10-1 Celtic & Roman Britain Ch. 1 - - -
10-6 Anglo-Saxon Migrations and Society Ch. 2&3 - - -
10-8 NO CLASS - INSTRUCTOR AT CONFERENCE
10-13 Norman England Ch. 4&5 - - -
10-15 Angevin England Ch. 6 - - -
10-20 Medieval Society and Culture Ch. 7 - - -
10-22 Kings, Barons, and Parliament Ch. 8&9 - - -
10-27 14th Century Social & Religious Ferment Ch. 10, 11, 12 - - -
10-29 Painful Transitions: the 15th Century - - - Ch. 1, 2, 3
11-3 MIDTERM EXAM
11-5 Utopia & Reality: the Early Tudors - - - Ch. 4&5
11-10 The reign of Henry VIII - - - Ch. 6&7
11-12 Religious and Social Conflict - - - Ch. 8
11-17 Good Queen Bess - - - Ch. 9&10
11-19 The Early Stuarts - - - Ch. 11
11-24 Growing Divisions in Church and State - - - Ch. 12
11-26 Social and Economic Change - - - Ch. 13
12-1 Civil War, Regicide, and Interregnum - - - Ch. 14
12-3 Restoration and Glorious Revolution - - - Ch. 15&16
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Dr. Anthony Brundage Office: 94-335; Phone: 909-869-3872
albrundage@csupomona.edu http://www.class.csupomona.edu/his/tonyb.htm
Spring 1999 Office hrs.: TTh 10-12, W 11-12
This is a seminar-discussion course in which we will examine the history of history writing and explore traditional and contemporary methodologies in the writing of history. The required reading (see below for daily assignments) is:
Paul K. Conkin & Roland N. Stromberg, Heritage and Challenge: the history and theory of
history (Arlington Heights, Illinois: Forum Press, 1989).
Donald R. Kelley, ed., Versions of History from Antiquity to the Enlightenment (New Haven: Yale University Press, 1991).
Fritz Stern, ed., The Varieties of History from Voltaire to the Present (NY: Vintage, 1973).
Gary Nash, et al., History on Trial: Culture Wars and the Teaching of the Past (NY: Knopf, 1997.
Oral Presentation and Term Paper: Each of you is to select one historian from the list handed out in class and prepare a classroom presentation of approximately 15 minutes, discussing your chosen historian's life and major works, and relating them to the historiographic themes studied in this course. In its written form, this project will be a term paper of 8-12 pages (typed, double-spaced, with footnotes and bibliography) due on Thursday, June 3rd.
Exams: The midterm exam ( essays and identification terms) is on Tuesday, May 4th. The final is a take-home exam. It will be distributed in class on Tuesday, June 1st, and must be turned in to me in my office no later than 4 p.m. on Tuesday, June 8th.
Grading: Course grades will be based on the midterm, the final, classroom participation, and the term paper, with each part weighted equally. The classroom participation component will include the oral presentation as well as involvement in classroom questioning and discussions.
Reading Assignments (C & S = Conkin and Stromberg)
3-30 Introduction to course
4-1 Greek historians C & S, Ch 1; Kelley: Intro & Homer, Hesiod, Thucydides, and Herodotus
4-6 Historians in the Roman World Kelley: Plutarch, Cicero, Livy, Tacitus
4-8 Medieval & Arab historiography C & S, Ch 2; Kelley: Procopius, Gregory of Tours, Bede, Christine de Pizan
4-13 Early Modern historiography C & S, Ch 3; Kelley: Valla, Machiavelli, Bodin, Bacon
4-15 Enlightenment historiography C & S, Ch 4; Kelley: Voltaire, Gibbon, Vico, Herder
4-20 History's 19th century flowering C & S, 61-69; Stern, Intro & Pt I, Ch 3, 5-7
4-22 History as Science, History as ideology C & S, 69-85; Stern, Pt I, Ch 8-10, 14
4-27 History as art or synthesis Stern, Pt II, Ch 1-2
4-29 The New History in the U.S. C & S, 86-94; Stern, Pt I, Ch 13 and Pt II, Ch 3
5-4 MIDTERM EXAM
5-6 20th Century Historiography: an overview C & S, 94-125; Stern, Pt II, Ch 7
5-11 History and the Social Sciences Nash, Ch. 1-2; Stern, Pt II, Ch 9
5-13 Economic History Nash, Ch. 3; Stern, Pt II, Ch 6, 14
5-18 The Annales School and Psychohistory Nash, Ch. 4; Stern, Pt II, Ch 12
5-20 History from Below Nash, Ch 5; Stern, Pt II, Ch 13
5-25 History of Gender & Minorities Nash, Ch 6; Stern, Pt II, Ch 15
5-27 Cultural History Nash, Ch 7; Stern, Pt II, Ch 11
6-1 The Politics of History Nash, Ch. 8-9
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Dr. Anthony Brundage
Office: 94-335
Office Hours: TTh 1-2, W 1-3
Office phone: 909-869-3872
E-mail: albrundage@csupomona.edu
Dr. Thomas J. Elliott
Office: 24-226
Office Hours: MWF 9:30-10:30 in 24-226; TTh 9-10 in 94-335
Office phone: 909-869-3827
E-mail: TJELLIOTT@CSUPOMONA.EDU
This is a lecture-discussion course on the history and literature of Ireland since 1800, conducted in an interdisciplinary format, supplemented by slides and films. The assigned readings are listed on the other side of the sheet.
REQUIRED READING
Thomas E. Hachey, Joseph M. Hernon Jr., and Lawrence J. McCaffrey, The Irish Experience, revised edition (1996)
Alan Ward, The Easter Rising: Revolution and Irish Nationalism
William Butler Yeats, Selected Poems and Four Plays
James Joyce, A Portrait of the Artist as a Young Man, ed. Chester G. Anderson
Ben Forkner, ed., Modern Irish Short Stories
J. M. Synge, Playboy of the Western World and Riders to the Sea
Brian Moore, The Lonely Passion of Judith Hearne
Seamus Heaney, North
ASSIGNMENTS
1) A comprehensive open-book final exam.
2) Seven or eight pop quizzes, the top six of which will be counted in the final grade computation. Quizzes will be given promptly at the start of class and will be based either on the assigned reading for that day (with the exception of one map quiz) or on material presented in the preceding lecture.
3) A term paper of 6 to 8 pages due June 3 at 10 a.m. See separate assignment sheet for HST 399 or ENG 499.
GRADING
The final examination will be worth 40 points, the term paper 30 points, and the top six quiz grades a total of 30 points. On the basis of 100 points for all assignments, final course grades will be assigned as follows:
100-90 = A/A-; 89-80 = B+, B, B-; 79-70 = C+, C, C-; 69 - 60 = D+, D, D-;
59 and below = F. Active participation in classroom discussions is worth several extra points. Regular attendance at class meetings is required.
READING ASSIGNMENTS
Date Topic Reading
4-1 Introduction to course - - - -
4-3 Ireland before 1800 Hachey, beginning to 52; Ward, 1-28
4-8 From the Act of Union to the Famine Hachey, 53-86; Ward, 29-39
4-10 From the Famine to Parnell Hachey, 87-122
4-15 Home Rule Hachey, 123-43; Ward, Ch. 4-5
4-17 William Butler Yeats Rosenthal, 123-38, 152-54, 190-93, 82-122
4-22 Cultural & Political Nationalism Hachey, 144-53; Ward, Ch. 6
4-24 James Joyce Portrait of the Artist, 7-253
4-29 James Joyce Portrait , 267-72, 299-313, 317-415
5-1 James Joyce Portrait , 416-570
5-6 J. M. Synge & Irish Drama Playboy of Western World; Riders to the Sea
5-8 The Easter Rising Hachey, 154-60; Ward, Ch. 7-8
5-13 Anglo-Irish War & Irish Civil War Hachey, 160-90; Ward, Ch. 9
5-15 The Irish Free State & Republic Hachey, 191-219; Ward, Ch. 10
5-20 Irish Life, Values, Mores Forkner, stories by Moore, Corkery,
Stephens, Kavanagh, O'Flaherty, O'Connor
5-22 Contemporary Short Stories Forkner, stories by Beckett, Flann O'Brien,
Kiely, Edna O'Brien, McGahern
5-27 Northern Ireland: History, Politics Hachey, 220-267
5-29 Northern Ireland: Literature, Society Brian Moore (complete)
6-3 Northern Ireland: Poetry Heaney, North (complete)
6-5 Conclusion -- --
6-12 FINAL EXAM (9:10-11:10) - Open book but no lecture notes
Dr. Anthony Brundage Office: 94-335; Phone: 909-869-3872
Fall 1997 Cal Poly E-Mail: ALBRUNDAGE
Winter 1998 Internet: ALBRUNDAGE@CSUPOMONA.EDU
The Senior Thesis and Seminar is organized on a two quarter, eight unit basis. The prerequisites are junior standing and satisfactory completion of HST 300 (History Methods). For the Fall quarter you should be enrolled in my HST 461. In the Winter quarter you should enroll in my HST 462 .
Fall Quarter: Each student will meet with me individually once a week in my office during the quarter. Once we have agreed upon a viable senior thesis topic, these sessions will be used to guide your research in the essential secondary and primary sources. In many cases, I will also direct you to seek assistance from other history faculty. Please bring to each session the fruits of your research to that point: a) Bibliography cards (3 x 5) or alphabetized computer printout. Whether in the form of cards or a computerized list, your bibliography should be divided into primary and secondary sources. b) Research note cards (5 x 8 or 4 x 6), or hard copy of computerized notes. By the end of the quarter, you should have garnered your basic bibliography, taken a substantial number of research notes, and produced a tentative outline of your senior thesis. You should have a minimum of 25 sources (primary and secondary). By the end of the tenth week of the quarter you will submit A) a word-processed bibliography, with separate sections for primary and secondary sources, formatted according to Turabian; B) a tentative outline of your thesis (word-processed) at least two pages in length.
Winter Quarter: During this quarter, you will complete your research and set about the task of writing and revising your senior thesis. Instead of individual sessions, the weekly meetings will be on a seminar basis in my office, with the class divided into groups of three students each. During these seminars, you will share research and writing experiences (problems, hang-ups, helpful tips, etc.) and constructively criticize one another's work. Count on bringing at least six pages (word-processed) of your thesis to each seminar meeting. In addition to your own thesis, you will be responsible for acquiring a detailed knowledge of the projects of your fellow seminar students, and will be expected to offered informed comments on them in class. By the seventh week of the quarter, you will turn in to me your first rough draft (word-processed). The final, bound copy of your thesis must be presented to me by the end of the tenth week. Your thesis should be a minimum of 30 pages, plus endnotes and bibliography, formatted according to Turabian.
Grading: The grade for HST 461 will be based on my assessment of the level of effort and quality of research during the quarter. A crucial factor in the HST 461 grade will be attendance and adherence to deadlines. The HST 462 grade will be determined by the quality of the completed thesis, plus attendance at and participation in seminar meetings.
Materials Needed
Anthony Brundage, Going to the Sources: a Guide to Historical Research and Writing, 2nd ed. (Wheeling, IL: Harlan Davidson, Inc., 1997).
Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations, 6th ed, revised by John Grossman and Alice Bennett (Chicago: University of Chicago Press, 1996).
William Strunk, Jr. and E. B. White, The Elements of Style, 3rd ed. (New York: Macmillan, 1979).
3 x 5 index cards for primary and secondary source bibliography cards.
5 x 8 or 4 x 6 cards to be used for notetaking.
Senior Thesis
•Minimum 30 pages plus title page, notes, and bibliography.
•Font: Nothing larger than 12 point. OK to use 10 or 11 point for block quotes and footnotes.
•Margins: 1.25" left and right, 1" top and bottom.
•Place thesis in a hard cover of a type that allows easy page turning.
•Paginate consecutively from page 2 (no page number on first page of text), including endnote and bibliography pages. Place page numbers upper right or center bottom of page.
•Footnotes or endnotes are to be numbered consecutively.
•Block quotes should be used for quotations of more than four lines. These should be indented .5 inch from left margin, be single-spaced, and have no quotation marks at start and finish. OK to use 10 or 11 point font for block quotes.
•Use ellipsis points (3 spaced periods) to show omitted material from quotation. If at end of sentence, add a period.
•Use past tense to describe historic events. OK to use present tense in describing modern historians' views of these events.
•Craft a narrative and analysis of your topic out of both primary and secondary sources. There should be some historiographic discussion in your paper, probably in the introduction, but this should not be the major focus.
•Present a clear thesis statement in your introduction and a comprehensive conclusion at the end, summing up the major points of your thesis.