Designed for the history major or minor, but open to non-majors as well, this course provides hands-on exploration of history and gives students a broad foundation in learning how to think and work as historians. Topics include the assessment of issues such as causes of events and the reliability of evidence. Students will learn how to critically analyze primary and secondary sources and use a variety of approaches to history, including oral history, quantitative history, and digital history. As a central project, students will craft a research proposal as a solid foundation for more advanced work in the history major/minor. Completion with a grade of "C" or higher is required. Prerequisite: Six hours of history courses at the 100 level. Offered Fall.
Prerequisite(s) / Corequisite(s):
Six hours of history courses at the 100 level.
Course Rotation for Day Program:
Most current editions of the following:
Additional monographs and style guides may also be assigned from the recommended list below:
The Methods and Skills of History: A Practical Guide
By Conal Furay and Michael J. Salevouris (Harlan Davidson) Required
A Manual for Writers of Term Papers, Theses and Dissertations
By Turabian, Kate L. (University of Chicago) Required
By Donnelly, Mark & Claire Norton (Routledge) Recommended
After the Fact: The Art of Historical Detection
By Davidson, James West and Mark Lytle (McGraw-Hill) Recommended
The Historian's Toolbox: A Student's Guide to the Theory and Craft of History
By Williams, Robert (M.E. Sharpe) Recommended
History on the Web: Using and Evaluating the Internet
By McMichael (Harlan Davidson) Required
Course Learning Outcomes
Demonstrate knowledge of key events in U.S., European, and World history.
Identify appropriate primary sources and secondary sources on a historical topic.
Analyze primary source materials and explain their historical context.
Detect assumptions, bias, and opinions in secondary source materials on controversial issues in the past.
Produce a literature review and a research prospectus using the Chicago Style.
Describe and explain an essential question for historical research.
Use correct Chicago Style for citation.
Major Topics/Skills to be Covered:
Instructors should introduce participants to various tools--practical and theoretical--that historians have used in their work as well as current approaches to the study of the past. Instructors should also craft assignments that teach students the basic skills of historical research, including but limited to, identifying and analyzing primary and secondary sources, properly citing sources using footnotes per the Chicago Manual of Style, drafting a research question, studying books and journals, locating documents and data, determining a particular perspective, formulating a hypothesis and crafting a prospectus. Instructors should organize the seminar meetings to focus upon the traditions and the practices that are indispensable for the study of history as a discipline. Topics should include, but not be limited to, the following:
The profession of history
The Chicago Manual of Style
Using the internet to do history
Evaluating and critiquing secondary sources
Identifying and analyzing primary sources
Material culture as primary source
Public history -- museums, websites and historic sites
NOTE: The History Assessment Test is administered during this course as part of broader History Program assessment.
Culminating Experience Statement:
Material from this course may be tested on the History Assessment Test (HAT) administered during the Culminating Experience course for the degree. The results of the tests are used by faculty to improve the general education curriculum at the College.
Recommended maximum class size for this course: 15
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section.
However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.