David Hamilton Golland, Ph.D.

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  • Governors State University College of Arts and Sciences
    Division of Arts & Letters Humanities Department, BA Program in History
    HIST3900, Spring 2019, 3 Credits
    Tuesdays and Thursdays, 11:00-12:15, Rm. C3380
    Instructor: Dr. David Hamilton Golland, Office C3370
    Office Hours: click HERE

    Online Course Guide

    Course Description:
    Emphasizes the principles of historical research, the organization of materials, and the discussion of various writing styles. Restricted to students with junior status.
    Prerequisites: HIST3099 or instructor's permission.
    Rationale: History seeks to understand and to explain the story of human experience since the past provides the only laboratory of human experience actually lived. Historical study complements and builds on the foundational courses in the core through its appreciation of the complexity of humankind, recognizing in the men and women who make history the spiritual and material, the intellectual and the emotional diversity of the human condition. History further advances the goals of the core curriculum through an interdisciplinary methodology that seeks to reconstruct our collective past. It is the story of individuals, the story of individuals in society, and the story of the political, religious, economic, and social ideologies and institutions they create in their search for identity, purpose, and value. History recognizes both the commonality of the human experience and the reality of cultural, class, racial, and gender distinctions that enrich that experience.
    Intended Audience: Required of all History majors, and will also appeal to students interested in learning the methods of historical inquiry.
    Instructional Modality: Lecture/Discussion.

    Student Learning Objectives:
    Upon successful completion of this course, students should be able to:
  • Explain how historians analyze primary and secondary source materials and standards for judging historical writing.
  • Discuss various historians, schools of thought, concepts, theories, and key issues in history.
  • Critique the process of how historians do research, interpret sources, and present the past.
  • Explain the objectives of historians, methods of historical research, and problems related to undertaking research.
  • Identify qualified mentorship in historical studies.

    Academic advisor: advises the student on which courses to take in order to graduate.
    Thesis advisor: Works closely with the student to develop the thesis paper. This can be anyone on the history faculty with a scholarly interest coinciding with the intended thesis topic.
    Methods course professor: teaches the methods course, including themes related to historical research and writing, and assists the student in identifying a thesis topic and finding a thesis advisor.

    Required Texts: (Top)
    All three texts are available at the GSU bookstore as well as through various online services.

      Arnold, John H., History: A Very Short Introduction (New York: Oxford University Press, 2000).     Salevouris, Michael J., with Conal Furay, The Methods and Skills of History: A Practical Guide (Chichester, UK: John Wiley & Sons, 2015).     Galgano, Michael J., J. Chris Arndt, and Raymond M. Hyser, Doing History: Research and Writing in the Digital Age (Boston: Wadsworth Cengage Learning, 2013).

    Students will also be reading the following articles, all available online for free:
  • Ayers, "Everyone Their Own Historian" (Journal of American History 105:3, December, 2018)
  • Golland undergraduate thesis, "The Despot's Heel"
  • Golland book review, "After the Dream" (H-Law, June 2011)
  • Golland dissertation Chapter, "Grasping at Solutions"

    Course Components: (Top)
    There are nine components to this course (eight for non-majors):
    History Major Component Weight
    BlackBoard Questions 10%
    Attendance and Participation 15%
    Textbook Activities 15%
    Plagiarism Quiz 0%
    Thesis Topic and Outline 10%
    Thesis Committee 10%
    Presentation 20%
    Annotated Bibliography 10%
    Literature Review 10%
    Total 100%
    Non-Major Component Weight
    BlackBoard Questions 11%
    Attendance and Participation 16%
    Textbook Activities 16%
    Plagiarism Quiz 0%
    Thesis Topic and Outline 11%
    Presentation 21%
    Annotated Bibliography 12%
    Literature Review 13%
    Total 100%

    The mathematical scores will strictly translate into letter grades as follows:
    90 or higher: A
    80 or higher (but below 90): B
    70 or higher (but below 80): C
    60 or higher (but below 70): D
    Less than 60: F

    Incomplete Grades: Students who have not completed the "Thesis topic and Outline," "Thesis Committee" (if applicable), and "Annotated Bibliography" by the last day of classes may receive a grade of "Incomplete" ONLY if they have otherwise earned passing grades in ALL of the other components of the course. Any missing assignments will be assessed a late penalty and MUST be completed by the first day of the following semester (excluding the summer); otherwise the course grade will automatically become an "F."

    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 89.999 will receive a B; a student with a mathematical score of 59.999 will receive an F.

    Explanation of Course Components:

    BlackBoard Questions. Upon completion of each reading 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 reading and should be posed so as to lead to further discussion (in fact they will form the basis of class discussion). When there are readings from multiple sources, each question must pertain to a different source.

    Attendance and Participation. Each student is expected to arrive on time and actively engage in discussion and activities during every class meeting.

    Textbook Activities. Each chapter in The Methods and Skills of History: A Practical Guide, by Salevouris and Furay, concludes with several pages of exercises. Upon completion of each chapter, students are expected to complete the connected exercises, remove the pages from the textbook, staple them, write their names on the top of the first page, and turn them in at the end of the class session.

    Plagiarism Quiz. This brief quiz is based on "Avoiding Plagiarism," which can be found below. 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 print, complete, sign, and deliver to Prof. Golland by the deadline. Note: The presentation, thesis topic and outline, and annotated bibliography will NOT be accepted from students who have not successfully completed the plagiarism quiz.

    Thesis Topic and Outline. Each student will develop a thesis topic in the form of a historical research question, draft an outline, and prepare a draft bibliography.

    Thesis Committee (history majors only). Each student will secure the written agreement (email is acceptable) of a full-time (or PhD-holding part-time) member of the GSU history program (currently Golland, Fackler, Lysenko, Marak, Marrar, and Walsh), who has engaged in scholarship or teaching related to the student's thesis topic, to serve as the student's thesis advisor. Working with the thesis advisor, the student will secure the written agreement of at least two other scholars to serve as thesis readers. The advisor and readers will constitute the student's thesis committee (also known as capstone committee). At least one member of the committee must hold a full-time appointment in history at GSU with faculty rank (Visiting/Assistant/Associate/Professor of History--currently Golland, Fackler, Marak, and Walsh). No more than one member of the committee may be a historian with faculty rank at another institution, and no more than one member of the committee may be a non-historian on the GSU faculty. The thesis advisor must agree to work closely with the student through the end of the senior year to help the student acquire the tools necessary to complete the thesis. The readers must agree, at a minimum, to read and provide comments on the first full rough draft.

    Presentation. During one of the last class sessions, each student will deliver a 15-20 minute oral report on their research. The report must utilize PowerPoint or a similar presentation application, and each slide must be fully footnoted.

    The Annotated bibliography and Literature Review are collectively the equivalent of a final exam. Start with at least ten (10) scholarly books or articles you have read as sources for your thesis. Then list each book, alphabetically by the author's last name, with standard bibliographical information (author's name, book title, location of publication, publisher name, year published, and number of pages) and a brief synopsis. In other words, write a citation and a brief explanation for at least ten books or articles. If the book is an edited collection of essays, use the editor's name instead in place of the author's name. This is an annotated bibliography. (For sample entries from an annotated bibliography, click HERE [requires Adobe Acrobat reader].) Then craft a narrative explaining how these works contribute to our uderstanding of your topic. This is a literature review. The annotated bibliography and lit review are to be submitted in a single document.

    Schedule of Assignments (Top)
    Click Here:

    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.

    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.

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

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    Last Updated 05 July 2019 (DHG)