Fall
2020 Occidental College History
Department Prof.
Maryanne Horowitz
History
300. Re-assessing European Global Encounters 1:30-2:55 p.m. Tues, Thurs on Zoom.
(Syllabus under construction to adjust to students’ interests) The 20th-century
national movements of liberation from European colonialism initiated
re-assessments of the Crusades, trade on the Silk Road, piracy and kidnapping,
as well as of the Portuguese, Spanish, Dutch, English, and French trade routes
and settlements on the Atlantic and Pacific Rims in the early modern period.
Each student will be writing a historiographical essay revealing changing
interpretations of one global encounter. Class work will enhance student
skills: we shall be discussing exemplary recent historical films and histories,
and we shall learn how to efficiently find diverse viewpoints through on-line
and printed sources. Prerequisite: Open to majors and minors, or may
enroll with instructor's approval. Meets CORE Requirements: Pre-1800
and Intercultural and Global
The Hist. 300 in
Occidental College History Department introduces students to the practice and
writing of history through topical approaches. Students will explore
methodological approaches to historical inquiry, conduct research projects, and
improve their writing skills.
Contact Prof. Horowitz
via email horowitz@oxy.edu. State Hist.
300 and your
name at beginning of email please.
Office hours: Swan 314
Mon., Wed. 12-1:30 Meetings on Zoom.
Register ahead on Google Doc at MOODLE site, and you will receive an
invitation.
BOOKS
In Bookstore: Franz Fanon, The Wretched of the Earth (or use earlier on-line
translation)
Lynn Hunt, Inventing
Human Rights
Francisco Bethencourt,
Racisms: From the Crusades to the Twentieth Century or
Joyce Appleby, Shores
of Knowledge: New World Discoveries and the Scientific Imagination
Other readings are on
MOODLE for student selection of one global encounter for focused
research. There are many electronic historiographical articles and
chapters received via interlibrary loan.
Course Objectives:
To read academic writing critically and to
analyze historical debate.
To expand skills in writing about historians’
arguments and their interpretation of sources (whether expressed in film,
museum exhibit/catalogue, book or article)
To develop understanding of diverse subfields of
historical writing and of the challenges of taking a global and comprehensive
view of a topic
To meet Junior year college writing
requirement, and to be better prepared for a Senior thesis
Grading: 25%
Oral class participation, especially on class books, readings and other
students’ historiography papers
25 % Emailed Mid-term
and Final on
class books (each 3-4 pp. typed, parenthetical page references)
25% Emailed historiography paper progress
assignments on due dates and oral presentation
25% Emailed polished historiography
paper
SCHEDULE At start of course juxtaposing 16th-18th
c. with Post-Colonial, Contemporary viewpoints
1)Tue., Aug. 25 Background
Lecture on 16th-17th century Age of Encounters. Short intro on Equiano
Read in Fanon, ch. 1 “On Violence” and ch. 2 “Grandeur and Weakness of Spontaneity” When available again we’ll see full video of
Equiano (link on Moodle to Oasys)
Thu., Aug. 27 Discuss
reading in Fanon. Assignments for
evaluating documents in “Cross-Cultural Encounters” (on Moodle)
2)Tues., Sep. 1 Discuss Fanon, ch. 3 “The Trials and
Tribulations of National Consciousness” and ch.4 “On National Culture: Mutual
Foundations for National Culture and Liberation Struggles’’ Powerpoint lecture
of ch.
14 of Spielvogel, Western Civilization, 10th ed., “Europe and the World: New Encounters
1500-1800” (map shown Aug. 25)
Thurs., Sep. 3 Bring your marked-up “Cross-cultural Encounters” for first
analysis/discussion of documents 1-13. (analyze 2 documents on same
continent)
3)Tue., Sep. 8 Powerpoint Visual Lecture “Early
Modern Fourfold Division of Humanity” Focus is on
personifications of America and of Africa in Title page of Ortelius (1570),
Amsterdam Town Hall (1660s), and Tapestry set of late 17th century.
For example, student might pick as historiography topic the visual imagery of
“America” or “Africa” or “Asia” (for Europeans the reference shifted from the
Near East to East Asia in 18th century). Questions/discussion/alternate
approaches.
Thu., Sep. 10 Discuss Fanon “Colonial War and Mental Disorders” and
“Conclusion”
4)Tue., Sep. 15 Submission of proposal and bibliography for first comparative
history review of articles and books, related to commitment to specific early
modern global encounter of peoples for historiography paper. Powerpoint Visual
Lecture on “Historiography of the Continent Personifications”
Thu., Sep. 17
Guest speaker librarian Darren Hall on research techniques for
historians
The workshop will help you to find articles through library
databases. Bring specific topics you seek, and any other
research-inquiry questions. Plan to store articles you find.
Further reading
assignments and lectures will support the specific student interests. Students
are requested to recommend for group reading contrasting on-line articles they
find on their topics.
5)Tue., Sep. 22 Lecture
on Patricia Seed, Ceremonies of Possession, on alternative
national paths to dispossessing indigenous peoples
Thu., Sep. 24 Pass in improved Proposal
and Bibliography Discuss Hunt, Intro, ch. 1 and ch. 2 and Apppendix
6)Tue., Sep. 29 History of the
European Imperialism of 19th-early 20th centuries.
Thu., Oct. 1 Discuss Hunt, chs. 3, 4, 5.
7)Tue., Oct. 6 European urge to collect: Lecture on Early Modern Botanical
Gardens (Pisa, Padua) & Early Library/Museum, a “Studiolo”
(Piero’s and then Lorenzo’s in Medici Palace in Florence
Thu., Oct. 8 Student presentations of
key points of mid-term essay, for students to write also in response to other
students’ insights.
Oct. 9 Fri. by noon, email
Mid-Term 5-page Essay featuring your thoughts on Fanon’s Wretched of the
Earth (1963) and Hunt, Inventing Human Rights. How do you reconcile the 18th
century emergence of “human rights” with the human need to rebel for rights in
1963 Algeria or 2020 U.S.A.
Start reading either Bethencourt, Racisms:
From the Crusades the Twentieth Century or
Appleby, Shores of Knowledge: New World Discoveries and the Scientific
Imagination
8)Tue., Oct. 13 Origins of Racism in the West, ed. Eliav-Feldon, Isaac, and Ziegler
Thu., Oct. 15 Oral
presentations of parts of your papers emerging.
9) Mon. Oct. 19 by noon: email First section of at least 7 pages of 15-page carefully
researched historiography paper with Univ. of Chicago Endnotes. In
addition, a Bibliography divided into Primary (the first accounts of an
encounter translated into English) and Secondary Sources.
Tue., Oct. 20 Appleby
Thu., Oct. 22 Bethencourt
10)Tue., Oct. 27Appleby
Thu., Oct. 29 Bethencout
Student Presentations of Historiography Papers begin Thurs . Nov. 5
11) ., Nov. 1 noon, email 15-page carefully researched historiography paper with Univ. of
Chicago Endnotes. In addition, a Bibliography divided into Primary (some first
accounts of an encounter translated into English) and Secondary Sources.
Tues. Nov. 3
Thu., Nov. 5
12) Mon. Nov. 9 Noon, email a 150-word Abstract of your historiography paper.
Tue., Nov. 10
Thu., Nov. 12
13)Tue., Nov. 17
Final improved historiography paper passed in for Grading.
Thu., Nov. 19 Please do evaluations. Last class. . Comparative discussion of the range of
methods, kinds of documentation, and approaches of Appleby, Bethencourt,
Hunt, and 2 historians essential for your historiography paper.
Date of class final: 3-4 page typed Book Review due of Appleby or of 3 of 5
Parts of Bethencourt. You may cite published reviews.
Main class task is to write an excellent Historiography
Paper. Prepare papers on
a wordprocessing program for easy
revision. Regularly backup. Keep a hardcopy and computer backup at least
until final grades are received. Times Roman, 12
point, 1 inch margins, 2-sided acceptable.
Reference notes are to follow University of Chicago format. Endnotes and Bibliography for historians accord with Chicago Manual of Style. https://research.wou.edu/c.php?g=551307&p=3785485 website has 17th edition (most recent)
Also presented in Turabian. https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html
U Chicago is format style in American
Historical Review. While
a bibliography is alphabetized by last name, an endnote should always begin
with the first name and then the last name of the author of the sentences
quoted or paraphrased. You may cite a student or faculty comment with
approximate date (such as from a student report showing student's
interpretation with which you agree or disagree). The first name that
appears in an endnote is the author you are citing: examples include an author
of an article in an edited book or an author of a primary source quoted by a
secondary source, or a student who expressed an interesting viewpoint
in Hist 300, Occidental College, on a specific date in fall 2020
……………………….
POLICIES for Hist. 300
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Grading: Please bring in drafts to Prof.
Horowitz in office hours, as she seeks to work with you so that the final
grades range
only from B- to A.
Final course grades in this class have the
following meaning:
A Outstanding performance. You have
demonstrated very thorough knowledge and understanding of all the material,
truly superior critical thinking, and expressed insightful and original
thoughts clearly. You have completed all required assignments, and they have
been among the best in the class.
B Good
performance. You have
demonstrated solid knowledge and understanding of the material and good
critical thinking. You have
also shown the ability to express your ideas clearly. You have completed all required assignments,
and they have been of good quality.
C Satisfactory
performance. You have demonstrated basic knowledge and understanding of the
major concepts taught in the class and some critical thinking. You have
completed all or most of the required assignments, and they have routinely been
free of significant problems.
D Deficient
performance. You have only acquired a limited understanding of the class
material. You have failed to complete all the required assignments, and they
have routinely had serious problems.
F Failure.
You have failed to learn a sufficient proportion of the basic
concepts and ideas taught in the class. You have failed to complete many
required assignments, and they have routinely had serious problems.
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Attendance
Policy and Participation Definition
Attendance and participation are expected as
the work that we do in class is critical to your understanding and analysis of class
primary and secondary source readings. However, if there is a medical issue or
family emergency please tell Prof. Horowitz, who does not want you coming to
class if you are seriously ill or are facing a serious life issue. If you must
miss class due to illness, a serious life issue, an official event, or to
reasons of faith or conscience, please let Prof. Horowitz know as soon as possible.
Computer Policy in Class: Computers are needed for classwork, but are not
for other activities such as messaging, emailing, or browsing. Please keep your
video on, and you are welcome to contribute to the chat.
The criteria for evaluating the paper is as
follows:
· Provides thesis and logical structure of paper
· Considers alternate historical interpretations
(with endnotes to scholars)
· Argues with awareness of different primary
sources used by different scholars over time.
· Writes in proper sentences and paragraphs (each
with one topical sentence)
· Provides endnotes for quotations and summaries,
leading reader to original author, book and page, as well as to book or article
open with page.
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Occidental College Writing Support
Resources for Students.
Chicago Manual Style for Endnotes and
Bibliography is in writing guides like Turabian. https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html
Abide by Academic Honesty as in Student
Handbook: Academic Ethics. https://www.oxy.edu/student-handbook/academic-ethics Whenever outside sources are used, they must be properly credited.
Teaching endnotes for paper in this class aims to help you.
Information
Literacy/Research
Students who need help finding and navigating
library resources may schedule appointments with librarians and disciplinary
specialists of
the CDLA by using the “Research Appointment”
link https://www.oxy.edu/academics/academic-support/writing-center/writing-
The Writing Center offers peer
writing tutoring.Students can
also schedule an appointment to work with a faculty writing specialist from the
Writing and Rhetoric department.
For more information, see the Writing Center website:
https://www.oxy.edu/writing-center or contact our Writing
Programs-Center Director, Julie Prebel (jprebel@oxy.edu).
Peer Writing Advisers are also available on a drop-in basis https://www.oxy.edu/academics/academic-support/writing-center/writing-advisers
Center for Digital Liberal Arts Staff Members
for appointments: https://www.oxy.edu/academics/library/cdla/me
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For Occidental College Policies in 20-21, see on-line Catalogue: http://oxy.smartcatalogiq.com/en/2020-2021/Catalog/Academic-Information-and-Policies