Winter 2005

History 407: Research Seminar on the History of the United States, 1870-1900

You have a major overriding goal in this course: the production of a formal paper of approximately 20 to 25 pages, based upon original research and primary sources. That will be a formidable task and will take a good deal of work, some of which is bound to be frustrating. But the overall process should also be a positive and engaging challenge – perhaps even fun – and should result in a piece of scholarship you can be proud of.

In many respects, grading is secondary in this course. The primary goal is to let you experience the process of creating a genuine piece of history for yourself. But for the purpose of grading, your paper will constitute 85% of your final grade, and the other 15% will be a function of your discussion of the Calhoun book, your report on an original resource, your class participation, and your research efforts.

Syllabus:

Jan. 05: Discussion of Charles W. Calhoun, ed., The Gilded Age: Essays on the Origins of Modern America, and introduction to primary sources in the library:

The first part of this class session will introduce you to the basic ground rules and expectations for this course. We will then discuss the Calhoun book (which you read over the break) in order to gain at least a broad outline of major developments in American history during this period.

The second part of this class session will be will introduce you to some of the UO’s most important original resources in US history for the period 1870-1900. During the week to come, you will devote six hours to one or more of those primary sources (chosen by you), and you will report to the class next week on what you find. Some of you will be reading newspapers, others will be reading state government reports, or nineteenth-century magazines, or nineteenth-century medical journals, or similar materials. Each of you will prepare a brief written summary of what you find in your source (no more than three pages) and be prepared to report orally on your source for the session of January 12.

Jan. 12: Reports on primary sources and guest speaker:

In this session you will share with fellow students the results of your exploration in the primary sources you chose to examine. What materials did you find that might have promise as the basis for a paper? How rich (or how poor) were the sources you looked at? Even if you had nothing else available to you, what kinds of papers could be written from your source? You will turn in the brief written summary of what you found in your source.

Jan. 19: Selection of paper topics:

Each student will come to class with a written research proposal. This proposal may take the form of an outline, a short discussion, or a formal statement. You will present your plans to the class, and the other students will offer critiques, hints, and ideas of their own to help you toward the creation of a good paper. You will turn in the brief written proposal.

Jan. 26 & Feb 02: No class sessions those weeks; students working independently:

During those two weeks, each of you separately will be required to have a formal meeting with Professor Mohr to discuss your progress. You may consult with him as often as you wish, but you must do so at least once during that two-week period or suffer a mandatory reduction of one full letter grade on your paper. Appointments will be scheduled individually.

Feb. 09: Progress reports:

This session will feature progress reports regarding your research and writing. It will provide a final chance to share impressions, ideas, and suggestions as a group prior to the “big push” to finish your individual papers in the final weeks of the quarter. We will also review the “21 tips.”

Feb. 16, 23 & Mar. 02: No class those three weeks; finishing up papers

During this period, Professor Mohr will be available for as many independent meetings about your papers as you wish. Drafts will not be required, but Professor Mohr is willing to go over drafts (or part-drafts or draft sections), and get back to you with comments, if you submit your drafts by Feb. 25.

Mar. 09: PAPERS DUE. Your papers, in final form, are due in class. This session will be devoted to a general wrap-up discussion of the research process and of what each of you found.