SUPPLEMENTARY MATERIALS
Section 1: Utah State University Department of History statement of learning outcomes ········ 2
Section 2: sample syllabi from Utah State University history courses (focus on statements oflearning outcomes within a single class) ·································································· 3
Section 3: samples of skills-based course (HIST 4910) and skills-based course assignments,
Utah State University History Department ······························································ 22
Section 4: “USU 1320,” new course design from Professor Norman Jones; history course thatwill be part of Utah State University’s redesigned General Education program framed aroundtemplates for course expectations ········································································· 43
Section 5: Materials related to the Degree Qualifications Profile (spider-web design; matrix ofproficiencies; student-designed visualizations of the DQP) ··········································· 48
Section 6: letter from History Department to alumni, 2009 ·········································· 52
Section 7: example of a syllabus for the revised General Education curriculum, fulfilling ourstudents’ “American Institutions” requirements ························································ 53
Section 8: Exit survey with graduating students, May 2014 ·········································· 611Section 1: Utah State University Department of History statement of learning outcomes

Learning Outcomes, History
 Historical Knowledge
 Identify the key events which express/define change over time in a broad range ofplaces and regions-Identify how change occurs over time
-Explain historical continuity and change-Describe the influence of political ideologies, economic structures, socialorganization, cultural perceptions, and natural environments on historical events-Discuss the ways in which factors such as race, gender, class, ethnicity, region, andreligion influence historical narratives

 Historical Thinking
 Recognize the past-ness of the past
-Explain how people have existed, acted, and thought in the past
-Explain what influence the past has on the present Emphasize the complex nature of past experiences-Interpret the complexity and diversity of situations, events, and past mentalities-Develop an international perspective on the past that addresses the cumulative
effects of global exchange, engagement, and interdependence Emphasize the complex and problematic nature of the historical record)-Recognize a range of viewpoints-Compare competing historical narratives-Challenge arguments of historical inevitability-Analyze cause-and-effect relationships and multiple causation

 Historical Skills
 Develop skills in critical thinking and reading-Evaluate debates among historians-Differentiate between historical facts and historical interpretations-Assess the credibility of primary and secondary sources Develop research skills-Formulate historical questions-Obtain historical data from a variety of sources-Identify gaps in available records-Recognize the discipline's standards for accurate and ethical research.
 Develop the ability to construct reasonable historical arguments)-Construct a well-organized historical argument-Support an interpretation with historical evidence from a variety of primary andsecondary sources2Section 2: sample syllabi from Utah State University history courses(focus on statements of learning outcomes within a single class)

CAPSTONE for majors
SLAVERY & ANTISLAVERY IN THE ANTEBELLUM U.S.
HISTORY CAPSTONE COURSE: SENIOR THESISHIST 4990

FALL 2012

Mondays, 4:00-6:30pm

Prof. Daniel J. McInerney
Main 323 Office hours: M W F, 11:30 am - 12:30 pm (and by appointment)
Phone: 797-1283

E-mail: daniel.mcinerney@usu.edu(please state a specific “SUBJ” in all e-mail)This course is designed for senior History majors as the capstone course for theirundergraduate work. Students apply knowledge from survey classes and upper-division courses
to a well-defined, rigorous, and substantial senior thesis. The class emphasizes
historiographical literacy, research, and writing skills in relation to a specific historical topic:
antebellum slavery and antislavery.

-- LEARNING OUTCOMES -HIST 4990 focuses on developing:-historical knowledge-a precise understanding of the sequence and interrelatedness of events inantebellum U.S. history-familiarity with complex issues of causation (touching on political ideologies,
economic structures, social organization, and cultural perceptions)-recognizing how factors of race, gender, class, and region shaped the early U.S.
-historical thinking-understanding the contested nature of historical interpretation (by focusing on thehistoriography of antebellum slavery and antislavery)-carefully contextualizing primary (as well as secondary) source materials-framing historical questions in a thoughtful, rigorous, and reasonable manner-developing an original interpretive approach to themes of slavery and antislavery;-historical skills,-acquiring expertise in historical research (through library holdings, databases,
special collections, and archives)-critically analyzing primary and secondary source materials-carefully citing evidence for all claims-displaying clear, coherent, well-organized, persuasive, and meaningful writing

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BASIC REMINDERS►Research papers for this course will:(a) focus on questions dealing with antebellum slavery and antislavery in the U.S. (andthe trans-Atlantic world) during the years 1800-1865; and(b) rely principally on primary source materials.
Under certain circumstances, I may allow a student to expand the area of research to the broader Atlantic
world. But there will be limits on how far a work may depart from the stated topic.

►Attendance is mandatory. No exceptions. If you have schedule conflicts on Monday
afternoons, drop the course now.
►Deadlines stated in this syllabus are firm. There are penalties for any written work
submitted late. I do not make exceptions, regardless of the reason.
►That includes the equivalent of “My dog ate my flash drive.” Make back-up copiesof all your files. In December, when your thesis is due, a system crash or lost flash
drive will NOT be an acceptable excuse for late submissions.

►History majors must earn a minimum of C+ in this class in order to meet theircurriculum requirements.
►Understand the meaning of "plagiarism." ANY evidence of plagiarism--even a single
sentence--will be grounds for automatic failure.
See: http://www.northwestern.edu/uacc/plagiar.html

REQUIRED BOOKS:Turabian, Kate. A Manual for Writers of Research Papers, Theses, andDissertations: Chicago Style for Students and Researchers, 7th edition. Revisedby Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams, and the Universityof Chicago Press Editorial Staff. Chicago: The University of Chicago Press, 2007.
Kolchin, Peter. American Slavery: 1619-1877. New York: Hill & Wang, 1993,2003 (10th anniversary edition with new preface).

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TENTATIVE CLASS SCHEDULE
Week 1: August 27
Introduction to historical research.
Initial discussion of possible topics and approaches.
Start reading Kolchin, American Slavery.
Week 2: September 3(University closed in observance of Labor Day; but I expect all students tokeep me informed of their progress on a topic and thesis)
Week 3: September 10
Kolchin, American Slavery: class discussion of the book.
Be prepared to speak about the issue you wish to examine in your senior
thesis.
Week 4: September 17►TOPIC & THESIS DUE: 1-2 paragraph statement of subject and thesis;
list your key primary sources and key secondary sources.
Week 5: September 24►BIBLIOGRAPHY DUE: precise list of primary and secondary sources;-all citations must follow the Chicago documentation style in Turabian.
Week 6: October 1►OUTLINE DUE: 2-3 page explanation of the paper's informing thesis,
its methods, and the components of its argument;
Email the outline to me (daniel.mcinerney@usu.edu) by 10 am, Oct. 1.
Week 7: October 8►Each student will make a ten-minute oral presentation to the class on the
project.
Further discussion (and refinement) of outlines.
Week 8: October 15

Updates on progress of papers

Week 9: October 22

Updates on progress of papers

Week 10: October 29

Updates on progress of papers

Week 11: November 5

Updates on progress of papers

Week 12: November 12

Updates on progress of papers

Week 13: November 19

No class meeting; I will be in Brussels for a conference

Week 14: November 26
Updates on progress of papers
Week 15: December 3
Updates on progress of papers►Paper due WEDNESDAY, DECEMBER 5, (BOTH electronic & hard copy versions)5(Printed in 12 pt. Times New Roman font; 1” margins all around; double-spaced; pages
numbered; no plastic or paper holders/covers; paper clip to hold pages together; 24-25 pages oftext + 1-5 pages of endnotes + 1-2 page bibliography).
Two versions of your paper due:
1. Electronic version: e-mail the file to: daniel.mcinerney@usu.edu(time stamp on e-mail must be no later than 9 am, December 5)
2. Hard copy version: drop this off in the History office, Main 323.
Deadline, again, is no later than 9 am, December 5.
Penalties imposed for papers submitted after 9:00 am on Wednesday, Dec. 5:-submitted 9:01 – 4:00 pm on Wednesday. . . . . . . . . .one full letter grade penalty-submitted 4:01 pm Wednesday- 4:00 pm Thursday. . two full letter grade penalty-submitted 4:01 pm Thursday-12:00 pm Friday: . . . . . three full letter grade penalty-submitted 12:01 pm 4:00 pm Friday . . . . . . . . . . . . . .four full letter grade penalty-no papers accepted after 4 pm, Friday Dec. 7

EVALUATION OF THE FINAL PAPER:
What “counts” on your final thesis? What makes for an “A” paper? Why might a paper receive a“B,” “C,” “D,” or “F”? The explanation appears at the end of the syllabus where you will find a“learning outcomes rubric” (pages 7-8).
The “rubric” is a scoring guide that outlines the criteria used to evaluate your written work in theclass in terms of: (1) historical knowledge; (2) historical thinking; and (3) historical skills.
Familiarize yourself with the standards and expectations established for the senior thesis.
The following factors “count” in the evaluation of your paper:-Opening paragraphs (strong, precise statement of nature of the question
and thesis; clear preview of the argument the paper will follow)-Main argument (well-organized; coherent; logical sequence of points;
plausible interpretation of sources; reasonable claims;
significance and persuasiveness of arguments)-Primary sources (their range and relevance to the topic)-Secondary sources (range; interpretive choices; relation to your thesis)-Citations (proper use and form)-Mechanics (spelling, punctuation, grammar, sentence/paragraphstructure)

THE RESEARCH PAPER:
Bear in mind from the start that your goal in this course is to demonstrate your skills as a
researcher who will:(1) tirelessly track down appropriate sources;(2) reflect on sources with a sophisticated, disciplined, and critical eye;(3) compose a paper that displays your mastery of expression and construction.
Understand what you face in the capstone course:

6Do not expect that the primary sources you need will be comfortably and conveniently
identified with a few clicks on Google.
HIST 4990 requires extensive and time-consuming research legwork:-You will spend much of your Fall semester in the library tracking,hunting, and exploring materials.
-You will be in contact with reference librarians.
-You may need to explore USU’s Special Collections.
-You will have to use interlibrary loan to acquire necessary sources.
-You may work with those dreaded microfilm machines.
-You will probably have to arrange trips to the U. of U.’s Marriott LibrarySuccess (i.e., a passing grade) will require:-an understanding of the difference between a “topic” and a “thesis”;-a knowledgeable grounding in the key secondary sources;-an appreciation of the interpretive questions scholars pose on the subject;-an appreciation of the interpretive debates that have divided scholars;-an ability to locate your interpretive question within this larger framework;-an extensive effort to uncover all of the available resources that provide
evidence for you interpretive questions;-a subtle, skillful, sophisticated ability to read, interpret, and analyze
sources within a historical context;-an ability to express your arguments in a clear, well-organized,
logical, and persuasive fashion;-AND a recognition that you will do nearly all of these jobs on your own, on
a schedule that YOU will have to construct and maintain.
You will work toward your final paper in stages:-stage one:
approval of a topic & thesis-stage two:
approval of a bibliography-stage three: approval of an outline-stage four: completion of the research paperFirst draft (OPTIONAL—completely voluntary):-I will review a first draft of your thesis—if you choose to submit one.
-The draft copy does not receive any credit, but you may find the commentary helpful.
-My review will focus on substantive issues: thesis, evidence, interpretation, analysis,organization.
-Please note that I will not make “editorial” corrections (involving spelling / grammar / sentences/ paragraphs). You assume responsibility for following the standard rules of composition,
grammar, and spelling. (Such rules are not “suggested” but required.)-If you choose to submit a first draft, email an electronic version of the paper to me no later than
Monday, November 26, 9 am.
COMPONENTS OF FINAL GRADE:
Your final grade for the course will be based on evaluations of:
10%: attendance, class participation, assessment
5%: TOPIC & THESIS
5%: BIBLIOGRAPHY
10%: OUTLINE
70%: final paper

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HIST 4990: Senior Capstone
LEARNING OUTCOMEHISTORICALKNOWLEDGE
Student demonstrates
an understanding of
the key historicalevents related to thethesis10%
HISTORICAL
THINKING
Student frames
historical questions ina thoughtful, criticalmannerExcellent mastery

Good mastery

Some mastery

Minimal masteryNo mastery

The paper displays:
clear chronologicalunderstanding of
events; complex
grasp of causation;
analyzes a range offactors shaping thesequence andoutcome of events;
situates issues withinlarger contexts;
reflects on larger
themes that inform
specific events 10-9Soundchronologicalframework; good
grasp of causation;omits some key
informing factors
shaping events;
some effort at
contextualizing thequestion; proposesa sufficient range oflarger themes.

Somechronologicalconfusion; weakcausal analysis;
narrow range of
informing factors in
the discussion;
weak
contextualization;
little discussion ofbroader themes.

Many chronologicalerrors; simplistic
causal analysis;few informing
factors tied to thediscussion; little tono discussion ofwider context of
events; thin
discussion of wider
themes.

Paper explores
its subject in ahistoricalvacuum withlittlecommentary on
causation,
context, andlarger themes

6.9-6 pts

5.9-0 pts

The paper addresses
a clearly-stated andsignificant historicalquestion. Focuses on
critical analysis rather
than mere description.
Key terms defined.
Student clarifies thesignificance of thequestion. The
question is ofmanageable scope,
logically formulated,and precisely stated.

The paper
addresses a
significant historicalquestion that isclearly stated.
Focus rests largely
on critical analysis.
Key terms usually
defined. Question
is of manageable
scope, posed withminimal logicalflaws in framing of
the question; offers
evidence forclaims.
8.9-8 pts
Demonstrates
some awareness ofcontexts of primarysources; employssome verification
strategies; soundanalysis of sources

15-14 pts
Demonstrates carefulreading from all key
historiographicaltraditions; thorough,fair-minded, andinformed assessmentof historiography,
summarizing mainideas clearly andaccurately; places
work within thehistoriography;
critiquestrengths/weaknessesof the studies.10-9 pts

13.9-12 pts
Has read widely inseveralhistoriographicaltraditions;assesses andsummarizes thoseread; places his/her
own work within thehistoriography; atsome points,
critiques either
inappropriate or
unsubstantiatedSignificance ofquestion notdemonstrated;
commentary islargely descriptive
rather thananalytical; keyterms often
undefined; thecentral question in
the paper is of
inappropriate
scope or illogicallypresented;
frequently relies on
sweeping
generalizations
6.9-6 pts
Little evaluation ofprimary sources;
no verification;
contemporary
judgments on
historical material;
sources usually do
not support
interpretive weightplaced upon them
9.9-9 pts
Minimal discussionof interpretation insecondary works.
No effort to place
his/her own workwithinhistoriography;
critiques commonly
unfair, irrelevant, or
misinformed.

No identifiable
historicalquestion; paper
offers broad,
unsupported
generalizations

10-9 pts
Demonstrates
thorough awarenessof origins, authors,contexts of all primarysources; consciously
employs verification
strategies as needed;
complex analysis ofsources

The paper
addresses ahistorical questionthat can be
identified withsome difficulty.
Focus shifts
between criticalanalysis and mere
description. Somekey terms left
undefined.
Significance ofquestion unclear.
Lapses in logicalframing of thequestion. Vague,
assertions. 7.9-7 pt
Offers partial
evaluation ofprimary sources;
spotty verification;
at times departs
from subject’s
historical context;
not all claims
supported by theevidence
11.9-10 pts
Cites at least two
differentinterpretations;
makes an effort toplace his/her own
work in reference
to these twointerpretations;critiques often
unfair, irrelevant, or
misinformed

7.9-7 pts

6.9-6 pts

5.9-0 pts

10%Student evaluates
and analyzes primarysources

15%
Student evaluates
and analyzes
secondary sources,
demonstrating anawareness ofinterpretive
differences

10%

Learning Outcomes Rubric

8.9-8 pts

7.9-7 pts

8.9-8 pts

8

5.9-0 pts
Little to noawareness ofneed to verify,
evaluate, orcontextualize
sources; weakevidence that
does not support
interpretive
weight placed
upon it. 8.9-0 pts
Little to noawareness ofinterpretive
differences.

LEARNING OUTCOMEHISTORICALSKILLS
Student employs arange of primarysources appropriate
to the informing thesisof the paper

15%
Student employs arange of secondary
sources appropriate
to the informing thesisof the paper

10%
Organization ofargument

10%Well-substantiatedargument; proper
citation of evidence

10%
Mechanics

10%
TOTAL:

Excellent mastery

Good mastery

Some mastery

Minimal masteryNo mastery

Makes thorough useof all relevant online
and print databases to
identify primarysource literature; allavailable primarysources identified. All
sources inbibliography usedthoroughly in text.
15-14 pts
Makes thorough useof all relevant online
and print databases to
identify secondary
literature; uses classic
and most recent
secondary literature;no major secondary
sources omitted;
bibliographic sources
used thoroughly intext
10-9 pts
Thesis announced-and argument
previewed for thereader--at start ofpaper in a succinct
and comprehensible
manner; clear
framework foranalyzing the thesis;
argument unfolds
through a logicalsequence of points;
excellent transitions.
10-9 pts

Makes good use of
relevant online andprint databases;
some gaps inprimary sourcebase. A few
sources inbibliography not
fully used.

Makes some use of
online or print
databases;
significant gaps insource base; paper
based on only a
few of citedsources.

No evidence ofusing databases;
sources entirely
insufficient andinappropriate topaper topic.

13.9-12 pts
Makes good use of
relevant online andprint databases;
some gaps insecondary sourcebase. A few
sources inbibliography not
fully used.

11.9-10 pts
Makes some use of
online or print
databases;
significant gaps insource base; paper
based on only a
few of citedsources.

8.9-8 pts
Statement of thesis--and preview ofargument -- areclear, but do notappear in the
opening of thepaper. Structure of
the argument issound,
understandable,
and appropriate to
the project. Goodtransitions.
8.9-8 pts

7.9-7 pts
Thesis stated, but
not at the start ofthe paper.
Argument
previewed; but the
paper moves in adifferent direction.
Difficult to detect alogical sequence tothe points raised in
the paper. Weaktransitions between
parts of argument.
7.9-7 pts

No evidence ofusing databases toestablish sourcebase; source basevery limited. Major
sources unknown
or not employed.
Little evidence that
author used works
in bibliography.
9.9-9 pts
No evidence ofusing databases toestablish sourcebase; source basevery limited. Major
sources unknown
or not employed.
Little evidence that
author has used
works listed in
bibliography.
6.9-6 pts
Difficult todetermine themeaning,
appropriateness, or
significance of thethesis. No clear
preview of theargument’s
direction.
Sequence of points
raised in theargument remains
episodic, confused,puzzling 6.9-6 pts

The writer correctly
and thoroughly cites
sources using
Chicago Manual of
Style format infootnotes or
endnotes; paper
includes a separate
bibliography listing all
sources consulted forthe paper.
10-9 pts
Spelling, punctuation,
grammar all correct;
proper sentence andparagraphconstruction

Cites sources in
Chicago Manual of
Style format innotes and provides
bibliography;
however, some
gaps in citation,
errors in theirconstruction, andinaccuracies in the
bibliography.
8.9-8 pts
Occasional errors
in spelling,
punctuation,
grammar, sentence& paragraphconstruction; notsevere enough tohinderunderstanding of
main points. 8.9-8Offers partial
evaluation ofprimary sources;
spotty verification

Offers little to no
evaluation ofprimary sources;
no verification.

Is not aware ofneed to evaluate
or verify sources.

7.9-7 pts
Weaknesses inspelling,
punctuation,
grammar, sentence& paragraphconstruction makesections of thepaper unintelligible.

6.9-6 pts
Problems inspelling,
punctuation,
grammar, sentence& paragraphconstruction makesections of thepaper unintelligible.

7.9-7 pts

6.9-6 pts

5.9-0 pts
Problems inspelling,
punctuation,
grammar,sentence &paragraphconstruction
Severe; paper
unintelligible.
5.9-0 pts

10-9 pts
100-90 points: “A” range
59- 0 points: “F” range

89-80 points: “B” range

LETTER GRADE:

979-70 points: “C” range

8.9-0 pts
No evidence ofusing databases;
sources entirely
insufficient andinappropriate topaper topic.

5.9-0 pts
Thesis either
severely flawedor simply notoffered;organization ofargument
remains
incomprehensibl
e5.9-0 pts

69-60 points: “D” range

INTRODUCTORY SURVEY FOR MAJORS

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HIST 3770: Contemporary America, 1945-Present
Professor Victoria Grieve
SPRING 2014, MWF 2pm-2:50pm
Classroom: HPER 114A
Office Location: Main 323
Office Hours: Wednesday 11:30-1pm; Thursday 10-11:30am, or by appointment
Email: victoria.grieve@usu.edu
Office Phone: 797-0145______________________________________________________________________
This course will prepare you for further study in the field of history and introduce you to themethods historians use in their research and writing. We will be working to develop skills thatwill serve you in upper division history courses, and in the world outside USU – the ability tothink critically, to construct a logical and compelling argument, to evaluate and interpret
evidence in order to reach a conclusion, and to convey information to others who may have noprior knowledge of a subject.
Whether you choose a career that relates directly to the study of history or not, such skills areinvaluable. You will also learn to write in clear, lively, and concise prose. We will be using the
Writing Fellows program as well as reading and editing each others’ work, re-writing poorly
written work, mastering the art of constructing topic sentences and banishing passive voice,lifeless verbs, and convoluted phrasing. You will leave here a better writer than when you
entered.

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History of Black America
HIST 4730-001 (CRN #44403)
RELS 4730-001 (CRN #44703)

Instructor: Dr. Kyle T. Bulthuis
Office: Old Main 323F
e-mail: kyle.bulthuis@usu.edu

Course Description
In this course we will examine the historical experiences of peoples of African descent, or
blacks, in the United States, from their first forced arrivals in the New World to the present.
In our examination of varied historical experiences, we will attempt to keep an eye on two
different, yet related developments: the formation of white American attitudes about race
projected upon African Americans, and the varied responses of African Americans increating communities that reacted to white assumptions. Topics within these larger
processes include the timing and nature of the rise of racism, the varieties of slavery andslave experience in America, the complex cultural negotiations between adaptation andresistance that blacks employed to claim American citizenship in a hostile society, and thevarious civil rights movements of the twentieth century. An important sub-theme underlying
many of these developments is the consistent interplay of religion with black historicalexperience; thus students may register for this class either as a history or as a religious
studies course.
Course Objectives:
History classes aid students in gaining expertise in three general areas, that of historicalknowledge, historical thinking, and historical skills.
1. Historical Knowledge
Students will become familiar with key individuals, events, movements, and issues inAfrican-American history from 1492 to the present. Students will also consider how raceinteracts with other forms of identity, including gender, class, and religion, in ways thatcreate different perceptions and recreations or understandings of past events.
2. Historical Thinking
Students will read and evaluate a number of historical primary sources that provide firsthand accounts of African American experiences. This will help them encounter theotherness of the past, including differing cultures and belief systems, and appreciate “thecomplexity and diversity of situations, events, and past mentalities.”
3. Historical Skills
Students will develop skills in critical thinking and critical reading, to be able to weigh thevalidity of differing statements and texts, and to place such in their proper contexts.
Students will improve their written and oral communication skills, focusing especially on
developing structured, concise arguments that are clear and coherent.

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RELS/HIST/ARBC 3030 INTRODUCTION TO ISLAM
Instructor: Dr. Debra Baldwin
Required Text: Islam: The Straight Path , John L. Esposito, 2011
Optional Text: In Introduction to Islam, Frederick Mathewson Denny, 2011

Department of History Learning Outcomes
contextualized for this particular course
HISTORICAL KNOWLEDGE
1. Range of historical information:
Students will examine a broad range of Islamic concepts and practices through rigorous analyses ofhistorical contexts, social structures and divergent Islamic cultural adaptations primarily throughout
the Middle East. Through these analyses, students will observe and understand how change occurs
over time; the complex issue of historical causation; the influence of political ideologies, socialorganization, religious inculcation, cultural percepts and practices, and natural environments on thehistorical and religious events that have shaped Islam over a 1400 year period.
HISTORICAL THINKING
2. Recognize the past-ness of the past:
Students will increase in their ability to understand how various Muslims have existed, acted, andthought within the contexts of specified cultural pasts and historical settings. Through examining
historical perspectives other than their own, students will gain an understanding of unfamiliar
structures, cultures and belief systems while suspending personal bias or comparative judgments asthey relate these perspectives and influences to current trends.
3. Emphasize the complex nature of past experience:
Students will foster intellectual maturity by appreciating the complexity and diversity of situations,
events and past mentalities that have shaped behavioral, religious, social, and cultural adaptations ofMuslims in both past and present societies.
4. Emphasize the complex and problematic nature of the historical record:
Students will gain an understanding of the problems inherent when examining Islamic historical
records and documents: awareness of a range of viewpoints; appreciation of the range of problems
involved in the interpretation of complex, ambiguous, conflicting and often incomplete material; afeeling for the limitations of knowledge and the dangers of simplistic explanations.
HISTORICAL SKILLS
5. Develop skills in critical thinking and reading:Students will cultivate intellectual integrity, maturity and critical thinking aptitudes through theanalysis of Islamic texts and other primary sources for validity, evidence, and other criticalevaluation criteria while addressing questions of genre, content, perspective and purpose. Students
will be able to recognize that statements are not all of equal validity, that there are ways of testing
them, and that historians operate by rules of evidence which, though themselves subject to criticalevaluation, are also a component of intellectual integrity and maturity.
6. Develop research skills:
Students will foster intellectual independence by setting tasks and solving problems relative to course
assignments. This will include but is not limited to: bibliographic skills; the ability to gather, sift,select, organize and synthesize large quantities of evidence; the ability to formulate appropriatequestions and to provide answers to them using valid and relevant evidence and argument.

20

7. Develop the ability to construct reasonable historical arguments:
Students will draw on the above skills in constructing written summaries and papers on selected
Islamic topics that contain reasonable historical arguments. Such arguments should show competencein creating structure and relevancy in a concise manner. In the case of written argument it should be
expressed in clear, lucid and coherent prose.
Through discussion board posting, students should draw on these skills to sustain a reasoned line ofargument in the face of others, to listen, to engage in sustained debate, and amend views as necessary
in the light of evidence and argument

FULL RUBRIC PROVIDED FOR EVALUATION OF PAPERS IN THE COURSE

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Section 3: samples of skills-based course (HIST 4910) and skills-based course assignments,
Utah State University History Department

HISTORY 4910: HISTORY RESEARCH METHODSSPRING 2012
Jennifer Duncan
jennifer.duncan@usu.edu

Wendy Holliday
wendy.holliday@usu.edu

Norm Jones
norm.jones@usu.edu

797-8148

797-0731

797-1290

T R 3:00-4:15 Main 6
Office Hours by Appointment
Required/recommended text: A Manual for Writers of Term Papers, Theses, and Dissertations,
6th Edition by Kate L. Turabian
All other readings are available through Electronic Reserves and Canvas.
HIST 4910 is a foundational course for the History major, which will help you prepare for yourcapstone experience. In it, you are expected to demonstrate your ability to scan the historicalliterature; identify and articulate a researchable historical problem; find, synthesize, and analyze
the most relevant historical literature related to that research problem; and develop a research
proposal that outlines the importance of the historical problem and the methods and primarysources that you would apply to addressing that problem.
Learning Outcomes:
HIST 4910 will help build competency in all of the History Department’s seven Learning
Outcomes, but will focus specifically on the following:
Historical Thinking:
4. Emphasize the complex and problematic nature of the historical record.
The understanding of the problems inherent in the historical record itself: awareness of a rangeof viewpoints; appreciation of the range of problems involved in the interpretation of complex,
ambiguous, conflicting and often incomplete material; a feeling for the limitations of knowledge
and the dangers of simplistic explanations.
Historical Skills:
5. Develop skills in critical thinking and reading:Critical thinking: a recognition that statements are not all of equal validity, that there are ways oftesting them, and that historians operate by rules of evidence which, though themselves subject
to critical evaluation, are also a component of intellectual integrity and maturity.
Critical reading: The ability to read and analyze texts and other primary sources, both criticallyand empathetically, while addressing questions of genre, content, perspective and purpose.
22Primary sources include visual and material sources like topographical evidence, paintings, coins,medals, cartoons, photographs and films.
6. Develop research skills:
Intellectual independence: a history program is not simply or even primarily a preparation forresearch in the subject, but it should incorporate the general skills of the researcher, namely theability to set tasks and solve problems. This involves: bibliographic skills; the ability to gather,sift, select, organize and synthesize large quantities of evidence; the ability to formulate
appropriate questions and to provide answers to them using valid and relevant evidence andargument. It should develop reflexivity, i.e. an understanding of the nature of the discipline
including what questions are asked by historians, and why.
If you have special needs, please contact one of the course instructors as soon as possible.
Disability Resource CenterIf accommodations for the course are needed, students should contact the Disability Resource
Center, located in the University Inn, Room 101: (435)797-2444 and (435)797-0740, Monday
through Friday from 8:00 a.m. - 5:00 p.m.

GRADING
Attendance, contributions to class discussions and peer review workshops, and timely
completion of assignments will be all factored into final grades. Final grades will be calculated
as follows:
Assignment
Primary Sources Summary
Secondary Source Summaries
Research Problem Statement andQuestions
Evaluative Working
Bibliography
Final Research Proposal and
Presentation
Research journal
Peer feedback and classparticipation
Total

Due Date

Points
100
100
100
100
500
100

Throughout
1000

Assignments must be posted to the Canvas site by 12:00 p.m. on the due date. Late assignments
will not be accepted.
Assignments will be graded using appropriate sections of the following rubric. The final proposal
will be graded according to all of the outcomes on the rubric. A copy of the final paper will be
kept for assessment purposes, since the History Department is anxious for evidence of theeffectiveness of its curriculum.
23

LEARNING
OUTCOMEHISTORICAL
THINKING
Student frames
historical questions ina thoughtful, criticalmannerStudent evaluates andanalyzes primarysources

Student evaluates andanalyzes secondary
sources,demonstrating anawareness ofinterpretive
differences

Excellentmastery 5

Good mastery 4Some mastery 3

Minimal mastery2

No mastery 1-0

The paper addresses aclearly-stated andsignificant historicalquestion. Focuses on
critical analysis rather
than mere description.
Key terms defined.
Student clarifies thesignificance of thequestion. The question
is of manageable
scope and logicallyformulated.
Demonstrates
thorough awareness oforigins, authors,contexts of all primarysources; consciously
employs verification
strategies as needed
Demonstrates carefulreading from all
relevant
historiographicaltraditions; offers
thorough, fair-minded,
and informed
assessment ofhistoriography,
summarizing mainideas clearly andaccurately; places
his/her own workwithin thehistoriography; raises
historically legitimate
critiques concerning
the strengths andweaknesses of thestudies.

The paper addresses a
significant historicalquestion that is clearlystated. Focus rests
largely on criticalanalysis. Key terms
usually defined.
Question is ofmanageable scope,
posed with minimal
logical flaws inframing of thequestion.
Demonstrates someawareness of contexts
of primary sources;
employs someverification strategies

The paper addresses ahistorical question thatcan be identified withsome difficulty. Focus
shifts between criticalanalysis and mere
description. Some key
terms left undefined.
Significance ofquestion unclear;serious logical lapses
in framing of thequestion.
Offers partial
evaluation of primarysources; spotty
verification

Significance ofquestion notdemonstrated;
commentary is largely
descriptive rather thananalytical; key terms
often undefined; thecentral question in thepaper is of
inappropriate scope or
illogically presented.

No identifiable
historical question.

Offers little to no
evaluation of primarysources; noverification.

Is not aware of need toevaluate or verify
sources.

Has read widely inseveralhistoriographicaltraditions; assesses
and summarizes thoseread; places his/her
own work within thehistoriography; atsome points, critiques
either inappropriate or
unsubstantiatedCites at least two
differentinterpretations; makes
an effort to place
his/her own work inreference to these twointerpretations;critiques often unfair,irrelevant, or
misinformed

Minimal discussion ofinterpretation insecondary works. No
effort to place his/her
own work within
historiography;
critiques commonly
unfair, irrelevant, or
misinformed.

No awareness ofinterpretive
differences.

24

LEARNING
OUTCOMEHISTORICALSKILLS
Student employs arange of primarysources appropriate to
the informing thesis of
the paper

Student employs arange of secondary
sources appropriate to
the informing thesis of
the paper

Organization ofargument

Well-substantiatedargument; proper
citation of evidence

Mechanics

Excellentmastery 5

Good mastery 4Some mastery 3

Minimal mastery2

No mastery 1-0

Makes thorough use of
all relevant online andprint databases to
identify primarysource literature; allavailable primarysources identified.
Makes thorough use of
all relevant online andprint databases to
identify secondary
literature; uses classic
and most recent
secondary literature;no major secondary
sources omitted.
Thesis (research
problem) announced -and argument
previewed for thereader -- at the start ofthe paper in a succinct
and comprehensible
manner; clear
framework foranalyzing the thesis;
argument unfolds
through a logicalsequence of points.
The writer correctly
and thoroughly cites
sources using Chicago
Manual of Style
format in footnotes or
endnotes; the paper
includes a separate
bibliography listing all
sources consulted forthe paper.

Makes good use of
relevant online andprint databases; some
gaps in primary source
base.

Makes some use of
online or print
databases; significant
gaps in source base.

No evidence of using
databases; sources
entirely insufficientand inappropriate topaper topic.

Makes good use of
relevant online andprint databases; some
gaps in secondary
source base.

Makes some use of
online or print
databases; significant
gaps in source base.

No evidence of using
databases to establish
source base; sourcebase very limited.
Major sources
unknown or not
employed.
No evidence of using
databases to establish
source base; sourcebase very limited.
Major sources
unknown or not
employed.

Statement of thesis(research problem) - and preview ofargument – are clear,but do not appear in
the opening of thepaper. Structure of theargument is sound,
understandable, andappropriate to theproject.

Thesis (research
problem) stated, but
not at the start of thepaper. Argument
previewed; but the
paper moves in adifferent direction.
Difficult to detect alogical sequence to thepoints raised in thepaper.

Difficult to determine
the meaning,appropriateness, or
significance of thethesis (research
problem). No clear
preview of theargument’s direction.
Sequence of points
raised in the argument
remains confused andpuzzling.

Thesis (research
problem) either
severely flawed orsimply not offered;organization ofargument remains
incomprehensible.

The writer cites
sources using the
Chicago Manual of
Style format infootnotes or endnotes
and provides a
separate bibliography;
however, the paper
displays some gaps incitation, errors in theirconstruction, andinaccuracies in the
bibliography.
Occasional errors inspelling, punctuation,
grammar, sentence &paragraphconstruction; notsevere enough tohinder anunderstanding of thepaper’s main points.

Offers partial
evaluation of primarysources; spotty
verification

Offers little to no
evaluation of primarysources; noverification.

Is not aware of need toevaluate or verify
sources.

Weaknesses inspelling, punctuation,
grammar, sentence &paragraph construction
make sections of thepaper unintelligible.

Problems in spelling,
punctuation, grammar,
sentence & paragraphconstruction makesections of the paper
unintelligible.

Problems in spelling,
punctuation, grammar,
sentence & paragraphconstruction so severe
as to make the paper
unintelligible.

Spelling, punctuation,
grammar all correct;
proper sentence andparagraph construction

No evidence of using
databases; sources
entirely insufficientand inappropriate topaper topic.

Plagiarism
In keeping with the policies of the University, plagiarism will not be tolerated in this class.
Anyone using another's work without attribution, no matter what its source (including all things
on the web), may be failed.
Plagiarism is taking another person's ideas and claiming them as your own. This includes bothcopying directly from another work or taking the idea from that work without giving the author
recognition with a citation. Paraphrasing without a citation is still plagiarism. Similarly, citing awork, and then copying directly without quotation marks or even almost directly (paraphrasing
too closely), is plagiarism. Plagiarists will receive an F and be reported to the Dean. For further
25

information: http://www.northwestern.edu/uacc/plagiar.html

ASSIGNMENTS
The main assignment in the course is the completion of a Research Proposal that defines ahistorical question, reviews and analyzes the relevant secondary literature, identifies key primarysources that could be used to analyze the question(s) posed, and briefly describes the limits of the
primary sources and historical research methods proposed. Smaller assignments will be due
throughout the semester and focus on particular parts of the research proposal. These
assignments are designed to help build particular skills of historical reading, knowledge ofsources, search skills, and historical analysis and writing. These individual assignments should
not be combined to create the final proposal. Rather, you will receive feedback on theseassignments, which should be incorporated and then synthesized into the large whole of the
proposal.
1. Research Journal/Blog
Due: Throughout
Throughout the semester, you will keep a research journal, in blog format to keep track of yourresearch process, especially your evolving thinking about a possible research focus, primary andsecondary sources, and the specific historical problem you want to address. Instructors will
provide feedback and suggestions throughout the semester based on yoru journal, and you will
be graded for your level of engagement with tracking your research progress.
2. Summary of primary sources
Due: Feb. 23
A one- to two-page description of the primary sources that you intend to use, including theirlocation online or in a physical repository, and an evaluation of the kinds of evidence they mightprovide for a historical argument. Also include a paragraph identifying the limits of theseprimary sources.
3. Secondary Source Summaries
Due: March 8
Short, 1-2-paragraph summaries of 2 articles and/or books related to your emerging topic.
4. Research Problem Statement and Questions
Draft Due: Post on Canvas by noon, March 22. Bring extra copy to class.
Final Due: March 27
A one-page summary of your preliminary research problem statement and possible researchquestions.

5. Evaluative Bibliography
Draft Due: Post to Canvas by April 10. Bring extra copy to class.
Final Due: April 12
26

A working bibliography of at least five sources. The bibliography will include a properly
formatted citation (in Turabian). The bibliography will also include a short summary of eachsource and an evaluative paragraph discussing how each source relates to your research problem
or questions. You should also try to note how each source relates to each other and/or to broader
historical questions, as this will supply the foundation of the literature review section of yourproposal.
6. Final Research Proposal
Drafts Due: Post to Canvas by noon on April 17. Bring extra copy to class
Final Due: May 1 by noon.
Your final research proposal will include: your final problem statement and research questions; aliterature review of the major secondary works related to your problem; a description of therelevant primary sources; and a summary of your research methods/approach (w/ an assessmentof the limits of your primary sources and approach.
DateJan. 10

Topic
Overview of class

Reading / Assignment Due

Jan. 12(all)
Jan. 17(all)

What do historians do anyway?
Discuss excerpts of A Midwife’s Tale
Define historiography. Do historians argue?
Topics versus problems. Proposals as genre.

Watch A Midwife’s Tale. Link available in
Canvas.
Read excerpts from Clark, How to Write a
Successful Thesis and Dissertation, available on
Electronic Reserve.

Jan. 19(all)
Jan. 24(WH and JD)
Jan. 26(WH and JD)

How to read like a historian:, Fran Titchener

Jan. 31(all)Feb. 2(all)Feb. 7
Feb. 9(JD and SCA
staff)How to read like a historian, Lawrence Culver
Example from Visiting Faculty 3,
How to read like a historian, Jamie Sanders
Instructor examples or Visiting Faculty 4
Reading like a historian conclusion
Primary Sources: Special Collections andArchives
Meet in Special Collections and Archives inthe basement, Merrill-Cazier Library
Locating Primary Sources Online. Citation
management introduction.
Meet in Merrill-Cazier Library Room 122
Evaluating Evidence: Primary Sources

Feb. 14(JD/WH)
Feb. 16(NJ)
Feb. 21Feb. 23(JD/WH)
Feb. 28(JD)
Mar. 1(WH)

How to read like a historian: Len Rosenband
Example from Visiting Faculty, 2
Debrief first two visiting faculty presentations

Attend MWF classes
Locating secondary sources/finding review
articles/citation management software.
Meet in Merrill-Cazier Library Room 122
Locating secondary sources
Meet in Merrill-Cazier Library Room 122
Summarizing sources: short oral presentations.
Work day to fill in primary or secondary
research gaps.
Meet in Merrill-Cazier Library Room 122

27

Primary source summary due.
Set up Zotero account before class.

Date
Mar. 6(NJ)

Topic
Reading and summarizing like a historian.
Chains of argument and evidence?

Reading / Assignment Due
Identify and read two historiographical essays
and/or review articles related to your topic.

Mar. 8No Class. Meet with Wendy Holliday or Jennifer
Duncan if you want guidance on developing aproblem statement.
Spring Break
Identifying historical problems and researchquestions
Workshop draft of research problem statements

Secondary source summaries due.

Synthesizing sources and organizing literature
reviews

Problem statement/questions due.

Mar. 13 and 15
Mar. 20(NJ)
Mar. 22(all)Mar. 27(JD/WH)Mar. 29
April 3
April 5
April 10
(NJ)
April 12Draft problem statement due.

No Class -- Meet individually with Norm Jones
this week.
No Class -- Meet individually with Wendy
Holliday or Jennifer Duncan this week.
No Class
The Bibliography

Draft bibliography due.

No Class

Final bibliography due.

April 17
(all)
April 19
April 24
April 26

Workshop draft proposals

Draft proposal due.

May 1

Finals week, no class.

No Class
Presentations
Presentations
Final Proposal Due

28

Historical Skills Assignment #1
HIST 1500 Professor James Sanders
Secondary Source Research
DUE: OCTOBER 11 (Late papers will receive an extreme penalty!)
SKILLS:

1) Finding history journal articles in the library2) Understanding the nature of historical journals and articles
3) Exploring how historians use secondary sources as evidence
4) Practicing citations
5) Reading and analyzing secondary sources

The first step historians take to investigate a problem involves finding out what other historians
have already written on that topic—these writings, usually books or journal articles, are called secondary
sources. Please remember that professional historians write for a scholarly audience; therefore you will
want to use scholarly journals, rather than popular, trade or journalistic publications (i.e. Time, Newsweek,
The New York Times). Before conducting their own research, historians would want to know what otherhistorians have already discovered. Therefore, historical research begins in the library, searching forsecondary sources on the topic.
Your assignment is to select a journal article from the selected journals, read it, find another article citedin the first article, and then find a more recent article using library databases.
First, browse through the selected journal runs of The American Historical Review, Journal of African
History, or Past and Present, to find an article of interest to you, that is also related to our class (in otherwords involves the period 1200-1825). Twenty-year runs of these journals from 1970-1990 can be foundat the Journals Desk on the second floor of the library.
Second, read the article and write a one page double-spaced essay, summarizing the article’s mostimportant arguments (its theses) and evidence.
Third, as you read, look at the notes in your chosen article that the author uses as evidence. Chose one of
the articles he or she cites. Then use the library catalog to find a copy of the article. You may either
download the article if available electronically or find a physical copy in the BARN (Borrower’s
Automated Retrieval Network). Print out or copy the first page and attach. Provide a one-sentence
overview of why you think this article is related to the first article. In other words, why did the author
cite it? You may do the same process with a book, but only if the author cites no articles.
Fourth, as I have given you older runs of journals, you will also need to find a newer article (from 19912013) on the same general subject. As you read your first article, figure out its subject or subjects.
Then using article databases, find a more recent article on the same subject. Electronic databases make itmuch easier to find secondary sources, especially journal articles, than in the past. These databases index
journal articles by author, title, subject, and/or keyword. You may search these databases to find citations
on your topic. Then you must either 1) download the journal article if you are using a database that offers
the full text of articles or 2) search the library catalog for the journal in question, and if our library has
the journal, request the journal from the BARN (Borrower’s Automated Retrieval Network), and find thearticle using the citation the database provided. Print out (or copy) the first page of the article and attach
it to your report. Provide the citation and show your work for how you found it. Then provide a onesentence overview of why you think this article’s subject matter is similar to your first article.

29

Please follow the model below exactly. You will need to provide citations for all three of your articles.
Follow the format below:
Author last name, author first name. “Title of Article.” Journal Name Journal Volume # (Journal Issue
month Journal Publication Year): page numbers.
For example:
Chase-Dunn, Christopher, Thomas D. Hall and E. Susan Manning. “Rise and Fall: East-West
Synchronicity and Indic Exceptionalism Reexamined.” Social Science History 24 (Winter 2000): 727754.
Craib, Raymond B. “Cartography and Power in the Conquest and Creation of New Spain.” Latin
American Research Review 35, number 1 (2000): 7-36.
(Note: Notice this journal does not have an issue month, but only an issue number).
Martin, John. “Inventing Sincerity, Refashioning Prudence: The Discovery of the Individual in
Renaissance Europe.” The American Historical Review 102 (December 1997): 1309-1342.
Journal Index Databases for History that You Should Usea) JSTOR – Indexes journal articles from select publications. Remember to select history as thediscipline you are searching. JSTOR provides both the citation and the full-text of the article which you
can print or download.
b) HISTORICAL ABSTRACTS – Indexes journal articles, books, and dissertations from a wide range ofsources about world history from 1450 to the present. This database will only give you the citation. You
must then find the article in the library’s print resources.
c) AMERICA: HISTORY AND LIFE – Similar to HISTORICAL ABSTRACTS, but covering
American and Canadian history.
d) PROJECT MUSE: Indexes journal articles from select publications in the social sciences andhumanities. More recent articles than JSTOR.
REMEMBER: If you need help using the library, be sure to ASK A LIBRARIAN. The best place to ask
for help is the REFERENCE DESK located on the first floor of the library.
EVALUATION: You will be graded on the accuracy and format of your citations, the quality of yoursummary of the journal article, and the completeness of the assignment as a whole. Make sure you
include all three citations (one from the selected journals, one for the citation you found in the first article,
and the one you found in the databases), the one-page review of the first article, the sentence explaining
how (or why) the author of your first article cited the second, a sentence on how you found the third
article, a sentence describing the third article, and a print out or copy the first page of both the second andthird articles.
SAMPLE - Jamie Sanders
First Article (from browsed journals):
Scarano, Francisco A. “The Jíbaro Masquerade and the Subaltern Politics of Creole Identity Formation in
Puerto Rico, 1745-1823.” The American Historical Review 101 (December 1996): 1398-1431. (NOTE:

30

So as not to use one of your articles, I selected an article from a later date. Your first article must befrom the 1970-1990 time period, selected from the provided journals.)
Second Article (from citations in first article):
Ostergard, Uffe. “Peasants and Danes: The Danish National Identity and Political Culture.”Comparative Studies in Society and History 34 (January 1992): 3-27.
Scarano used Ostergard’s article on Denmark to compare how similar processes of employing the idea of
peasants to define national identity took place in both Europe and the Caribbean.
Third Article (which I located):
Kellogg, Susan. “Depicting Mestizaje: Gendered Images of Ethnorace in Colonial Mexican Texts.”
Journal of Women’s History 12 (Autumn 2000): 69-92.
I found this article searching “creole identity formation” and “Latin America” in Project Muse.
Similar to Scarano’s article, Kellogg explores how race (and in this case gender) played a large role indefining and creating a proto-national Mexican identity.
“The Jíbaro Masquerade”
Francisco Scarano’s main argument is that creole elites employed a fictionalized peasant identity
in order to create a new proto-national identity during the independence era.
CONTINUE FOR ONE PAGE, DOUBLE SPACED!
In conclusion, Scarano’s article helps us to understand how images of the rural peasantry came tobe central to the construction of Puerto Rican identity.

THEN ATTACH COPIES of the first page of both your second article (from the first article’s citations)and the third article (which you located using databases).

31

OPTIONAL EXTRA-CREDIT ASSIGNMENT: Historiography Essay
HIST 3750

THE CIVIL WAR AND RECONSTRUCTION
Prof. McInerney
I strongly recommend this optional assignment for those students who are
regular history majors required to complete HIST 4990, the senior thesis course.
In order to prepare for key parts of that large-scale research project, it isimportant to have previous experience investigating “historiographical” debates
among scholarly researchers.
“Historiography” is simply the history of histories. Before conducting their own research,historians explore what other historians have already discovered; the purpose of theirown research is to modify, alter, or refine previous scholarship on a question.
In other words, the first step historians take to investigate a problem involves finding out
what other historians have already written on that topic. These writings, usually books orjournal articles, are called secondary sources. These articles and books are often in a
debate with other historians who have written on the same topic. In order to identify
such works, historical research begins in the library, searching for secondary sources
on a topic.
The optional assignment• Find two articles in a scholarly journal (or a journal article and a book) dealing with aparticular subject or theme concerning the U.S. Civil War or Reconstruction.
• Inform me in advance of the choices you have made – and allow me to approve theselections (or suggest alternatives).
• Read the works carefully and thoughtfully.
• Compose an essay that:a) opens with a concise statement of the subject or theme examined by theauthors;b) clearly states the distinctive interpretive argument (or thesis) each author
brings to the subject or theme (clarifying if they support or debate one
another);c) discusses the evidence and methods that the authors employ to reach theirconclusions;d) evaluates the historical soundness and persuasiveness of the arguments.
Finding articles:-Use our library’s electronic databases. The databases index journal articles by author,
title, subject, and/or keyword.
-Search the databases to find citations on your topic.
32

-Download the journal article (if you are using a database that offers the full text ofarticles).
Or search the library catalog for the journal. If our library has the journal, request thejournal from the BARN (Borrower’s Automated Retrieval Network).
-Another procedure: Once you find one article, you may see what other articles or books
the author cites, and use one of these as your second source
Journal Index Databases for History:a) JSTOR – Indexes journal articles from select publications. Remember to selecthistory as the discipline you are searching. JSTOR provides both the citation and thefull-text of the article which you can print or download. However, JSTOR does notprovide access to the most recent years’ articles.
b) HISTORICAL ABSTRACTS – Indexes journal articles, books, and dissertations froma wide range of sources about world history from 1450 to the present. This database
will only give you the citation. You must then find the article in the library’s print orelectronic resources.
c) PROJECT MUSE: Indexes journal articles from select publications in the social
sciences and humanities. Project Muse contains more recent articles than JSTOR.
The key scholarly journals for this assignment:
Civil War History
Journal of the Civil War Era
Journal of the Early Republic
Slavery & Abolition
Civil Wars
American Nineteenth Century History
Southern Historical Review
Journal of African American History
Journal of American Studies
Journal of Military History
Journal of Southern History
American Historical Review
Journal of American History

Details: The essay will be 3-4 pages in length (roughly 1100-1200 words).
 You will submit a hard copy of the paper as well as an electronic version (through theCanvas system). (The electronic version will automatically run through the Turnitin
program.) Print your paper in 12-point, Times New Roman font; 1” margins all around; doublespaced; pages numbered.
 Use the Chicago Manual of Style format for citations of the works you examine.
-For an overview of the Chicago format, see the following website:
http://www.press.uchicago.edu/books/turabian/turabian_citationguide.html

 In Word, use endnotes (rather than footnotes) for your citations. Go to the help pages
in Word to learn how to use the endnotes tool. Number your endnotes using Arabic
numerals.
 Do not use a plastic or paper holder/cover; simply use a paper clip to hold the pagesof your hard copy together.
33 Due date: The optional extra-credit assignment may be submitted anytime during thesemester – but no later than 9 am, Monday, April 14. No papers will be accepted after
this time.
 Points awarded: The course contains FOUR required exercises. Each of these
exercises is worth a maximum of 100 points (with different “weights”; see page 3 of thesyllabus). The weighted average of the four exercises determines the final numerical
grade for the course.
If a student submits the optional assignment, the extra credit work will add 0-3 points
to the final numerical grade (based on the quality of the essay).

Determining the quality of the optional assignment:
See the evaluation rubric on the next page(s).

34HIST 3750: Extra credit historiography assignment
LEARNING
OUTCOMEHISTORICALKNOWLEDGE
Student demonstrates
an understanding of
the context of key
historical events
covered in the articles

15%

HISTORICAL
THINKING
Student addresses
historical questions ina thoughtful, criticalmanner25%

Student evaluates
and analyzes
secondary sources,
demonstrating anawareness ofinterpretive
differences

25%

Learning Outcomes Rubric

Excellent mastery

Good mastery

Some mastery

Minimal masteryNo mastery

The paper displays:
clear understanding of
events explored in thearticles; complex
grasp of causation
asserted by theauthors; analyzes arange of factors
raised by the authorsthat shape thesequence andoutcome of events;
situates issues withinlarger contexts;
reflects on larger
themes informing
specific events.
15-13.5 ptsSoundchronologicalframework; good
grasp of causation
asserted by theauthors; omits
some key informing
factors shaping theworks; some effort
at contextualizing
the question;
proposes a
sufficient range oflarger themes.

Somechronologicalconfusion; weakcausal analysis;
narrow range of
informing factors in
the discussion;
weak
contextualization;
little discussion ofbroader themes as
defined by theauthors.

Many chronologicalerrors; simplistic
causal analysis;few informing
factors tied to theauthors’ distinctive
discussions; little tono discussion ofwider context of
events; thin
discussion of wider
themes.

Paper explores
its subject in ahistoricalvacuum withlittlecommentary on
causation,
context, andlarger themes

13.4-12 pts

11.9-10.5 pts

10.4-9 pts

8.9-0 pts

The paper addresses
the questions posedin an especiallyinsightful manner.
Focuses on criticalanalysis of the articles
rather than meresummary of contents.
Key terms defined.
Student clarifies thesignificance of thequestion. The
response isconceptually strong,
logically formulated,and precisely stated.

The paper
addresses thequestions posed ina very informed
manner. Focus
rests largely on
critical analysis.
Key terms usually
defined.
Responses posedwith minimal logicalflaws in framing of
the question; offers
evidence forclaims.

Significance ofquestions notdemonstrated;
commentary islargely descriptive
rather thananalytical; keyterms often
undefined; central
points in the paper
are of inappropriate
scope or illogicallypresented;
frequently relies on
sweeping
generalizations

Fails to address
key questions;paper offers
broad,
unsupported
generalizations;paper merely
descriptive.

25-22.5 pts
Demonstrates carefulreading from major
historiographicaltraditions; thorough,fair-minded, andinformed assessmentof historiography,
summarizes mainideas clearly andaccurately; places
his/her own workwithin thehistoriography; raises
historically legitimate
critiques concerning
strengths/weaknessesof the studies.
25-22.5 pts

22.4-20 pts
Examines twoclearly contrasting
historiographicalinterpretations;assesses andsummarizes thoseread; at somepoints, critiques
either inappropriate
or unsubstantiated

The paper
addresses thequestions posed ina reasonable
manner. Focus
shifts between
critical analysis andmere summary ofcontents. Somekey terms left
undefined. Does
not clarify
significance ofquestions. Lapses
in logical framing of
the question.
Vague,
unsupported
claims.
19.9-17.5 pts
Examines twointerpretations thatoffer slight contrast
to one another;critiques often
unfair, irrelevant, or
misinformed

17.4-15 pts
Minimal discussionof interpretation insecondary works;
critiques commonly
unfair, irrelevant, or
misinformed.

14.9-0 pts
Little to noawareness ofinterpretive
differences.

19.9-17.5 pts

17.4-15 pts

22.4-20 pts

35

14.9-0 pts

LEARNING
OUTCOMEHISTORICALSKILLS
Organization ofargument

10%Well-substantiatedargument; proper
citation of evidence

Excellent mastery
5.0-4.5

Good mastery
4.4-4.0

Some mastery
3.9-3.5

Minimal mastery
3.4-3.0

No mastery
2.9-0

Responses toquestions addressedin a succinct andcomprehensible
manner; clear
framework foranalyzing thequestions; argument
unfolds through alogical sequence ofpoints; excellent
transitions among
paragraphs.
10-9 pts

Structure of theargument is sound,
understandable,
and appropriate to
the project. Goodtransitions.

Difficult to detect alogical sequence tothe points raised in
the paper. Weaktransitions between
parts of argument.

Difficult todetermine themeaning,
appropriateness, or
significance of the
response.
Sequence of points
raised in theargument remains
episodic, confused,puzzling.

Responses
either severely
flawed or simply
not offered;organization ofargument
remains
incomprehensibl
e

8 pts

7 pts

6 pts

5-0 pts

The writer correctly andthoroughly cites sources
for specific claims andarguments.

Usually cites
sources; however,some gaps incitation, errors intheir construction
13.4-12 pts
Occasional errors
in spelling,
punctuation,
grammar, sentence& paragraphconstruction; notsevere enough tohinder anunderstanding of
the paper’s main
points.
8 pts

Offers partial
citation forarguments made in
the paper; spotty
verification
11.9-10.5 pts
Weaknesses inspelling,
punctuation,
grammar, sentence& paragraphconstruction makesections of thepaper unintelligible.

15%
Mechanics

15-13.5 pts
Spelling, punctuation,
grammar all correct;
proper sentence andparagraphconstruction

10%
10-9 pts
TOTAL:

100-90 pts = 3
89-80 pts = 2
79-70 pts = 1
69- 0 pts = 0

NUMBERGRADE:(maximum of 3)

7 pts

36

Offers little to no
citation of primarysources; noverification.

Is not aware ofneed to cite
sources.

10.4-9 pts
Problems inspelling,
punctuation,
grammar, sentence& paragraphconstruction makeseveral sections of
the paper
unintelligible.

8.9-0 pts
Problems inspelling,
punctuation,
grammar,sentence &paragraphconstruction sosevere as tomake the paper
unintelligible.

6 pts

5-0 pts

Assessing DQP Proficiencies:
Use of Information Resources – Bachelor’s Level
Jennifer Duncan
Head of Collection Development, Merrill-Cazier Library, Utah State University
Kacy Lundstrom
Coordinator of Library Instruction, Merrill-Cazier Library, Utah State University
Statement of the DQP proficiency:
Use of Information Resources – Bachelor’s Level
Incorporates multiple information resources presented in different media and/or different
languages, in projects, papers or performances, with citations in forms appropriate to thoseresources, and evaluates the reliability and comparative worth of competing information
resources.
Explicates the ideal characteristics of current information resources for the execution ofprojects, papers or performances; accesses those resources by delimiting terms and syntax;
describes strategies by which student identified and searched for resources.
Analytic Inquiry – Bachelor’s Level
Differentiates and evaluates theories and approaches to complex standard and non-standard
problems within his or her major field and at least one other academic field.
Communication fluency – Bachelor’s Level
Constructs sustained, coherent arguments and/or narratives and/or explications of technicalissues and processes, in two media, to general and specific audiences.
(1) Background and context--the rationale and purpose for the assignment:
At USU, all history majors take the capstone course, HIST 4990, before they graduate,
which is taught by numerous faculty with variations in overall theme and in teaching methods
used to support the final project. All students, however, are expected to complete an original
research project that both engages the secondary literature as well as uses primary sources.
This series of assignments proposed here, designed by the librarians who support the course,
would help provide structure and scaffolded opportunities to teach the research skills students
need to effectively complete the final project.
Prior to this assignment, students would be introduced to historiography and the researchmethods historians use (other history departments may have specific courses preparing
students for these concepts). These sequenced mini-assignments would support the final,
capstone project, which is a final paper relating a broad historical theme (i.e., race andslavery, culture and politics, etc.). These activities would be integrated at sequenced,
targeted points in the beginning of the semester to help students through the research process
as they prepare for their final paper.
*This assignment would be easily adaptable to other subject areas by changing the terminologyof historiography to literature review.
Any history faculty who require a final project focusing on the same learning outcomes
would find this assignment useful, as well as any librarians supporting an array of disciplines,
particularly in the humanities. It can easily be adapted to suit the other research related
learning outcomes. At our institution, we have a number of history and non-history faculty
seeking out ways to integrate the library more effectively into their curricula in order to help
students meet research-oriented learning outcomes. This assignment offers a model for37

meaningful library integration and help students learn how to effectively conduct researchwithin a discipline.
(2) Reflections on how the assignment has worked:
While many faculty members have historically required capstone students to produce
annotated bibliographies, the emphasis has generally been on the skill of summarizingarguments. We have noticed that history students often focus on narrative rather thanargument (history as story rather than debate). This iteration of the assignment would seek tobetter place the secondary sources in conversation with one another and to force the students
to further interrogate several authors about methods, sources, and theoretical framework prior
to beginning writing.
(3) A rubric or set of criteria or some kind of guidelines for judging student performance.
See attached rubrics 1-3.
The assignment:
a. Does it clarify the central task the student is to perform?
b. Does it specify how the task should be undertaken and how the results are to becommunicated?
c. Does it indicate how extensive or evidential the response should be?
See attached assignment description/rubrics for clarifications on all guidelines.
Assignment Description: Understanding Historiography through an Annotated Bibliography
Due Dates: All three pieces are due 1 week following the group discussions (week 6)
Part 1: Building the Annotated Bibliography
You will describe the historiography (the body of literature about an historical problem) of yourtopic through assembling an annotated bibliography of 10 secondary sources. “Historiography” isthe study of the history and methodology used by professional historians to understand a historical
topic. Historiography, as opposed to the narrative story of the past, describes how historians havedebated the meaning of the past. Historians often disagree with each other about how they tell thestory of the past and may use very different methods, sources, and tools in order to make theirarguments. This variety results in divergent versions of the historical record. This assignment
challenges you to describe and engage with the professional literature relating to your own researchquestion. Each source must be correctly cited using Chicago Style, and should answer the following
questions for each source:
1.
2.
3.
4.
5.

What is the author’s major argument?
What methods, or lens, is the author using to make her argument?
What type of evidence does this author use to make her argument and its effectiveness?
What narrower questions can you ask as a result of reading this source?
What opportunities does this source provide to identify other relevant sources? (Forexamples, footnotes, references, mentions of scholars and other major areas of discussion
relating to this topic).

Each source will require approximately 1 page to properly answer all of the questions. Each of theten sources needs to be properly cited in Chicago Style, followed by a paragraph addressing theprevious five questions. Please take time to revise this portion of the assignment after your receive

38

feedback from your partner (below). 100 points total. See rubric 1 for the specifics of how you will
be assessed. You will be deducted 10 points for each missing source.
*You are highly encouraged to meet with your librarian for assistance with this project.

Part 2: Large Group Defense – Presentation and Critique
Conducted in one class period – 10 minutes per student.
Presentation: 5 minutes – 25 points.
Critique: 5 minutes – 25 points.
Prior to the large group defenses, you will be put into pairs so that you can receive constructive
comments on your ability to convey some of the major interpretations of your historical problem.
You will be given the opportunity to present the major conversations you have identified and explain
where your emerging argument fits into the historical debate. Make sure that you provide yourhistoriography to your partner at least 72 hours prior to your scheduled presentation time. You will
have 5 minutes to speak to the class about the secondary literature you have identified and where
your argument fits into the ongoing dialogue, which will be followed by a 5 minute feedback session
structured around your partner’s responses to these main points:
1. What pieces of the historiography are unclear and need to be better explained?
2. Has your partner clearly articulated the differences in how other historians approach
his/her topic?
3. What other angles or resources might be used or explored?

Critique Guidelines: During each presentation, students are expected to engage with their partners byasking questions, challenging assumptions and providing constructive suggestions for further areas of
exploration. See Rubric 2 for presentation and critique assessment specifics. You will be graded bothon the presentation of your historiography as well as your critique of the historiography of yourpartner.
Part 3: Reflection
In a one page response, briefly summarize the feedback and response from your partner. After
reflecting on this process, which historical arguments that you identified are most useful to yourproject? Which arguments are most compelling to you and why? What new angles might you
consider based on your impressions and on the feedback you received? From the feedback you
received, what arguments might you have missed and what other resources might you consult next todeepen your understanding of the major issues relating to your topic? See rubric 3 for assessment
specifics.

RUBRICS for the project’s 3 parts follow on the next pages

39

Rubric 1: Historiography (10 sources) – 100 pts possible
Missing
No citation
present

Poor
Citation
elements are
missing andentries do not
use Chicago
style

Summary ofargument andmethods/lensused

No summary
present

Evaluation of
author’s use ofevidence andits
effectivenessNo evaluation
present.

Summaries arebrief and are
missing key
elements ofargument andor do notdiscuss
methods used
Evidence usedby author isstated but
discussion ofits
effectiveness is
minimal or notpresent

Use forFuture –identificationof questions &connections
andopportunities
to chain to newsourcesGrammar andwriting:
effective
writing styleand word
choiceNo questions
or chaining
opportunities
identified

Citation

Developing
Citationscontain somestyle mistakes
but mostly
follow citation
format for
Chicago style
Summaries
address major
elements ofargument andmethods used,
but could
elaborate on a
few elements
Evidence andits
effectivenessare addressed,
but evaluation
tends toward
simplistic andsurface-level

Questions
and/or chaining
opportunities
are addressed,
but not bothSomequestions &chaining
opportunities
are identified,but lack depth
and criticalthought

Grammar andstyle aresloppy andreflect little
revision

Writing style iscompetent,
grammar has
few mistakes*Each missing source will result in a 10 point deduction.

40

Exemplary
Citation
demonstrates
correct andconsistent useof Chicago
style

Score
10

Summaries
effectively
address the key
points of theargument anddiscuss theauthor’s
methods/lens
Evidence andits
effectivenessare evaluatedin depth
showing
critical thought
and awarenessof author’s
context, bias
and overall
strength ofargument
Questions andchaining
opportunities
are identified
and reflect
critical thoughtandpossibilities forpractical use
Writing style isclear, concise
and effectively
conveys thewriter’s ideas

30

25

25

10

Rubric 2: Large Group Defense – 50 pts possible
Student Presentation Rubric

Content for
Presentation

Presentation
SkillsWeak
The student fails toaccurately
summarize themajor historicalarguments.

The delivery is
consistently
difficult to follow.
There is no
indication of
preparation ororganization.

Developing
The student
describes most of
the major
historicalarguments andbegins to analyze
and evaluate them.
There is someindication of
preparation andorganization.
Delivery is attimes difficult tofollow.

ExemplaryThe student clearly
describes the major
historical arguments anddemonstrates criticalthought in analysis andevaluation.

Score
20

The delivery is engaging
and well organized. Eyecontact is made andsustained throughout thepresentation.

5

Developing
Student attempts toengage speaker in
dialogue. Student
asks some criticalquestions.
Suggestions for
exploration arelimited, but
present.
There is someindication of
preparation andorganization.
Delivery is attimes difficult tofollow.

ExemplaryStudent successfully
engages speaker in aconstructive dialogue.
Student asks criticalquestions. The student
offers appropriate
suggestions for future
exploration.

Score
20

The delivery is engaging
and well organized. Eyecontact is made andsustained throughout thepresentation.

5

Student Critique Rubric

Content for
CritiqueWeak
The student fails toengage speaker in
dialogue. Student
does not challengeor question thepresentation. No
suggestions areoffered.

The delivery is
Presentation
Skills for Critique consistently
difficult to follow.
There is no
indication of
preparation ororganization.

41

Rubric 3: Reflection: 25 pts possible
Summary of
feedback andreflection onstrengths &weaknesses ofargument
Reflection on
new angles andfuture resources
to consult inorder to improveargument
Grammar andWriting Effective writing
style and word
choiceWeak
Summary is lacking
detail and does notaccurately depict
peer feedback or
discuss the strength
and weaknesses ofarguments
Reflection fails todemonstrate how
feedback willcontribute to new
angles and resources

Developing
Summary addresses
feedback and or
weaknesses andstrengths ofarguments, but not
both

Exemplary
Summary addresses
feedback, as well as
strength andweaknesses ofoverall arguments

Score
10

Reflection
addresses some newangles and/or future
resources, but not
both

10

Grammar and style
are sloppy andreflect little revision

Writing style iscompetent,
grammar has few
mistakes

Adequately
discusses how
he/she will consider
new angles andfuture resources forrevision
Writing style isclear, concise andeffectively conveys
the writer’s ideas

425Section 4: “USU 1320,” new course design from Professor Norman Jones(history course that will be part of Utah State University’s redesigned General Education
program framed around templates for course expectations)
USU 1320 THE ELIZABETHAN WORLD: RELIGION AND THE RISE OF CAPITALISM
PROF. NORM JONESFALL 2014

The primary goal of this course to introduce students to some major questions in the history ofcivilization, and to the nature, methods and history of the humanities. It is an “integrated humanities”
course because it studies questions and uses methods that are in common to a number of humanities
disciplines. Those who survive the course will have a better understanding of how the humanities makeknowledge, and they will understand that all value systems have cultural contexts.

The class will focus on Tudor England the last half of the sixteenth century (1550-1603). It does so
because the roots of many modern ideas and cultural institutions are to be found there. Modern ways ofthinking about religion, about marriage and the family, about the ethics and social responsibility ofbusiness, about law, and about the arts were appearing in what might be called Shakespeare’s England.

The big question in the course is whether changes in religious understanding – of the Bible and its
authority – created the modern world. Or whether changes in the economy forced the change inreligious values. Where did the odd beliefs that every person should be free to express him or herself, toseek happiness, to marry for love, to make as much money as possible come from?
We will explore these puzzles while learning how humanities, the study of texts, works. To do this, wewill playing with evidence of various sorts. Not all of it will be in modern English. Some of it will not be
printed, either, so we will have to learn to read ancient handwriting. New vocabulary will be needed,
and the algorithms of history will be learned.
In the end, you will be invited to try your hand at writing history, making meaning of human life by
documenting its patterns.

For many of you, this will be your only humanities course, but you will come out of it with anappreciation of how humanistic scholarship works. Most importantly, you will always be aware thateverything you read, see and hear contains traces of the past.

GRADING
Grades will be based on a series of required exercises, many of which will be done in class. Most ofthese will be pass/fail, with huge penalties for not being in class to participate. I will not take roll everyclass, but in many classes there will in-class activities that must be turned in. There will also be pre-classactivities which, though ungraded, must be turned in preparation for class. Although these are ungraded,
if you do not turn them in you will lose two tenths of a grade point for each missing exercise.
There will also be three short papers in which you will be asked to develop an argument by applying
research algorithms to original and secondary sources. These will be graded using a rubric designed toteach you how to craft your research.
The final will ask you to write an essay on whether social change is caused by religious change, or if
economic change forces people to think about society in ways that reject old values. It will be short, andit will be based upon the first three short papers you have written.
Grades in this class are not assigned by points. You will receive letter grades that reflect yourdemonstration of proficiency in your application of your learning.

43Why do I grade this way? To understand that, you need to understand the role of this course inpreparing you for success in college.
USU 1320 and Your Degree Profile

This course is a part of the University’s effort to provide all of its graduates with an education that issummed up in the Citizen Scholar Degree Profile. Whatever your major, we expect you to be broadly
educated. http://www.usu.edu/epc/subcommittees/general_education/citizen_scholar/
Here is what Humanities Breadth Courses ask of every student at USU:

Integrated Humanities Rubric
Outcome 1
Outcome 2
The student who
The student who
achieves
approaches
proficiency will:proficiency will:

Outcome 3
The student who
lacks
proficiency will:

1. Reflect on big
questions about
the experience ofbeing human, byconfronting primarytexts and
connecting ideas
from other times
and places with
their own
experience.

Articulate
precisely the big
questions of thecourse and apply
its ideas directly tocontemporarysocial issues andindividual
concerns.

Describe
generally the big
questions of thecourse and apply
its ideas loosely tocontemporarysocial issues andindividual
concerns.

Sketchinaccurately the
big questions of thecourse and apply
its ideas vaguely
to contemporarysocial issues andindividual
concerns.

2. Compare andcontrast different
ideas both within
and acrosshistorical periods,
cultures, and/or
civilizations.

Identify clearly
not only key
differences
between thosetimes and places
but also common
issues that cut
across humanhistory and culture.

Summarize briefly
either key
differences
between thosetimes and places
or common issues
that cut acrosshuman history andculture.

Point hastily
toward key
differences
between thosetimes and places,
missing common
issues that cut
across humanhistory and culture

3. Read analyticallyand think critically,summarizing andexplaining thetheses of a text.

Developinterpretations
directly based
upon and tested
against textual
evidence.

Developinterpretations
loosely based
upon and tested
against on textual
evidence.

Developinterpretations
neither based
upon nor tested
against textual
evidence.

4. Write clearly andargue logically.

Present clear maintheses and develop
coherentarguments.

Present fuzzy maintheses and develop
inconsistentarguments.

Present unclear
main theses anddevelopincoherent
argument

Criteria
Students willlearn to:44

These are skills that employers rank as their number one concern when hiring: Communication andcritical thinking, broad enough knowledge to talk to others, the ability to understand culturalcontexts. The humanities develop these, and your degree profile ensures employers that USU has
tried to make sure you have them.
ASSIGNMENT CALENDAR

August 28
In-class syllabus quiz. Read the syllabus and be prepared to answer questions about the purpose andorganization of the course.

Sept. 4 Come to class having read Birth of the Elizabethan Age, Ch. 1-3.
Definitions: Using the Oxford English Dictionary [OED], available electronically through the library, define“religion.” Your definition must be a written paragraph for each term, showing how the word has been used a
different times.
Sept. 9Sept. 11
Reading the Bible. Come to class having read William Tyndale’s “Prologue” to his translation of the New
Testament (1534) at http://faithofgod.net/TyNT/Prologue.htm#1530tor
In class there will be group discussions on his argument for translation, ending with each student writing aparagraph summary of Tyndale’s purpose.
Sept. 16
Roman numeral workshop. There will be a short Roman numeral quiz. If you are rusty and need areview of Roman numerals, go here: http://www.roman-numerals.org/numbers.html

Sept. 18
The Purpose of Liturgical worship in the Book of Common Prayer. Come to class having read “Preface,” The
Book of Common Prayer, (1559)
https://archive.org/stream/liturgicalservic00unknuoft#page/34/mode/2up pages 33-5.

There will be in-class group discussions of the purpose and meaning of the Book, and each student will writea short paragraph summary of those discussions.

Sept. 23
Come to class having read W. H. Frere, Visitation Articles and Injunctions of the Period of the Reformation,
1559-1575, 3 vols.(London: 1910), III, pp. 5-6, items 32-47. You may download the free e-book from Google
Books.

There will be an in-class discussion of the values the Protestants were trying to impose on people through thequestions asked by bishops. Each student will write a short paragraph summary of the discussion.
Sept. 25
Introduction to Paleography: How do historians read that stuff?
Play the “Ducking Stool Game,”“Paleography: reading old handwriting 1500 – 1800 A practical online tutorial”
http://www.nationalarchives.gov.uk/palaeography/game/default.htm
Sept. 30
Essay writing workshop

Oct. 2 Introduction of the “Marriage” section45

Essay on Religious Change to be posted by 10:30 am.
Write a two page paper answering this question: Did the emphasis on the Bible and the Primitive Church
require English people to change their behaviors?
Oct. 7 Come to class having read Birth of the Elizabethan Age, Ch. 6-8.
In class view: William Shakespeare, The Taming of the Shrew (ca. 1592).

The Taming of the shrew [electronic resource] / produced by BBC in association with Time-Life Films ; produced
by Jonathan Miller
Streaming video | 1981
Available at Online (USU and USU Eastern) (Call number: Streaming Video)
Oct. 9Finish viewing Taming of the Shrew.

Explain how Elizabethans understood marriage using the following Bible passages:
Hebrews 13:4; 1 Corinthians 7; Malachi 2:13-17; Genesis 9:1; John 2:1; Genesis 24; Tobit 7-9; 1 Timothy 4:3;
Exodus 22:16-17. USE THE GENEVA BIBLE (1560) FOR THIS READING. You may supplement it with amodern translation, but I want you to see the words 16th c. people saw. Note this includes readings from the
Apocrypha, so many Bibles will not contain all of them.
https://archive.org/stream/TheGenevaBible1560/geneva_bible1560#page/n0/mode/2up
There will be an in-class discussion, and each student will write a summary paragraph citing chapter andverse.

Oct. 14
In-class exercise in reading Thomas Whythorne.
 Thomas Whythor ne,“The £20 Widow,” The Autobiography of Thomas Whythorne,James Osborn, ed.
(New Haven: Yale, 1962), 185-9. 20 pound widow Whythorne.pdf
Oct. 16 NO CLASS, Friday classes meet on Thursday

Oct. 21
Write a brief of the case of the divorce case of Thomas Fletcher (aged 10 or 11) vs. Anne Whitefield (age 9). In
the brief, identify the issues in dispute, the preferred outcome of the plaintiff, and issues which the deposition
seek to clarify.

The case is to be found here: Frederick J. Furnivall, ed. Child-marriages, divorces, and ratifications, &c. in the
diocese of Chester, A.D. 1561-6 (1897), pp. 22-24. The volume is available in Google Books.

Bring your brief to class for use in the discussion, then turn it in.

Oct. 23

Settlements for the proposed Marriage of [Sir] Philip Sydney and Ann, daughter of Sir Wm. Cecil; 1569,
August 6. Archive Document Number: CP 156/4
Access this through the USU Library, electronic data bases, Cecil Papers.
Deciphering its meaning will be an in-class exercise.

Oct. 2846

Oct. 30 NO CLASS
Readings:
1. Birth of the Elizabethan Age, Ch.7-8.
2. Norman Jones, God and the Moneylenders, Usury and the Law in Early Modern England (Oxford:
Blackwell,1989), 6-46. Jones Concept of Usury pt 1.pdf
Nov. 4
Definitions: Using the Oxford English Dictionary [OED], available electronically through the library, define theword “capitalism.” Your definition must be a written paragraph for each term, showing how the word has
been used a different times.
Post it by 10:30 am on Nov. 4.

Nov. 6
Read the following in the Bible: Deuteronomy 23: 19-20; Deuteronomy 15:8; Matthew 5:42; Exodus 22:14-15,
25-27. USE THE GENEVA BIBLE (1560) FOR THIS READING. You may supplement it with a moderntranslation, but I want you to see the words 16th c. people saw.
https://archive.org/stream/TheGenevaBible1560/geneva_bible1560#page/n0/mode/2up
Write a paragraph defining to whom you may lend money, and on what terms. Post it by 10:30 am on Nov. 6.

Nov. 11
Sir Thomas Wilson, A Discourse on Usury (1572), 175-87.
http://babel.hathitrust.org/cgi/pt?id=uc1.b5136944;view=1up;seq=189
Nov. 13

Nov. 18
Pounds/shillings/pence and the Counting Board: Living without a zero, or, is there a profit is there is
no bottom line? View http://www.maa.org/publications/periodicals/convergence/counting-boardsa-counting-board-in-a-strasbourg-museum
There will be an in-class exercise in duodecimal monetary calculation.
Nov. 20
Nov. 25 No Class
Nov. 27 Thanksgiving Holiday
Dec. 2
Write a two page essay answering this question: Since God had forbidden people to lend money atinterest, why did Elizabethans modify their understanding of divine law?
Post it by 10:30 am Dec. 2.
Dec. 4 Last day of class47Section 5: Materials related to the Degree Qualifications Profile

Five proficiencies, mapped in the context of three levels of degrees

48

Matrix exercise

49

DQP: student-designed visualizations

Basic template

Template with colors

50

Example of templates: Major in English

51Section 6: letter from History Department to alumni, 2009
History Dept. USU; survey of alumni.
I hope this letter finds you well and eagerly anticipating the Thanksgiving holiday. It has
been another busy year on the Utah State University campus, and the History Department is
pleased to find itself working with a total of 344 majors and 26 minors in our undergraduate
program. We also have a full cadre of graduate students working in our Masters program.
In an effort to ensure that we are giving our graduates the best possible education, thefaculty’s work in teaching and research has also been supplemented by another project, one thatis part of a national – in fact, international – effort to assess the effectiveness of our courses andmajor. As an alum of our department, I wonder if you could help us in this work by filling out abrief survey attached to this email? It should take less than seven minutes to complete.
Background: Our department (in association with the Utah System of Higher Education), hasreceived a grant from the Lumina Foundation for Education to study “Tuning in the Utah
System of Higher Education.” “Tuning” refers to a coordinated effort by many campuses toanswer a simple, straightforward, and sensible question: what should students know,
understand, and be able to demonstrate after completing a degree in a specific field? What, forexample, should a degree in History – not only at USU but on any campus -- offer a student interms of skills and competencies? Utah is one of only three states in the nation (along with
Indiana and Minnesota) to participate in this first-of-its-kind project, designed to create specific“learning outcomes” for specific disciplines. The object is to create a statewide benchmark forwhat students, parents, employers, state leaders, and alumni can expect our graduates to know
upon earning a degree in a particular field. Presently, the State of Utah is working with Physics
and History departments to systematize the “Tuning” process. If the whole arrangement seems
familiar to some of you, it may be because you have heard of the large-scale European effort tostudy the same issue in what has come to be called the “Bologna Project.” Some 327 universities
in 51 countries have engaged in Tuning projects; now the History Department from which you
graduated has taken the American lead in this global effort.
Request: We want to know what our alumni think are the most important skills that a
History graduate should learn – and how well our program may have developed those skills.
Would you be willing to take a few minutes to express your thoughts?
aaa.usu.edu/Assessment/HistAlumniSurvey.aspx

It is an anonymous survey. We will share the results with colleagues throughout the U.S. andEurope. After we receive replies from our alumni, I’ll contact you again to show you the results:
what our graduates think of History skills (and our Department’s performance) – and also theway our current undergraduates, faculty, and employers responded to the survey.
I hope you find the questions interesting. I am very grateful for the help and guidance you
can give us in this project. Best wishes for the coming holiday,
Norm Jones
Prof. and Chair52Section 7: example of a syllabus for the revised General Education curriculum,
fulfilling our students’ “American Institutions” requirements
USU 1300: AMERICAN INSTITUTIONS RUBRICCRITERIAKNOWLEDGE OF KEYHISTORICALISSUESKNOWLEDGE OF KEY
POLITICALINSTITUTIONS AND
PROCESSESKNOWLEDGE OF KEYECONOMIC
INSTITUTIONS AND
PRACTICESSCHOLARLY
ANALYSIS

CLARITY OF
COMMUNICATIONTHE STUDENT WHO

THE STUDENT WHO

THE STUDENT WHO

ATTAINS PROFICIENCYAPPROACHES PROFICIENCY

provides a clear chronologicalunderstanding of events;
expresses a complex grasp ofcausation;
recognizes a wide range offactors shaping the sequenceand outcome of events;
situates issues within larger
political / social / economic /racial / gender contexts;
reflects on larger themes that
inform specific events
provides a substantive
understanding of theinstitutions and processes
central to the American
political system;
identifies major domestic andinternational policy issues
facing the U.S & the world;
constructs arguments built on
a comprehensive analysis ofpolitical processes
clearly grasps and explores
standard terms and basic
concepts in both micro- andmacro-economics;
recognizes how economic
agents make decisions andchoices;
draws on economic reasoning
to identify and evaluate
policydisplays effective use of
relevant data
addresses clearly-statedquestions;clarifies significance of issues
defines key terms;
focuses on critical analysis
rather than mere description;
presents a logical formulationof arguments;
acknowledges a range ofscholarly interpretations oncontroversial issues;summarizes main ideas
clearly and accurately;raises valid critiques ofdifferent studies andinterpretations
offers complex argumentswith nuanced explanations,critical analysis, and strong
supporting evidence;
formulates arguments using
correct spelling, punctuation,and grammar; proper
sentence and paragraphconstruction

provides arguments weakened
by some chronologicalconfusion;
expresses a limited grasp ofcausation;offers partial comprehensionof key informing factors;
provides satisfactory
contextualization of issues;
expresses limited grasp ofbroader themes

states many chronologicalerrors;explores material in a historicalvacuum;holds minimal grasp of factors
grounded in considerations ofrace, class, gender, ethnicity,
region, ideology;
offers simplistic analysis of
causation, context, informing
themesprovides a basic
comprehension of theoutlines of U.S. politicalinstitutions and processes;
expresses a basic
comprehension of criticalinternational debates;
constructs arguments built ona limited analysis of politicalprocesses

remains largely unaware of key
factors in structure andoperation of political system;
fails to grasp current politicalissues and debates;
offers simplistic analysis ofpolitical processes

comprehends coreterminology and concepts ofthe discipline;
provides rudimentary analysis
of decision-making;draws on limited applicationof economic reasoning inevaluative arguments;
displays adequate use of
relevant data

exhibits little familiarity with
underlying language/categories
of economic analysis;
examines decision-making
processes apart from economic
factors;
offers simplistic evaluation ofpolicy and behaviors;provides little or no evidence tosupport claims;
remains unfamiliar with coreeconomic data
fails to clarify or demonstratesignificance of questions
posed;
does not define key terms;
provides commentary that islargely descriptive rather thananalytical;
presents arguments marked byinappropriate scope or illogicalpresentation;
remains unfamiliar withscholarly debates oncontroversial issues
presents critiques that are
misinformed, invalid, or largely
incomprehensible
offers incoherent, flawed,
unsupported arguments;
exhibits problems in spelling,grammar, punctuation,
sentence & paragraphconstruction so severe as tomake parts of the student’s
work unintelligible

addresses questions that canbe identified with a degree ofdifficulty;
does not fully clarify thesignificance of questions
addressed;
leaves some key terms
undefined;focuses on descriptive material
limited critical analysis;presents arguments marked bylogical errors;
recognizes a limited range ofinterpretive analyses;
presents critiques that are
simplistic, unfair,inappropriate
offers coherent explanations,reasonable arguments, andsupporting evidence;
displays errors in spelling,grammar, punctuation,
sentence and paragraphconstruction (though notsevere enough to hinder anunderstanding of key points)

53

LACKS PROFICIENCYHonors 1300—Media and Democracy—Spring 2015
Dr. Cathy Ferrand Bullock
Required text:
Voices of a Nation: A History of Mass Media in the United States, Jean Folkerts, Dwight
L. Teeter, Jr., Edward Caudill, 5th edition (2009).
Course Objectives
The main objective of Honors 1300, Media and Democracy, is to use the mass media as a meansby which to explore and integrate historical, political, and economic themes related to the concept
of democracy. Perhaps we should start by defining a couple key ideas. Drawing on scholars Jean
Folkerts and Stephen Lacy, we will think about mass communication as “sharing ideas across alarge audience either at a given point or through an extended time frame” and about mass media
as a “form of communication (radio, newspapers, television, etc.) used to reach a large number ofpeople” (from The Media in Your Life: An Introduction to Mass Communication, third edition,
2004, p. 6). While these terms are more recent, the ideas of mass communication and mass media
have been around for centuries, are woven throughout American history, and are intertwined with
the American political system and economic institutions. Access to political news and otherinformation—commonly provided by mass media—has long been considered vital for a selfgoverning populace. We will grapple with the ways in which our conceptions of masscommunication and mass media have evolved over time to include new technologies (fromnewspapers to social media) and new approaches (from the muckraking of the early 1900s to theparticipatory journalism of today). In short, we will historicize the term “mass media” andconsider our evolving understanding of media and their roles.
Our focus in the course will be on historical context, politics, and economics. Mass media will
simply serve as the thread that allows us to weave together and demonstrate connections among
historical, political, and economic themes.
Also, we will focus on the American experience, acknowledging that it has been shaped andcontinues to be shaped by events and factors outside our country. This idea of outside forces
making a difference, from the European political and economic influence of the colonial period
through the globalization of today, will be an important part of our discussions.
Meeting the Objectives
How will we go about meeting our objectives? First, we will use Folkerts, Teeter, and Caudill’s
Voices of a Nation: A History of Mass Media in the United States to provide a solid historicalbase from which to examine the development and evolution of the U.S. political system,
economic institutions, and mass media. The book takes a chronological approach, beginning with
the European experience that set the stage for the American republic and continuing through therevolutionary era; the establishment of political, economic, and information systems; attempts tostabilize the new country politically and economically; national expansion; the antislavery
movement and the Civil War; urbanization, industrialization and the development of mass
markets; the reform movements of the late 1800s; progressivism and World War I; the consumer
culture of the 1920s; the depression; World War II; the Cold War; the activism of the 1960s;
corporate power and globalization; and the wars on terror.
To understand the connections between mass media and democracy, we must understand thehistorical context, political system, and economic institutions. Folkerts, Teeter, and Caudill will54

help us do so. As the authors explain in the book’s preface, they view “media history asinterrelated to the sweep of historical events and patterns in the American republic (which
politicians are fond of calling a democracy)” (p. xvii) and they “consider how social, cultural, andeconomic factors influenced the change in the press over time” (p. xviii). This text will provide
the historical backbone of the course; we will supplement it with readings from a variety of othersources designed to dig into various aspects of history, politics, or economics in more depth.
Second, while tracking mass media through American history, we will highlight specific episodes
that illustrate important connections among history, politics, and economics. These episodes will
provide the fodder for our assignments—small-group collaborations involving research, writing,and class presentation/discussion components. For example, for one assignment, we will role playa discussion among muckraking journalists (such as Ida Tarbell and Ray Stannard Baker) andpublishers, President Theodore Roosevelt, and corporate leaders representing the institutions
attacked by the journalists. You and your team members will research the historical context thatgave rise to this form of journalism, study the life and writing of your assigned historical figure,and be prepared to represent your person’s views in the discussion. The idea will be to integratethemes related to Roosevelt’s third-party Progressive movement, national reform politics, thenation’s economic growth and concentration of wealth, the government-business relationship, anddemocracy.
Finally, I’ll use a variety of approaches to help us meet our course objectives. However, we willemphasize class discussion, with examples and case studies based on historical and current events.
Assignments will require you to analyze media and their content using such methods as frame
analysis, quantitative content analysis, and interviews with media practitioners.
Everyone has something valuable to contribute. For the sake of your education—and for theedification of your colleagues—please keep up with the assigned reading, review your lecturenotes regularly, think about the course material, and come to class on time prepared to participate.
General Course Procedures
Attendance
I generally don’t take any kind of formal attendance. As explained in more detail below, you andyour colleagues will help lead discussion during many class periods. Perhaps I’m naïve, but I likebelieving that you’ll show up to support your colleagues. If that isn’t incentive enough, let me
point out that you’ll be tested on material from class as well as from the book. Discussion andlectures are intended to supplement, not merely repeat, the material in your readings. I do not put
PowerPoint slides or lecture notes online because I think you should be able to identify theimportant points in a presentation and take usable notes. That means it’s in your best interest to
attend class.
Class Etiquette
Please respect the educational experience of your colleagues. Conversing with your neighbors,
reading the newspaper, checking e-mail, taking cell phone calls, text messaging, and eating cornchips are distracting to those around you and to me. Avoid such behaviors. When you enter theclassroom, turn your cell phone off. Arriving late and leaving early are also disruptive, but I’drather have you here for part of class than not at all. To minimize the disruption, take a seat near
the door if you come in late or must leave early. If you arrive on time and plan to stay for thewhole class, please leave the seats closest to the door empty. In addition, you distract others bypacking up your belongings before the end of class. Be patient. Class will end on time. And, just55

for the record, class etiquette dictates that I turn off my cell phone, start class on time, and give
you your money’s worth. Hold me to that.
Academic Honesty
I begin this semester with the expectation that we all share a commitment to high standards ofacademic honesty. I will not tolerate breaches of those standards. For information on the
University’s policy on academic honesty, see the General Catalog or the Code of Policies andProcedures for Students at Utah State University. In brief, cheating, falsification, and plagiarism
can result in a warning, a grade reduction, probation, suspension, expulsion, withholding oftranscripts or degrees, removal from a class, referral to appropriate counseling, or otherdisciplinary actions. Any form of academic dishonesty, including plagiarism, will result in an
automatic F for the course and a report to the dean of the College. Students who hand in similar
or identical work will receive an F regardless of who copied from whom.
Accessibility
I will demand a lot of you this semester, and you have a right to demand a lot in return. If you
have questions or concerns or if you’d just like to discuss media-related issues in more depth,
stop in and talk. You’ll always find me in 321 Agricultural Sciences during office hours, and I’mavailable by appointment many other times. My philosophy is that you help pay my salary andshould make me earn it. I encourage you to stop in and talk.
GradingYour grade will be based on how many of 400 total points you accumulate on two exams (100points each, 200 points total) and four major assignments (50 points each, 200 points total).
Exams (100 points each, 200 points maximum)
The two exams will each consist of multiple-choice, true/false, and essay questions. The firstexam will cover all readings listed in the syllabus (including those from the text and those fromother sources) and all material presented in class (including material from discussion, lectures,
guest lectures, audio-visual presentations, in-class activities, and handouts) through the date of
the exam. The second exam is comprehensive and will cover all readings assigned and all classmaterial presented from the beginning of the semester through the date of the exam.
Exam dates, which are listed in the schedule at the end of this syllabus, are not negotiable. If
severe, extended illness or another legitimate (as defined by me) problem forces you to miss oneof the exams, notify me as soon as possible. Be prepared to supply documentation from someone
other than your parents, roommate, or spouse. I will coordinate with everyone granted a makeup
test and try to schedule one time for all to take the exam.
Assignments (50 points each; 200 points maximum)
We will have four small-group assignments scattered throughout the semester. All are required,and all are designed to accomplish several purposes. Each should:
1. encourage you to explore an episode from American history, deepening your understanding of our history; the connections among our political system, economic
institutions, and mass media; and perspectives on democracy.
2. help you hone your research skills through the application of such methods asquantitative content analysis, framing analysis, or interviewing.

56

3. allow you to work with several colleagues, building your skills in situations that
require collaboration.
4. encourage you to share your insights with the class, practicing your presentation anddiscussion-leadership skills.
5. help you learn to organize and present your ideas in writing.
As we move through the semester and you get to know each other, you’ll choose team members.
You may work with the same people throughout the semester or switch team members for eachassignment. Teams will work closely with me. I will provide a more detailed description of eachassignment during the first week of class, but you’ll find a summary in the schedule at the end of
the syllabus. In addition, I will distribute a list of recommended readings and direct you to thosemost relevant for your assignment to get you started—but don’t stop there. Do additional research,read additional materials, bring new thoughts to class.
For this approach to work, we all need to be incredibly organized. I’ll do my best to help.
Assignment deadlines are provided in the schedule at the end of this syllabus. Deadlines are firm.
If you have an emergency and miss an assignment, see me as soon as possible. Depending on thesituation (Was it really an emergency? Can you provide documentation?), you may be given an
opportunity to substitute another assignment.
The Instructor
This is my 14th year as a USU faculty member. If I had to summarize myself in one sentence, I’d
say I’m a media historian and research methodologist. Previously, I taught at Cornell University,
Seattle Pacific University, the University of Washington, and Seattle University. Before I beganteaching, I worked as a writer and photographer for agricultural magazines. My more recent freelance work has involved collaborating with my husband, a nature photographer, on packages oftext and photos aimed at travel and photography publications. In addition, I worked in nonprofit
public relations. I suspect the way I’ve designed Media and Democracy is a reflection of things I
liked and disliked during my two decades of sitting in classrooms. My ultimate goal is toencourage you to become more savvy consumers of mass media. I hope you’ll have fun doing it.

Readings, Exams, and Assignments
The schedule below includes deadlines for assignments, the dates of our two exams, plus askeleton outline of required readings. Please complete the day’s readings before coming to classthat day. If a chapter is listed for two days, read it before coming to class on the earlier day.
We will supplement the readings listed here in at least two ways. First, I’ll recommend additional
books and journal articles specific to your assignments. Second, based on what’s going on in thenews and how it relates to things we’ve seen in our country’s past, I will occasionally provide
handouts or put additional readings on reserve for the class as a whole.
January 6

Introduction

January 8

Setting the stage: How the British experience helped shape the American experience.
Laying the groundwork for understanding the concepts of “mass communication,” “massmedia,” and “democracy.” Authoritarian theory of the press.
Reading: Voices of a Nation—chapter 1 (“Crossing the Atlantic”)
Excerpts, Four Theories of the Press (Siebert, Peterson, and Schramm)

57

January 13

Breaking away: Political and economic resistance leading to independence.
Libertarian theory of the press put into practice.
Reading: Voices—chapter 2 (“Resistance and Liberty”)
Excerpts, Four Theories of the Press (Siebert, Peterson, and Schramm)—

January 15

Stabilizing the new country politically and economically: The Constitution and Bill of
Rights.
Reading: Voices—chapter 3 (“Forming a New Nation”)

January 20

A closer look at the First Amendment and, more specifically, the press clause.
Development of the language that became the press clause as a way to view politicaldevelopment in the United States (roots in England, development of state constitutions,state constitutional ratifying conventions, work on the Bill of Rights in the House and
Senate).
Reading: Article by David A. Anderson—on reserve

January 22

Early tensions: The Alien and Sedition Acts, the Virginia and Kentucky Resolutions.
Tensions inherent in a system in which media are expected to be political (and sometimes
economic) watchdogs.
Reading: Voices—review chapter 3 (“Forming a New Nation”)
Excerpts, The Commercialization of News in the Nineteenth Century(Baldasty)—on reserve

January 27

Political experimentation and development; partisan press tied to political interests.
Reading: Voices—chapter 4 (“Diversity in the Early Republic)
Excerpts, The Commercialization of News in the Nineteenth Century(Baldasty)—on reserve

January 29

Jacksonian democracy, the commercial aspect of egalitarianism, and new visions ofnews coverage.
Reading: Voices—chapter 5 (“Penny Papers in the Metropolis”)
Excerpts, The Commercialization of News in the Nineteenth Century(Baldasty)—on reserve

February 3

An expanding nation. Continued tensions in the balance of state-federal power.
Reading: Voices—chapter 6 (“Expansion Unifies and Divides”)

February 5

The antislavery movement and Civil War.
Reading: Voices—chapter 7 (“Communication Issues in the Antislavery Movement
and the Civil War”)
Excerpts, The North Reports the Civil War (Andrews) and The South
Reports the Civil War (Andrews)—on reserve

February 10

Assignment #1 (50 points): The recurring idea of partisanshipAt various points in our history, our media have very decidedly taken a partisan approach.
For this assignment, you and your team will take a closer look at partisanship. You will
be assigned a time period and/or event from the Civil War era. You will research thisperiod/event and then, working from microfilm, you will examine how it was covered by
two newspapers published in the 1800s: 1.) The New York Times or another major
metropolitan daily in the North and 2.) a Southern newspaper. How accurate does thecoverage appear to be, given what we know about the period/event from other sources?
What political and economic issues were discussed and how were they portrayed? How
was the issue of slavery presented? How did the coverage in the two newspapers
compare? Did the newspapers take sides? Do you see any parallels between the coverageduring the Civil War era and coverage by mass media today?

58

As a team, you will draft a short paper summarizing
1.) the historical context of your period/event,2.) the results from your content analysis of the newspapers’ coverage,3.) what you learned about our political system, economic institutions, andmass media of the Civil war era,4.) what, if any, parallels you see in today’s media.
Come to class prepared to discuss your findings and field questions from the class.
February 12

Exam #1 (100 points)

February 17

No Honors 1300. Attend Monday classes.

February 19

Industrialization, modernization, and commercialization.
Reading: Voices—chapter 8 (“Modernization and Printed Products”)
Chapter 9 (“Mass Markets and Mass Culture”)

February 24

Reform: Women, African Americans, agrarian radicals.
Reading: Voices—chapter 10 (“Reform is my Religion”)

February 26

Reform, progressivism, and the muckrakers.
Reading: Voices—chapter 11 (“Progressivism and World War I”)

March 3

Assignment #2 (50 points): The muckrakers
As Folkerts, Teeter, and Caudill note, “The muckrakers were not hoping to create a newsociety so much as to perfect democracy” (p. 288). But did everyone in the early 1900s
think the muckrakers’ stories were good for democracy? In our second assignment, you
and your team will take on the role of a muckraking journalist, muckraking publisher,
President Theodore Roosevelt, or corporate leader representing an institution attacked by
the muckrakers. You will research the historical context that gave rise to this form ofjournalism; study the life, views, and writing of the person you are representing; and be
prepared to convey your person’s views of U.S. society, politics, and economics during amoderated panel discussion. The idea will be to integrate themes related to Roosevelt’s
third-party Progressive movement, national reform politics, the nation’s economic growthand concentration of wealth, the government-business relationship, and democracy.
As a team, you will draft a short paper summarizing your person’s biography andhis/her views on American society, politics, economics, and democracy. Come to classprepared to represent and defend your person’s views during our panel discussion.

March 5The business-government-media relationship tightens as new media expand.
Reading: Voices—chapter 12 (“Media and Consumer Culture”)

March 9-13

Spring break.

March 17

The depression; questions about politics, economics, democracy, and role of media.
Reading: Voices—chapter 13 (“Depression and Disillusion”)

March 19

World War II: The first broadcast war. Government news management, concentrationof media ownership, and questions about democracy.
Reading: Voices—chapter 14 (“Images of War”)
Excerpts, writing by the Commission on Freedom of the Press—on reserve

March 24

Politics, economics, and a new theory of the press.
Reading: Voices—chapter 15 (“Electronic Images in a Cold War”)
chapter 16 (“Affluence and Activism: The Angry 1960s”)
Excerpts, Four Theories of the Press (Siebert, Peterson, and Schramm)

59

March 26

Big business, news, and democracy.
Reading: Voices—chapter 17 (“News as a Corporate Enterprise”)
Excerpts, Communication Revolution (McChesney)—on reserve

March 31

Big business, news, and democracy continued.
Reading: Excerpts, Communication Revolution (McChesney)—on reserve

April 2

Assignment #3 (50 points): Six Degrees of Rupert Murdoch
People used to play a parlor game called “Six Degrees of Kevin Bacon,” which is basedon the idea that any two people on the planet are no more than six acquaintances apart.
Here’s how it goes, using President Obama as an example: You know Gene. Gene works
at the same company as Ellen. Ellen is in the same book club as Micah. Micah plays golfwith Ben. Ben went to school with Mike. Mike just happens to be Barack Obama’s
second cousin. To help illustrate the ties among government, economic institutions, andbig media, we’re going to play our own version of the six-degrees game. You and yourteam will be assigned a major media figure, such as Rupert Murdoch, and given a list ofpolitical, economic, and other leaders and organizations to connect with your media
person. The goal will be to make the connections using as few steps as possible. You will
create a map showing the connections between your media person and the various people
and organizations. As a team, you will also draft a short paper explaining why you thinkthese connections matter. Are there implications for our political system? our economic
institutions? our citizens, who depend on media for information about the various
individuals, groups, organizations?

April 7

New technology, globalization, and convergence.
Reading: Voices—chapter 18 (“New Technologies, Globalization, and Wars on
Terror and the News Media”)
Excerpts, Four Theories of the Press (Siebert, Peterson, and Schramm
Excerpts, Last Rights: Revisiting Four Theories of the Press (ed. Nerone)—

April 9New technology, new approaches: Participatory journalism
Reading: Excerpts, Participatory Journalism (Singer et al.)—April 14 Exam #2 (100 points)
April 16, 21

April 23

Teams meet with me in preparation for assignment #4: Social media and democracy.
For our final assignment, you and your team will select a contemporary example in whichsocial media or other forms of new media were used by professional journalists or
citizens acting as political or economic watchdogs. You will explore the historicalcontext and specific situation of your example, the ways in which journalists or citizens
served a watchdog function, and the political and economic outcomes. As part of yourresearch, you will interview political, economic, and/or media experts for their views on
the watchdog function and its relevance today and on whether new media andparticipatory journalism serve democratic values.
You and your team will draft a paper detailing your findings and will summarize yourfindings in a poster to be displayed on the last day of class. You will also give a shortpresentation and field questions from your colleagues and from me.
This assignment differs from the others in that you will have more freedom in selecting
a topic. In addition, this is your chance to tie together ideas from across the semester—from the genesis of the watchdog idea to ways our political system and economic
institutions work to government-business-media relationships to the connections between
new media and democratic values.

Assignment #4 (50 points): Social media and democracy poster session

60Section 8: Exit survey with graduating students, May 2014

61

1. What's next for you?
#

1

2

3

4

5

6

7

8

9

Answer
Employment: I
have secured a
job with abusiness in theprivate sector(business,
corporation,
private firm,
etc.)
Employment: I
am waiting tohear back on
private sector
jobs for which
I have applied
Employment: I
have secured a
job in the
public sector(teaching,museum,library, social
services, etc.)
Employment: I
am waiting tohear back on
public sector
jobs for which
I have applied
Employment: I
am presently(or planning tobe) selfemployed
Military
service: I willserve in the
U.S. military
Family: I am
planning tostart a family
Volunteer work
(churchservices, Peace
Corps,
AmeriCorpsVISTA, etc.)
Internship:

62

Response

%

4

33%

1

8%

0

0%

2

17%

1

8%

0

0%

1

8%

0

0%

0

0%

10

11

12

13

14

entering aninternshipposition
Education: I
have been
accepted into
graduate or
professional
school
Education: I
am waiting tohear back onapplications tograduate or
professional
school
Education: I
plan to attend
an institution
for aspecialized
credential
and/orcertificate
Taking timeoff: I plan totake a bit of abreak from jobs
and education
Other: pleaseclarify below

2

17%

0

0%

2

17%

3

25%

0

0%

Other: please clarify below
Statistic
Min Value
Max Value
Total Responses

Value
1
13
12

2. What was your major?
#
12
3

Answerhistoryhistory teaching
double major(please enter inthe other area ofspecialization)
Total

63

Response
9
1

%
75%
8%

2

17%

12

100%

double major (please enter in the other area of specialization)
Economics
English: Creative Writing
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses

Value
1
3
1.42
0.63
0.79
12

3. What was your minor?
#
12

AnswerPlease enter
your minor
field
Doublemajor; nominor field
Total

Response

%

11

92%

1

8%

12

100%

Please enter your minor field
Classics: Civilizations, Latin, and Greek, and French
Psychology
Finance
SpanishEnglish as a Second Language
Classics
Classics- Latin Language
Political Science
Political Science
Anthropology
Spanish
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses

Value
1
2
1.08
0.08
0.29
12

64

4. Did you transfer to Utah State University from another institution?
#
1
2

AnswerYes (pleasewrite the nameof theinstitution(s)
No
Total

Response

%

2

17%

10
12

83%
100%

Yes (please write the name of the institution(s)Snow College
College of Eastern Utah
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses

Value
1
2
1.83
0.15
0.39
12

5. What was your final GPA for your university-level work?
#
1

AnswerPlease enter
the GPA
below:
Total

Please enter the GPA below:
3.92
3.97
3.53
3.8
3.8
3.25
3.87
3.1
3.4
3.06
3.78
3.7

65

Response

%

12

100%

12

100%

Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses

Value
1
1
1.00
0.00
0.00
12

6. Do you expect to stay in Utah?
#
12
3

AnswerYes
No
Comment
Total

Response
75012Comment

Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses

%
58%
42%
0%
100%

Value
1
2
1.42
0.27
0.51
12

7. Why did you decide to major in History?
#
1

AnswerPlease enter
your
response
below
Total

Response

66

%

12

100%

12

100%

Please enter your response below
History is all about stories and reasons for things. I love it.
I had an interesting history teacher in high school
I enjoyed history classes in high school and I met with Dr. Jones during during SOAR whichconvinced me.
History interests me
I love history and see the importance of it in our lives. I wanted to share that knowledge and lovewith future generations.
Because I have always loved history, it was just something that I was interested in and I stuckwith it
I was an English major until I took Latin and HIST 1320 in the same semester for language andgen. ed. credits. I loved the history professors and realized that I could comparable and evenbetter writing experience through the history department.
I've always enjoyed history as a subject, and it was a challenging field of study.
I enjoy learning about history and it fit well with my future employment plans
I've always been interested in History.
I wanted to learn more about people in the past.
I wanted to to b e a high school administrator so I was doing history teaching. This last year, I
decided against teaching and made the decision to complete a history degree.
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses

Value
1
1
1.00
0.00
0.00
12

8. What do you see yourself doing ten years from now in 2024?
#
1

AnswerComment
Total

Response
12
12

%
100%
100%

Comment
Preferably working through my doctoral research in the Classics.
I see myself with more education. I'm still deciding what path to follow though.
Still working in the finance industry
Employed doing historical research
I see myself in my chosen field as a history teacher. I will always use the informations andhistorical skills I learned at this university.
I would like to have a Master's Degree doing historical research somewhere
Teaching Latin and history at a high school level.
Hopefully happily employed, possibly having earned a higher level degree.
Working with the same organization, having earned my masters degree, and working on adoctorate.
Teaching
I see myself being self-employed.
I hope to be in the business sector as a management consultant.

67

Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses

Value
1
1
1.00
0.00
0.00
12

9. If you could start your undergraduate work all over again, would you stillchoose history as your major?
#
1
2

AnswerYes
No (please
explainbriefly)
Total

Yes

Response
11

%
92%

1

8%

12

100%

No (please explain briefly)
While I loved history, I would do a businessmajor. I have become more and moreinterested in business since I first enrolled at
Utah State University.

I have loved my time as a history major
Being a history major differentiated me in thebusiness school which opened a lot of doors,
but if I was to do it all over again I would have
majored in accounting.
Of course!! I have learned so many great thingsfrom the history department at USU. I would
do it over again in a heartbeat! But I would dosome things differently to get more out of it.
This was definitely one of the best academic
decisions I have ever made. I am incredibly
happy with everything I learned in my history
classes and it has set me on the path for a great
career.
I enjoy history immensely. I might have done adifferent minor, perhaps even a double major,
but I would still chose history.
I found the study of history to be very
rewarding and would study it again.
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses

Value
1
2
1.08
0.08
0.29
12

68

10. Did you work through the History Department's "pre-major" (the set of"foundation courses" that include: surveys of Western, World, and U.S.
history + Gen Ed classes closely tied to the humanities + USU “competency”
courses)?
#12

Answer
Yes
No
Total

Response
6
5
11

Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses

%
55%
45%
100%
Value
1
2
1.45
0.27
0.52
11

69

11. IF you answered "yes" to the question above, do you feel that the premajor
#
1

2

3

4

5

6
7

Answerprovided agoodfoundation foryour later
upper-divisioncourse work
helped clarify
the core issues
and skills that
informhistoricalstudy
neither helped
nor hindered
your course
work
at times helped
your progress,
but at times
hindered yourprogress in the
major
seemed like aseries ofunnecessary
hurdles toovercome
served nouseful purpose
Comment

Response

%

4

57%

3

43%

1

14%

2

29%

1

14%

0

0%

1

14%

Comment
I did not understand what historians really did until my senior seminar 4990. It would be helpful
to implement some of the core things from that class earlier on in the major rather than at the end.
Statistic
Min Value
Max Value
Total Responses

Value
1
7
7

12. The History Department has adopted a set of undergraduate "learning
outcomes" that fall into three categories (KNOWLEDGE, THINKING,SKILLS). We use the learning outcomes to clarify what we expect majors toknow, understand, and be able to do when they complete their program ofstudy. We are very interested in understanding the knowledge and skills that70

you believe you have acquired as a history major. For each "learning outcome"our department has established, please indicate how fully you personally feelyou developed a particular proficiency. (Slide the blue marker to the pointthat matches your level of proficiency, with "0" as very weak and "10" verystrong.)
#

1

2

3

4

5

AnswerKNOWLEDGE:
identifying the
key events
which
express/definechange overtime in a broad
range of places
and regions
KNOWLEDGE:
identifying howchange occurs
over time;
explaining
historicalcontinuity andchangeKNOWLEDGE:
recognizing theinfluence ofpolitical
ideologies,
economic
structures, socialorganization,
culturalperceptions, andnaturalenvironments
KNOWLEDGE
understanding
how race,
gender, class,ethnicity, region
and religion
influence
historical events
THINKING:
Recognizing thepast‐ness of thepast (explaining
how people have

Min
Value

Max
Value

Average
Value

Standard
Deviation

Responses

0.00

10.00

7.77

2.52

13

7.00

10.00

8.50

1.00

12

7.00

10.00

8.75

1.14

12

0.00

10.00

7.92

2.63

13

7.00

10.00

8.83

1.19

12

71

6

7

8

existed, acted
and thought inparticular
historicalperiods;
explaining theinfluence of thepast on thepresent
THINKING:
Developing aninternational
perspective on
the past(addressing the
cumulative
effects of global
exchange,
engagement, andinterdependence;
understanding
the complexityand diversity ofsituations,
events and pastmentalities;
comparing eras
and regions
THINKING:
Recognizing thecomplex andproblematic
nature of thehistorical record(range ofviewpoints;
competinghistoricalinterpretations;challenge
notions ofhistorical"inevitability";
analyze cause‐
and‐effectrelationships andmultiplecausation)
SKILLS:
Develop skills in
critical thinking

6.00

10.00

8.75

1.29

12

6.00

10.00

8.58

1.31

12

6.00

10.00

8.36

1.21

11

72

9

10

and reading(evaluate
historians'
debates;
differentiate
betweenhistorical facts
and historicalinterpretations;assess thecredibility ofprimary andsecondarysources)
SKILLS:
Developresearch skills(formulate
sound historicalquestions; obtainhistorical datafrom a variety ofsources; identify
gaps in available
records;
recognize thediscipline's
standards for
accurate andethical research)
SKILLS:
Constructreasonablehistoricalarguments(well‐
organized;
supported withhistoricalevidence from avariety ofprimary andsecondarysources)

6.00

10.00

7.64

1.43

11

6.00

10.00

8.42

1.44

12

73

13. Was there any particular part of your experience as a history major thatyou found especially interesting or engaging?
#
1

AnswerComment:
Total

Response
10
10

%
100%
100%

Comment:
I particularly enjoyed classes that focused on discussion. I felt like I learned more by talking
about the material with my peers
Several teachers were extraordinary. Including Rosenband, Eric Kimball, Fran Titchener.
Research in USU archives
The 4990 research seminar, and the faculty is great, for the most part. I like the new webpage.
Keep that going and updated, I check it often. It's fun to be involved with the department
I took a historical methods class with Dr. Jones just prior to taking the capstone class. The
historical methods class was a great experience and was the first real training that I had in what ahistorian actually does. Due to this class, I had a much better experience in my capstone thanmost of my friends.
I enjoyed doing the individual research involved in the major's capstone course (4990).
HIST 4990 Social Movements Capstone with Dr. James Sanders
Engaging in historical arguments.
I loved working with professors who were engaged with and energetic about their areas of study.
That makes students passionate about whatever time period/ place the professor specializes in andmakes us want to learn more.
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses

Value
1
1
1.00
0.00
0.00
10

14. Was there any particular part of your experience as a history major thatyou would prefer to change, alter, or eliminate?
#
1

AnswerComment:
Total

Response
9
9

74

%
100%
100%

Comment:
None
More research
I wish that I had been more aware of departmental and university opportunities. I did not know
about phi alpha theta, for example, until my senior year. What else is there for history majors to
do besides that anyway? I wish that I knew about awards, contests, clubs/organizations, events,and various opportunities to get involved with. Those things would be nice on my resume rightnow. I don't think undergraduates are educated well enough early on about things they need to be
doing that will help them secure employment after graduation. That is the main regret I have fromcollege, I wish I would have done more and been more involved because now I need thecredentials. But early on in my college career I assumed a degree was enough and I did not knowwhat else was available. Undergrads within the humanities/history department also need to be
told early on what types of skills they are developing and why their humanities degree isvaluable. I didn't understand what purpose my degree would serve until I took the 4990 course. If
I had understood earlier that I was developing invaluable transferable skills (such ascommunication and research), I would have approached my degree differently and far more
effectively.
The pre-major was... different. I wouldn't propose eliminating it, but perhaps the scope of it
should be changed to give students a bit of a taste of what higher level courses are like.
No
No
No.
I think research assignments using specific sources should start earlier in the major. While there
were some classes that prepared me for extensive research, most did not help. This made thecapstone a more difficult experience than it could have been.
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses

Value
1
1
1.00
0.00
0.00
9

15. Is there a component of the history curriculum that you believe thedepartment should add or delete?
#
1
2
3
4

AnswerLeave thecurriculum as
it is.
Add thefollowing:
Delete thefollowing:
Comment
Total

75

Response

%

5

45%

6

55%

0

0%

0
11

0%
100%

Leave thecurriculum as it is.

Add the following:

Delete the following:

Intro to methods andtheoryFor future historians I
would include a classof how to write ahistory paper or makesure it is included in alower level course
every history major
must take. I did nothave a problem, but I
know many did.
More upper divisioncourse variety during
any given semester
would be nice It
seemed that eachsemester offered a lotof the same types ofcourses covering
similar topics andsubjects. There aretones of courses listed
in the USU catalog
that I wanted to takebut was never able tobecause the sametypes of classes werealways offered, withlittle variety and few
options.
a lower level classwhich explains what
the history major is,what an historian
actually does, andwhat kinds of jobs
history majors areprepared for after
graduation.
The department
should definitely
make more of its
courses available
online. The selection
was limited after
reaching a certain
point, making thedegree difficult to76

Commentfinish.
I think there needs tobe more emphasis on
ancient civilizations(beyond ClassicalStudies) and that there
should be more focus
on history outside of
the west (e.g. Asia,
Eastern Europe,
Africa). The program
has plenty of focus on
the United States,
some focus on
European History(western), but isseriously lacking indepth courses
everywhere else andfor time periods
before American
Colonization (inAmerica) and the
Early Modern Period(in Europe).
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses

Value
1
2
1.55
0.27
0.52
11

77