David Hamilton Golland, Ph.D.






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  • Governors State University College of Arts and Sciences
    Division of Humanities and Social Sciences
    History BA Junior Seminar
    PUBLIC HISTORY and CIVIC ENGAGEMENT
    Index Number: HIST3099
    Fall, 2020; 3 Credits
    Instructor: Prof. David Hamilton Golland
    Office Hours: Click HERE

    Due to the Covid-19 Pandemic, this course will be held via modified online instruction through BlackBoard
    Synchronous and Asynchronous on Alternate Tuesdays (see schedule below)

    Note: Modified online instruction is not as comprehensive as normal, face-to-face instruction.
    This is not an attempt to create a fully-fledged online course, but a stopgap measure for the pandemic.



    Online Course Guide

    Note to Students, November 17:

    Due to the GSU Tech "Blackout" today (BlackBoard, MyGSU, email), all assignments that would have been due today (Enola Gay assignment, Do-Now #1, Do-Now #2) will be due 24 hours after the university comes back online. Zoom class is cancelled; please see the schedule below for adjusted presentation dates.

    Note to Students, October 13:
    Prof. Andrea Burns, author of one of the required books, has agreed to join us for our class session on December 1. I have flipped the assigned readings for the final two weeks so that we can finish reading Dr. Burns' book in time for her appearance.

    Also, the Enola Gay Essay will substitute for the Public Site Report. Changes have been made below using the same scheme as before: added and deleted.


    Note to Students, September 17:
    At your request, we have agreed to change portions of this course.
    The red-font type indicates new information and the strikethrough type indicates information that is no longer part of the class.
    These changes affect the Homework Questions and the Class Meetings.


    Course Description:
    Introduces and examines sources and methods used in public history. Students will conduct specific research projects focused on civic engagement, local, and/or community history engaging with public and private institutions in the region. Restriction: Junior status or higher.
    Rationale: History is increasingly used by institutions and individuals outside of academia, and this course will prepare students for a variety of possible careers related to history. This course includes experiential learning activities. Some sessions of the course will meet in the classroom, while other sessions will meet off-site or through e-learning. The course emphasizes the development of skills that are essential for success in the workplace and the studentís chosen careers. The course is designed to help students build their skills in critical thinking, oral and written communication, and research and information retrieval, and students graduating from the program will have developed the ability to think clearly and critically and to assess and analyze complex issues and arguments.
    This is the Junior Seminar in History and will serve to unite transfer history majors with those who have been at GSU since Freshman year.
    This is a Writing-Intensive course.
    Intended Audience: History majors and other interested students.
    Instructional Modality: Lecture/Discussion (via remote delivery due to Covid-19)

    Student Learning Objectives:
    Upon successful completion of this course, students should be able to:
  • Identify the major areas where history is practiced outside the academy
  • Identify the major areas where the practice of history can inform the body politic
  • Explain how history is used (and misused) for political ends
  • Conduct interviews following oral history standards

    Required Texts: (Top)
  • Burns, Andrea A. From Storefront to Monument: Tracing the Public History of the Black Museum Movement. Amherst: University of Massachusetts Press, 2013.
  • Ferguson, Andrew. Land of Lincoln: Adventures in Abe's America. NY: Grove Press, 2007.
  • Hart, Cynthia, with Lisa Samson. The Oral History Workshop: Collect and Celebrate the Life Stories of Your Family and Friends. NY: Workman Publishing Company, 2009.
  • Meringolo, Denise D. Museums, Monuments, and National Parks: Toward a New Genealogy of Public History. Amherst: University of Massachusetts Press, 2012.

    Course Components: (Top)
    There are nine components to this course:
    Component Weight
    Homework Questions 10%
    Do Now 10%
    Participation 10%
    Plagiarism Quiz 0%
    Human Subjects Training 5%
    Oral History Presentation 15%
    Book Review 5%
    Public Site ReportEnola Gay Essay 20%
    Civic Engagement Paper 25%
    Total 100%

    The mathematical scores will strictly translate into letter grades as follows:
    A ≥93
    A- ≥90 & <90
    B+ ≥88 & <93
    B ≥83 & <88
    B- ≥80 & <83
    C+ ≥78 & <80
    C ≥73 & <78
    C- ≥70 & <73
    D+ ≥68 & <70
    D ≥63 & <68
    D- ≥60 & <63
    F <60


    Note: all students will receive the exact grade they have earned, and grades will NOT be rounded up. For example, a student with a mathematical score of 87.999 will receive a B; a student with a mathematical score of 59.999 will receive an F.

    Explanation of Course Components:
    Note: all assignments pertain to synchronous and asynchronous class sessions.

  • Homework Questions. Upon completion of each homework assignment, each student will post (in the appropriate forum on the "Discussion" page at the course's BlackBoard site) two questions inspired by the reading. These should not be "yes/no" or simple factual questions but rather must represent an informed consideration of the topics covered by the chapter and should be posed so as to lead to further discussion (in fact they will form the basis of class discussion). When there is more than one book assigned, each question must be inspired by a different book. These questions are due by 4:30 the day11:59pm the night before each class. Students are also expected to log in to the forum between the deadline and the start of class the next day to read the questions posted by other students.

  • Do Now. At the start of each class, students will write and submit, on a single page, 2-3 sentences explaining one thing they learned during the previous class discussion, and 2-3 sentences explaining one thing they learned from the current homework assignment. Students who missed the last class should write about something they learned in the most recent class they attended (in this course).

  • Participation. Each student is expected to arrive on time for the synchronous sessions and actively engage in discussion and activities during every class session.

  • Plagiarism Quiz. Students must take the quiz at the University of Indiana School of Education Plagiarism Test Site. Successful completion of the test will result in a certificate, which you should forward to Prof. Golland at dgolland@govst.edu with the subject ("Plagiarism Quiz Certificate") by the due date. In the body of the email, please write "I certify that I have successfully completed the plagiarism quiz and that the attachment represents my own quiz completion certificate." Note: No assignments will be accepted from students who have not successfully completed the plagiarism quiz.

  • Human Subjects Training. Every student is required to pass human subjects training and get approval for the oral history presentation prior to conducting an oral history interview. This is a two-step process:
          1. Register for and complete the free CITI Human Subjects Training Course. You must complete the CITI training and submit a printed certificate to Prof. Golland by the due date.
                Enter your organization affiliation as "Governors State University."
                The course you must take is "Basic Human Subjects - Social & Behavioral Focus."
                On page 7 of the registration, for question 1, answer "I am a undergraduate student investigator at GSU."
                For questions 2, 3, 4, and 6, answer "no" or "not at this time."
                For question 5, answer "Humanities Responsible Conduct of Research Course."
          2. Prepare an interview waiver form explaining the purpose of the interview and requesting permission from the interviewee. Get an unsigned copy of this form to Prof. Golland by the due date.
    Note: Failure to meet the deadlines for this component will endanger your ability to successfully complete the oral history component.

  • Oral History Presentation. Each student will identify an individual for interviewing, complete Human Subjects Training (see above), get a signed waiver from the interviewee (see above), develop questions for the interviewee, conduct the interview, schedule the presentation with Prof. Golland (to take place during the second half of the semester), and report to the class on the entire experience at the scheduled date. Given Covid-19 pandemic conditions, students may conduct these interviews virtually or by telephone. Waivers can be signed virtually so long as there is electronic evidence that the interview subject is agreeing to the terms of the waiver.

  • Book Review. This will be a thorough scholarly review of Andrew Ferguson's Land of Lincoln: Adventures in Abe's America, consisting of 2-3 pages. For examples of scholarly reviews, click HERE and HERE.

  • Public Site Report. Every student must visit a site where public history is conducted. Public history sites include local historical societies, museums, monuments, preservation institutions, etc. The site report should be between 8-12 pages and should thoroughly detail the history, purpose, mission, and activities of the site. Given Covid-19 pandemic conditions, students may wish to conduct a site visit virtually. Contact your slected site to inquire about virtual tours. Be prepared to have a backup choice if your selected site is not working virtually.
  • Enola Gay Essay. Click Here for the assignment.

  • Civic Engagement Paper. Every student must write a historical paper 15-20 pages in length, based on primary and secondary historical sources, about an aspect or aspects of the role of history and historians in the body politic and/or civil society.


    Deadlines Class Meetings, and Schedule (Top)

    Deadlines
    Failure to meet these deadlines will result in the loss of one whole letter grade per week, i.e. an A paper will become a B paper, etc.
    Date
    Item
    September 15
    CITI training certificate
    September 22
    Unsigned intervew waiver form
    September 29
    Plagiarism Quiz Certificate
    November 17
    Enola Gay Assignment
    December 9
    Book Review and Civic Engagement Paper


    Class Meetings
    This class will meet synchronously and asynchronously on alternate weeks. The pattern will be "every other week" until November 10, when we will meet synchronously twice in a row, and the asynchronously twice in a row, so that we can be asynchronous for Thanksgiving and synchronous for the last day of class.Adjusted based on student feedback:

  • First Day of Class. On Tuesday, September 1, we will meet via Zoom (after that, see "synchronous meetings" and "asynchronous meetings" below). Please use a computer with a camera and microphone. The Zoom Login information will be in BlackBoard.

  • SynchronousWeekly Zoom Meetings. On days when we meet synchronously, We will meet weekly via Zoom on Tuesdays from 4:30-5:45. (On Thursday during election week.)
    First, all students will be expected to post your "do now #1" using the following instructions:
    1. Log in to BlackBoard between 4:30 and 4:40pm. Once you're in BlackBoard, follow these instructions:
    2. Select "HIST-3099-01_20FA: Public Hist Civic Engagement_2020FA" from the course list.
    3. Click "Discussion Board" in the left column.
    4. A list of active discussion forums will appear. Click on the forum for the online class for that day, i.e. "September 15 Online Class."
    5. When you're in that day's forum, click "Create Thread" near the top of the forum.
    6. When the "Create Thread" dialogue appears, enter "Do-Now #1" in the "Subject" line.
    7. In the message box, write 2-3 complete sentences about one thing you learned last week.
    8. Click the black "Submit" button near the bottom right corner of the screen.
    Then, in a separate browser tab or window, login to the Zoom Meeting using the link provided in BlackBoard. Keep the BlackBoard forum open and available in its own tab or window.
    On synchronous class days, students logging in after 4:40 will be marked late, and students logging in after 5:45 will be marked absent.

  • Asynchronous Meetings. On days when we meet asynchronously, all students will be expected to log in to BlackBoard at least three times during the course of the day.
    First Login: before 12:00 (Noon), Create a thread for "Do-Now #1" (see instructions 1-7 in "synchronous meetings," above) and a second thread for "Do-Now #2" (2-3 complete sentences about one thing you learned from that week's homework assignment). Then read your fellow students' Homework Questions. After logging off, spend some time thinking about their questions.
    Second Login: before 3:00pm, make a comment or other reply to at least one of your fellow students' Homework Questions for that week. Then read your fellow students' Do-Nows. After logging off, spend some time thinking about your fellow students' Do-Nows.
    Third Login: before 6:00pm, read what your fellow students (or Prof. Golland) have written in response to your Homework questions. Then, in that week's class forum (i.e. "September 8 Online Class"), open Prof. Golland's "Today's Wrap-up" thread; read what's been written already, and reply to the latest message with a statement about something you've learned from today's lesson. Feel free also to reply to anything else that's written in that thread by Prof. Golland or a fellow student.
    On asynchronous class days, login times are deadlines for work completion. Students are expected to complete their entries before the login time. Students who miss one of the above login times will be marked late, and students who miss two or more will be marked absent.


  • Reflective Statements. Each week, students will submit a final reflective statement summarizing what they learned in this class that week. The statement should be between 200 and 400 words (1/2 to 1 page), and will be due on Thursdays at 11:59pm (except on election week, when it will be due on Saturday, and on Thanksgiving week, when there will not be a reflective statement due). These statements should be uploaded in the Assignments area of BlackBoard. Going forward, these statements will constitute half of the participation grade.


    Note: because of the unavailability of the Meringolo book, the September 8 asynchronous class has been postponed to September 14.

    Schedule
    Assignment
    Homework Questions
    Due 11:59PM
    Class Meeting
    4:30-5:45PM
    Reflective Statements
    Due 11:59PM
    [Introduction]
     
    September 1
     
    Meringolo, Prologue and Chapter 1 (pp. xii-25)
    September 13
    September 14
     
    Hart/Samson, Introduction through Chapter 2 (pp. vi-47)
    Ferguson, Preface and Chapter 1 (pp. ix-37)
    September 14
    September 15
     
    Meringolo, Chapter 2 (pp. 26-57)
    Ferguson, Chapter 2 (pp. 38-68)
    September 21
    September 22
    September 24
    Finish Hart/Samson
    September 28
    September 29
    October 1
    Meringolo, Chapter 3 (pp. 58-83)
    Ferguson, Chapter 3 (pp. 69-89)
    October 5
    October 6
    October 8
    Meringolo, Chapter 4 (pp. 84-108)
    Ferguson, Chapter 4 (pp. 90-116)
    October 12
    October 13
    October 15
    Meringolo, Chapter 5 (pp. 109-129)
    Ferguson, Chapter 5 (pp. 117-151)
    October 19
    October 20
    October 22
    Finish Meringolo
    October 26
    October 27
    Guest Speaker:
    Prof. Denise Meringolo
    October 29
    Burns, Introduction and Chapter 1 (pp. 1-40)
    Ferguson, Chapter 6 (pp. 152-166)
    November 4
    November 5
    (Rescheduled from Election Day)
    November 7
    Burns, Chapter 2 (pp. 41-71)
    Ferguson, Chapter 7 (pp. 167-198)
    November 9
    November 10
    OH Presentations: CA, VWR
    November 12
    Burns, Chapter 3 (pp. 72-105)
    Ferguson, Chapter 8 (pp. 199-230)
    November 16
    November 17
    Cancelled due to GSU Tech "Blackout"
    November 19
    Burns, Chapter 4 (pp. 106-128)
    Ferguson, Chapter 9 (pp. 231-258)
    November 23
    November 24
    OH Presentations: JV, CAR, LS
     
    Finish Burns
    November 30
    December 1
    Guest Speaker:
    Prof. Andrea Burns
    December 3
    Finish Ferguson
    December 7
    December 8
    OH Presentations: AA, JB, AK
    December 10



    Academic Honesty (Top)
    Students are expected to fulfill academic requirements in an ethical and honest manner. This expectation pertains to the following: use and acknowledgement of the ideas and work of others, submission of work to fulfill course requirements, sharing of work with other students, and appropriate behavior during examinations. These ethical considerations are not intended to discourage people from studying together or from engaging in group projects. The university policy on academic honesty appears in the catalog appendix, which can be found on the website at http://catalog.govst.edu/content.php?catoid=1&navoid=37.

    Avoiding Plagiarism by Good Paraphrasing, Quoting and Documentation, By Prof. Timothy C. Gsell
    Give credit to your sources, because they deserve it. Many students inadvertently plagiarize the intellectual work of others, and run the risk of receiving an F. It is easy to plagiarize, especially with all the information on the web! Simply fail to give credit where credit is due, and you are a plagiarist. That is all there is to it. But how can one know when credit is due, you ask? Read this carefully:

    Document your source if you paraphrase or quote. Failure to do so is an act of plagiarism, even if it is innocent. It is easy to plagiarize even though one does not intend to steal another?s work. Therefore, it is very important to understand the essentials of paraphrasing and quoting discussed below.

    If in doubt, consult a handbook on good writing or contact me. I strongly recommend this if your are not sure about documenting written material. The following quotes are from the Prentice-Hall Handbook for Writers, 10th edition. Chapter 45 (The Research Paper). But there are other good handbooks with similar words of wisdom:
  • A paraphrase is a restatement of the source material in your own words, syntax, and style but preserving the tone of the original?. and of approximately the same length (not as summary). A paraphrase uses the original author?s idea and presents it in your own language. Since in paraphrasing you borrowing someone?s thoughts, you must document the source when you use the paraphrase in your paper (page 470).
  • A direct quotation records exactly the words of the original source (as well as the exact punctuation and even any spelling errors). Like summaries and paraphrases, direct quotations require citations in your paper crediting the source from which you copied them. In general, use direct quotations only for particularly telling phrases or for information that must be rendered exactly as you found it (page 470).
  • Plagiarism consists of passing off ideas, opinions, conclusions, facts, words (intellectual property) of another as your own. Plagiarism is dishonest and carries penalties not only in academic environments but in all professions, as well as copyright law (page 470).
  • Long word-for-word quotations are rarely appropriate to a paper or particularly to a lab report. Use of all or most of a single sentence or an apt figure of speech without acknowledgment from another source is also dishonest and considered plagiarism (page 470).
  • Even if you acknowledge the source in a citation, you are still plagiarizing when you incorporate in your work faultily paraphrased or summarized material from another author in which you follow almost exactly the original?s sentence patterns and phrasing. Paraphrasing and summarizing require that you fully digest an author?s ideas and interpretations and restate them in your own words. It is not enough simply to modify the original author?s sentences slightly, to change a word here and there (page 472).
  • A research report or paper loaded with quotations or consisting of long quotations stitched loosely together with brief comments will almost always be an unsatisfactory paper (page 474).
  • Make use of paraphrases and summaries instead of quotations in most cases where sources are cited. Frequently, the point can be made better in your own words, with proper citations, than in the words of the original (page 474)

    Take the plagiarism quiz now!

    Wikipedia Research Policy, by Prof. Alan Liu
    Click HERE for the article.


    Services (Top)
    Counseling Center: The Counseling Center of the Academic Resource Center at Governors State University (GSU) has a staff of experienced professionals who provide a variety of counseling services for GSU undergraduate and graduate students. The counselors support and adhere to the professional, ethical, and legal standards as described by the American Psychological Association, as well as other professional organizations. Our mission is to contribute to the overall quality of campus life for students, and to support the academic endeavors of our students. The Counseling Center is located in the Academic Resource Center, B1215. Office hours are Monday-Thursday 8:30 a.m.-7 p.m. and Fridays 8:30 a.m.-5 p.m. For personal counseling, contact Katherine Helm, 708.235.7334. For academic counseling, call 708.534.4508.

    Writing Center: In that writing is a fundamental part of this course, students are encouraged, but not required, to attend the Writing Center for assistance in completing writing assignments. In-depth individual assistance with research papers or any other writing for classes is available through the Writing Center. For one-on-one help, please call 708.534.4508 to make an appointment. On-site tutoring is available by appointment only. The Writing Center desk in the Library offers students the opportunity to ask questions dealing with the research assignments. You may submit a copy of your paper for revision suggestions, obtain information about virtual appointments, and find sources for help with research writing as well as sources for general writing help, including grammar resources.

    Disability Statement: (Top)
    GSU is committed to providing all students equal access to University programs and facilities. You may be eligible for academic accommodations if you have a documented physical, psychiatric (anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, or others) or a neurological disability such as a learning disability, autism or TBI. You must register and provide documentation with Access Services for Students with Disabilities (ASSD) before faculty members are required to provide appropriate accommodations. For more information or to register, please contact ASSD at assd@govst.edu or 708-235-3968. To aid in creating an accessible learning environment for students with disabilities contact ASSD before or during the first week of classes.

    Title IX Statement:
    Consistent with GSU Policy 78, Title IX and Anti-Sex Discrimination, Harassment and Retaliation Policy, Title IX regulations make it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories, such as race, national origin, etc... The University has a duty to prevent harassment, post policies against it, to investigate complaints, and to take prompt action to stop harassment when it occurs. Contact the Governors State University Title IX Coordinator to report any incidents at titleixofficer@govst.edu 708.534-4100 and ask to speak to the Title IX Coordinator. For complete Title IX information and resources, visit: http://www.govst.edu/TitleIX/.

    Emergency Preparedness Statement:
    In case of emergency, the University's Alert System will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the myGSU portal. In addition, students are encouraged to familiarize themselves with the Emergency Procedures posted in each classroom. Detailed information about the University's emergency management plan, information about how to update your contact information, and the Campus Safety Booklet can be found at http://www.govst.edu/emergency.

    Academic Honesty Statement:
    Students are expected to fulfill academic requirements in an ethical and honest manner. This expectation pertains to the following: use and acknowledgement of the ideas and work of others, submission of work to fulfill course requirements, sharing of work with other students, and appropriate behavior during examinations. These ethical considerations are not intended to discourage people from studying together or from engaging in group projects. The University policy on academic honesty appears in the catalog appendix, which can be found on the website at http://catalog.govst.edu/content.php?catoid=8&navoid=673#Academic_Honesty

    COVID-19 Statement
    At the opening of the fall term 2020, everyone on campus is required to wear face coverings. Students are required to follow the same directives as all people coming to the GSU campus. Signs detailing the face covering requirements are posted through-out the campus and must be followed. Any student who fails to follow required safety procedures including the posted procedures for COVID 19, or comply with university employee instructions are considered to be violating Student Conduct Rules (Policy 4 Student Conduct Policy) and is subject to disciplinary action which may include removal from a class, cancellation of a class or removal from campus. Updates related to COVID-19 and the most up to date safety information are available on the COVID updates and Fall 2020 Campus Operating Plan at https://www.govst.edu/emergency Students are encouraged to self-report symptoms or diagnosis of COVID-19 ( e.g. fever, cough, difficulty breathing) or close contact with someone who has a lab confirmed or presumptive COVID-19 diagnosis using the COVID-19 Reporting Form found on the COVID-19 webpage http://www.govst.edu/COVID-19-students. If you are ill or have symptoms, stay home, and notify your instructor so that appropriate course completion arrangements can be made. Students with disabilities who require accommodations should contact disability services at https://www.govst.edu/disability-services/. Students who are impacted by COVID 19 and need adjustment to class requirements, are responsible to send a written request to the instructor as soon as possible for approval.


    Contact Information: (Top)
    David Hamilton Golland
    Professor of History and Coordinator of Humanities
    Division of Arts & Letters
    Governors State University
    Office Location: C3370
    E-mail: dgolland@govst.edu


    Links:
  • GSU Homepage
  • GSU Library
  • The New York Times Online
  • Amazon.Com
  • Google
  • Professor Golland's Website


    Image Credit: National Council on Public History.

    Disclaimer: None of the above shall be construed to supercede GSU policy or local, state, or federal laws. Any instructions or information on this website found to be in violation of said policies or laws can and should be ignored.

    Last Updated 17 November, 2020 (DHG)