The History Seminar has a

twofold purpose. The first is

to provide you

with practical guidance and

writing in History. It will

expose you to many of the

common hurdles and pitfalls

of reading the critiquing

professional research pro-

jects. Over the

course of the semester, you

will cover a variety of issues

through the articles required

for this course. The second

purpose of this seminar is to

expose you to a variety of

writers, their research,

sources, arguments, and

techniques. Writing these

critiques can be an isolating

experience; comparing ap-

proaches, exchanging ad-

vice, and simply staying

current with the work of

colleagues helps to dispel

the confusion and frustra-

tion often encountered by

writers at any level. Indeed,

collegiality and intellectual

exchange are at the heart

of any academic seminar,

and those can be the most

rewarding aspects of Histo-

ry 491. The seminar should

be the culmination of your

academic experience at

DSU. It will also be the

most complex piece of writ-

ing that most of you have

ever developed, and you

will face a number of new

challenges along the way.

Consequently, you should

focus much of your atten-

tion on the process of writ-

ing an extended, multi-page

work. Critical thinking and

self-aware writing are inher-

ently linked, and as you

progress through the semi-

nar, matters of style and

language should become

second-nature. The feed-

back from the instructor will

hopefully help in sharpening

the argument in your short

essays.

As a directed study and cap-

stone course, students are

encouraged to communicate

issues and concerns of con-

tent to the instructor regu-

larly. Your instructor is

available 27/7 via email

and/or office hours as need-

ed.

Course Content

Course Requirements Students will be tested

through ten equally

weighted 750-1000

word essays. All rele-

vant materials will be

available in the as-

signed articles and/or

in the online content

accessed through Moo-

dle. Overall grades

will be based upon the

following breakdown:

100-90% for an A, 80-

89% for a B, 70-79%

for a C, 60-69% for a

Special points of

interest:

750-1000 Words

Article Citation

Edit

Describe

Reflect

Sources

Convincing?

The History Seminar

D I C K I N S O N S T A T E U N I V E R S I T Y

HIST 491 — Seminar — 2015

Syllabus — Dr. David A. Meier

Institutional Student

Learning Outcomes

2

Program Student Learn-

ing Outcomes

2

Course Content and

Assignments

3

Grading Rubric 4

Additional Resources 5

Your Instructor 6

Inside this issue:

Additional

Guide for Papers

tion.

3. Have the basic skills to ana-

lyze and explain the inter-

relations among cultures that

have produced the contemporary

social, political, cultural, and

economic environment.

4. Better appreciate the complex

responsibilities of the United

States within the contemporary

world.

Specifically, this course serves

most of Dickinson State Universi-

ty’s learning outcomes, especially:

I. Demonstrate knowledge of hu-

man cultures, the humanities, the

social sciences, the fine and per-

forming arts, and the physical and

natural worlds.

II. Demonstrate the intellectual

skills of inquiry, …. critical and

creative thinking, and problem solv-

ing.

III. Demonstrate written, oral, and

visual communication skills, infor-

mation literacy, and technological

skills.

V. Demonstrate responsible ethical

reasoning and social and intercul-

tural engagement.

VI. Demonstrate advanced accom-

plishment in discipline specific per-

formance.

VII. Demonstrate integrative learn-

ing across the curriculum.

sional schools. The analysis

of broader social themes,

such as national and inter-

national cultures, complex

organizations, bureaucracy,

and prejudice, will provide

students with an under-

By examining a variety of

inter-disciplinary readings,

and by thinking and writing

critically about them, this

course will assist students

as they prepare for admis-

sion to graduate and profes-

standing of a wide range of

local and global issues as

they prepare for entry into

an increasingly global

workforce.

Program Student Learning Outcomes

Institutional Student Learning Outcomes

Course Competencies

The Seminar serves most of De-

partmental learning outcomes,

especially:

1. Have a general understanding

of the diverse cultures, religious

beliefs, and civilizations which

have influenced the course of

United States and world history.

2. Appreciate global diversity as

a positive force for change and

growth in contemporary civiliza-

Page 2 The History Seminar

Outline of Course Content and Assignments

As per the more detailed instructions in the syllabus, select ten of the following articles. For each article, you must compose an original 750-1000 word descriptive essay. Each es-say will be worth 100 points. The grading rubric in the syllabus will be as a guide to deter-mine your level of success. Each essay must include a proper citation at the top of the first page. If your seminar is run through Moodle, you must submit your essays through Moo-dle. If your seminar is run as a directed study, then you must email your essays to the in-structor at david.meier@dickinsonstate.edu.

All articles are available on JSTOR. Go ahead and get started.

Gender: A Useful Category of Historical Analysis, Joan W. Scott, Vol. 91, No. 5 (Dec., 1986), pp. 1053-1075. The Governor-General of the Philippines Under Spain and the United States, David P. Barrows, Vol. 21, No. 2 (Jan., 1916), pp. 288-311. The Speech of Pope Urban II. At Clermont, 1095, Dana Carleton Munro, Vol. 11, No. 2 (Jan., 1906), pp. 231-242. Collective Memory and Cultural History: Problems of Method, Alon Confino, Vol. 102, No. 5 (Dec., 1997), pp. 1386-1403. The Concept of Cultural Hegemony: Problems and Possibilities, T. J. Jackson Lears, Vol. 90, No. 3 (Jun., 1985), pp. 567-593. Subaltern Studies as Postcolonial Criticism, Gyan Prakash, Vol. 99, No. 5 (Dec., 1994), pp. 1475-1490. History in Images/History in Words, Robert A. Rosenstone, Vol. 93, No. 5 (Dec., 1988), pp. 1173-1185. Disability History: Why We Need Another "Other", Catherine J. Kudlick, Vol. 108, No. 3 (June 2003), pp. 763-793. Improvising a Government in Paris in July, 1789, Henry E. Bourne, Vol. 10, No. 2 (Jan., 1905), pp. 280-308. Conflict and Connection: Rethinking Colonial African History, Frederick Cooper, Vol. 99, No. 5 (Dec., 1994), pp. 1516-1545. Defining Enemies, Making Victims: Germans, Jews, and the Holocaust, Omer Bartov, Vol. 103, No. 3 (Jun., 1998), pp. 771-816. Municipal Politics in Paris in 1789, Henry E. Bourne, Vol. 11, No. 2 (Jan., 1906), pp. 263-286. Counterfactual History: A User's Guide, Martin Bunzl, Vol. 109, No. 3 (June 2004), pp. 845-858. Freedom Then, Freedom Now: The Historiography of the Civil Rights Movement, Review by: Steven F. Lawson, Vol. 96, No. 2 (Apr., 1991), pp. 456-471. History and Imperialism: A Century of Theory, from Marx to Postcolonialism, Patrick Wolfe, Vol. 102, No. 2 (Apr., 1997), pp. 388-420.

Page 3

The Seminar serves most of Departmental learning outcomes, especially:

1. Have a general understanding of the diverse cultures, religious beliefs, and civilizations which have in-

fluenced the course of United States and world history.

2. Appreciate global diversity as a positive force for change and growth in contemporary civilization.

3. Have the basic skills to analyze and explain the inter-relations among cultures that have produced the

contemporary social, political, cultural, and economic environment.

4. Better appreciate the complex responsibilities of the United States within the contemporary world.

5. Acquire a fundamental understanding of the technology and communication tools utilized in history ed-

ucation. They will be able to communicate this understanding in written, verbal, and symbolic form.

6. Demonstrate an understanding of fundamental content and concepts in a second social science area

(economics, geography, or political science).

Page 4

Department Student Learning Outcomes

Essay Grading Rubric Essays are scored on a 0-100 scale. The following rubric is used in grading essays:

The 90-100 point essay: Contains a well-developed thesis that clearly addresses the nature of the question. Presents an effective

analysis of the item in question; treatment may be uneven. Supports thesis with substantial and relevant evidence. Is

clearly organized and well written. May contain minor errors. Substantial evidence is used

The 60-80 point essay: Contains a thesis which addresses the topic of the question (limited development). Has limited analysis and

exhibits limited understanding of complexity. Is mostly descriptive. Deals with only one aspect of the question in some depth.

Supports thesis with some evidence. Shows evidence of acceptable organization and writing; language errors do not interfere

with comprehension. May contain factual errors that do not seriously detract from the quality or argument of the essay. Some evi-

dence used effectivel

The 40-50 point essay: Presents a limited, confused and/or poorly developed thesis. Contains little or no analysis and is mostly

descriptive. Deals with one aspect of the question in a general way or both aspect in a superficial way; simplistic explanation. Has

minimal or irrelevant supporting evidence. Confusing organization and writing; organization and language errors interfere with

comprehension. May contain major factual or interpretive errors. Includes superficial evidence. Contains little evidence

or only generally comprehension

The 00-30 point essay: Contains no thesis, or a thesis which does not address the question. Exhibits inadequate or inaccurate

understanding of the question (analysis is absent). Contains no supporting evidence, or only irrelevant evidence. Is so poorly orga-

nized or written that it inhibits understanding. May simply paraphrase or restate the question. Contains numerous errors,

both major and minor. Exhibits little or no understanding of evidence or ignores it completely. Offers inappropriate evidence

Course Communication

“Students are required to use University email accounts for official correspondence in the course.” See DSU Policy No. DSU 1901.2.001.

Student Conduct – Academic Misconduct

As per the DSU Student Handbook (see Academic Misconduct), academic dishonesty is considered academic misconduct. Such conduct is unacceptable and subject to discipline. Academic misconduct includes (but is not limited to) plagiarism and cheating. Plagiarism is “…defined as the use of any other persons’ work (such work need not be copyrighted) and the unacknowledged use of Internet and web-based materials or information” (DSU Handbook).

Dickinson State University does not sanction or tolerate academic misconduct by students. Academic misconduct such as cheating on exams, plagiarism, etc. is defined in the Dickinson State University Student Handbook under Code of Student Conduct, Article III. The instructor has the right to assign “zero” points to a test, assignment, project, etc. or give a course grade of “F” when there is evidence of academic misconduct.

Campus Violence/Sexual Harassment

Dickinson State University (DSU) is committed to providing a positive respectful and productive work and learning environment free from behavior, actions or language constituting harassment to all employees, students, and visitors. Harassment is a form of offensive treatment or behavior which, to a reasonable person, creates an intimidating, hostile or abusive work or learning environment. It may be sexual, racial, based on gender, national origin, age, disability, religion or a person’s sexual orientation. Sexual misconduct is prohib-ited in all forms, regardless of intent to harm. Sexual assault, sexual exploitation, coercion and sexual harassment are examples of sex-ual misconduct, and all are prohibited.

Students should report incidents or information related harassment and sexual misconduct. The DSU Campus Violence / Sexual Harass-ment Policy and reporting guidelines are found in the DSU Student Handbook. Campus-wide policy dissemination is required by fed-

eral law and implementation of this policy is guided by the U.S. Department of Education, Office of Civil Rights.

Page 5

DICKINSON STATE UNIVERSITY

Mission, Role, and Scope Statement

Dickinson State University is a regional four-year institution

within the North Dakota University System, whose primary role

is to contribute to intellectual, social, economic and cultural

development, especially to Southwestern North Dakota. The Uni-

versity’s mission is to provide high-quality, accessible programs,

to promote excellence in teaching and learning; to support schol-

arly and creative activities; and to provide service relevant to

the economy health and quality of life of the citizens of the

State of North Dakota.

Dr. David A. Meier

Encyclopedic History of Modern Germany

(1996), and History and the Internet (1996),

and various conference presentations, in-

cluding the European Studies Conferences,

the German Studies Association Conferences,

the Holocaust and the Churches Conferences,

and the Florida Conference of Historians. He

Dr. Meier is currently Chair, Department of

Social Sciences, and Professor of History at

Dickinson State University. He received his

Ph.D. in modern European history from the

University of Wisconsin-Madison in 1990.

Since his dissertation, "Managing the West

Germans," he has usually focused on mod-

ern German political history. His profes-

sional activities include numerous book

reviews (German Studies Review, Choice, H-

Net, European Studies Journal, Shofar, Holo-

caust and Genocide Studies, and The Histo-

rian), contributions to various encyclopedic

works published by Garland (New York),

namely, The Holocaust Chronicle (1998),

Europe Since 1945: An Encyclopedia (1997),

also served as Associate Editor of the Europe-

an Studies Journal. Dr. Meier published his

manuscript dealing with the life of Otto John,

West Germany’s first counter-intelligence

chief, who defected in 1954 to East Berlin.

He is currently researching the fate of Ger-

man war criminals held in western European

countries after the Second World War. He is

also the author of the The Holocaust text

published by the National Social Science

Press.

Your Instructor

Stickney 422

291 Campus Drive

Dickinson, ND

58601-4896

Phone: 701-483-2116

Fax: 701-483-2146

Office Hours: TR 8-10 & 11:30-12 Email: david.meier@dickinsonstate.edu

Live. Learn. Lead.

www.dickinsonstate.edu

Dr. David A. Meier

Accommodation for Disability

Students with disabilities who believe they may need an accom-modation in this course are encouraged to contact the Coordinator of Disability Services at 483-2999 in the Academic Success Cen-ter to ensure that accommodations are implemented in a timely fashion.