DICKINSON

STATE UNIVERSITY
Syllabus Dr. David A. Meier
HIST 491 Seminar 2015

The History Seminar

Inside this issue:
Institutional Student
Learning Outcomes

Program Student Learn- 2

ing Outcomes
Course Content and
Assignments

Grading Rubric

Additional Resources

Your Instructor

Special points of
interest:
750-1000 Words

Course Content
The History Seminar has a
twofold purpose. The first is
to provide you
with practical guidance and
writing in History. It will
expose you to many of the
common hurdles and pitfalls
of reading the critiquing
professional research projects. Over the
course of the semester, you
will cover a variety of issues
through the articles required
for this course. The second
purpose of this seminar is to
expose you to a variety of
writers, their research,
sources, arguments, and
techniques. Writing these
critiques can be an isolating
experience; comparing approaches, exchanging ad-

vice, and simply staying

current with the work of
colleagues helps to dispel
the confusion and frustration often encountered by
writers at any level. Indeed,
collegiality and intellectual
exchange are at the heart
of any academic seminar,
and those can be the most
rewarding aspects of History 491. The seminar should
be the culmination of your
academic experience at
DSU. It will also be the
most complex piece of writing that most of you have
ever developed, and you
will face a number of new
challenges along the way.
Consequently, you should
focus much of your atten-

tion on the process of writing an extended, multi-page

work. Critical thinking and
self-aware writing are inherently linked, and as you
progress through the seminar, matters of style and
language should become
second-nature. The feedback from the instructor will
hopefully help in sharpening
the argument in your short
essays.
As a directed study and capstone course, students are
encouraged to communicate
issues and concerns of content to the instructor regularly. Your instructor is
available 27/7 via email
and/or office hours as needed.

Article Citation
Edit
Describe
Reflect
Sources
Convincing?

Course Requirements
Students will be tested
through ten equally
weighted 750-1000
word essays. All relevant materials will be
available in the as-

signed articles and/or

in the online content
accessed through Moodle. Overall grades
will be based upon the
following breakdown:

100-90% for an A, 8089% for a B, 70-79%

for a C, 60-69% for a
Additional
Guide for Papers

Page 2

The History Seminar

Institutional Student Learning Outcomes

Specifically, this course serves
most of Dickinson State Universitys learning outcomes, especially:

I. Demonstrate knowledge of human cultures, the humanities, the

social sciences, the fine and performing arts, and the physical and
natural worlds.
II. Demonstrate the intellectual
skills of inquiry, . critical and

creative thinking, and problem solving.

plishment in discipline specific performance.

III. Demonstrate written, oral, and

visual communication skills, information literacy, and technological
skills.

VII. Demonstrate integrative learning across the curriculum.

V. Demonstrate responsible ethical

reasoning and social and intercultural engagement.
VI. Demonstrate advanced accom-

Program Student Learning Outcomes

The Seminar serves most of Departmental learning outcomes,
especially:
1. Have a general understanding
of the diverse cultures, religious
beliefs, and civilizations which
have influenced the course of
United States and world history.
2. Appreciate global diversity as
a positive force for change and
growth in contemporary civiliza-

tion.
3. Have the basic skills to analyze and explain the interrelations among cultures that
have produced the contemporary
social, political, cultural, and
economic environment.
4. Better appreciate the complex
responsibilities of the United
States within the contemporary
world.

Course Competencies
By examining a variety of
inter-disciplinary readings,
and by thinking and writing
critically about them, this
course will assist students
as they prepare for admission to graduate and profes-

sional schools. The analysis

of broader social themes,
such as national and international cultures, complex
organizations, bureaucracy,
and prejudice, will provide
students with an under-

standing of a wide range of

local and global issues as
they prepare for entry into
an increasingly global
workforce.

Page 3

Outline of Course Content and Assignments

As per the more detailed instructions in the syllabus, select ten of the following articles.
For each article, you must compose an original 750-1000 word descriptive essay. Each essay will be worth 100 points. The grading rubric in the syllabus will be as a guide to determine your level of success. Each essay must include a proper citation at the top of the first
page. If your seminar is run through Moodle, you must submit your essays through Moodle. If your seminar is run as a directed study, then you must email your essays to the instructor at david.meier@dickinsonstate.edu.
All articles are available on JSTOR. Go ahead and get started.
Gender: A Useful Category of Historical Analysis, Joan W. Scott, Vol. 91, No. 5 (Dec.,
1986), pp. 1053-1075.
The Governor-General of the Philippines Under Spain and the United States, David P.
Barrows, Vol. 21, No. 2 (Jan., 1916), pp. 288-311.
The Speech of Pope Urban II. At Clermont, 1095, Dana Carleton Munro, Vol. 11, No. 2 (Jan.,
1906), pp. 231-242.
Collective Memory and Cultural History: Problems of Method, Alon Confino, Vol. 102, No. 5
(Dec., 1997), pp. 1386-1403.
The Concept of Cultural Hegemony: Problems and Possibilities, T. J. Jackson Lears, Vol. 90,
No. 3 (Jun., 1985), pp. 567-593.
Subaltern Studies as Postcolonial Criticism, Gyan Prakash, Vol. 99, No. 5 (Dec., 1994), pp.
1475-1490.
History in Images/History in Words, Robert A. Rosenstone, Vol. 93, No. 5 (Dec., 1988), pp.
1173-1185.
Disability History: Why We Need Another "Other", Catherine J. Kudlick, Vol. 108, No. 3 (June
2003), pp. 763-793.
Improvising a Government in Paris in July, 1789, Henry E. Bourne, Vol. 10, No. 2 (Jan.,
1905), pp. 280-308.
Conflict and Connection: Rethinking Colonial African History, Frederick Cooper, Vol. 99,
No. 5 (Dec., 1994), pp. 1516-1545.
Defining Enemies, Making Victims: Germans, Jews, and the Holocaust, Omer Bartov, Vol.
103, No. 3 (Jun., 1998), pp. 771-816.
Municipal Politics in Paris in 1789, Henry E. Bourne, Vol. 11, No. 2 (Jan., 1906), pp. 263-286.
Counterfactual History: A User's Guide, Martin Bunzl, Vol. 109, No. 3 (June 2004), pp. 845-858.
Freedom Then, Freedom Now: The Historiography of the Civil Rights Movement, Review by:
Steven F. Lawson, Vol. 96, No. 2 (Apr., 1991), pp. 456-471.
History and Imperialism: A Century of Theory, from Marx to Postcolonialism, Patrick Wolfe,
Vol. 102, No. 2 (Apr., 1997), pp. 388-420.

Page 4

Department Student Learning Outcomes

The Seminar serves most of Departmental learning outcomes, especially:
1. Have a general understanding of the diverse cultures, religious beliefs, and civilizations which have influenced the course of United States and world history.
2. Appreciate global diversity as a positive force for change and growth in contemporary civilization.
3. Have the basic skills to analyze and explain the inter-relations among cultures that have produced the
contemporary social, political, cultural, and economic environment.
4. Better appreciate the complex responsibilities of the United States within the contemporary world.
5. Acquire a fundamental understanding of the technology and communication tools utilized in history education. They will be able to communicate this understanding in written, verbal, and symbolic form.
6. Demonstrate an understanding of fundamental content and concepts in a second social science area
(economics, geography, or political science).

Essay Grading Rubric

Essays are scored on a 0-100 scale. The following rubric is used in grading essays:
The 90-100 point essay: Contains a well-developed thesis that clearly addresses the nature of the question. Presents an effective
analysis of the item in question; treatment may be uneven. Supports thesis with substantial and relevant evidence. Is
clearly organized and well written. May contain minor errors. Substantial evidence is used
The 60-80 point essay: Contains a thesis which addresses the topic of the question (limited development). Has limited analysis and
exhibits limited understanding of complexity. Is mostly descriptive. Deals with only one aspect of the question in some depth.
Supports thesis with some evidence. Shows evidence of acceptable organization and writing; language errors do not interfere
with comprehension. May contain factual errors that do not seriously detract from the quality or argument of the essay. Some evidence used effectivel
The 40-50 point essay: Presents a limited, confused and/or poorly developed thesis. Contains little or no analysis and is mostly
descriptive. Deals with one aspect of the question in a general way or both aspect in a superficial way; simplistic explanation. Has
minimal or irrelevant supporting evidence. Confusing organization and writing; organization and language errors interfere with
comprehension. May contain major factual or interpretive errors. Includes superficial evidence. Contains little evidence
or only generally comprehension
The 00-30 point essay: Contains no thesis, or a thesis which does not address the question. Exhibits inadequate or inaccurate
understanding of the question (analysis is absent). Contains no supporting evidence, or only irrelevant evidence. Is so poorly organized or written that it inhibits understanding. May simply paraphrase or restate the question. Contains numerous errors,
both major and minor. Exhibits little or no understanding of evidence or ignores it completely. Offers inappropriate evidence

Page 5

Course Communication
Students are required to use University email accounts for official correspondence in the course. See DSU
Policy No. DSU 1901.2.001.

Student Conduct
Academic Misconduct
As per the DSU Student Handbook (see Academic Misconduct), academic dishonesty is considered academic misconduct. Such conduct
is unacceptable and subject to discipline. Academic misconduct includes (but is not limited to) plagiarism and cheating. Plagiarism is
defined as the use of any other persons work (such work need not be copyrighted) and the unacknowledged use of Internet and webbased materials or information (DSU Handbook).
Dickinson State University does not sanction or tolerate academic misconduct by students. Academic misconduct such as cheating on
exams, plagiarism, etc. is defined in the Dickinson State University Student Handbook under Code of Student Conduct, Article III. The
instructor has the right to assign zero points to a test, assignment, project, etc. or give a course grade of F when there is evidence
of academic misconduct.

Campus Violence/Sexual Harassment

Dickinson State University (DSU) is committed to providing a positive respectful and productive work and learning environment free
from behavior, actions or language constituting harassment to all employees, students, and visitors. Harassment is a form of offensive
treatment or behavior which, to a reasonable person, creates an intimidating, hostile or abusive work or learning environment. It may
be sexual, racial, based on gender, national origin, age, disability, religion or a persons sexual orientation. Sexual misconduct is prohibited in all forms, regardless of intent to harm. Sexual assault, sexual exploitation, coercion and sexual harassment are examples of sexual misconduct, and all are prohibited.
Students should report incidents or information related harassment and sexual misconduct. The DSU Campus Violence / Sexual Harassment Policy and reporting guidelines are found in the DSU Student Handbook. Campus-wide policy dissemination is required by federal law and implementation of this policy is guided by the U.S. Department of Education, Office of Civil Right s.

DICKINSON STATE UNIVERSITY

Dr. David A. Meier

Stickney 422
291 Campus Drive
Dickinson, ND
58601-4896

Mission, Role, and Scope Statement

Dickinson State University is a regional four-year institution

Phone:
Fax:
Office Hours:
Email:

701-483-2116
701-483-2146
TR 8-10 & 11:30-12
david.meier@dickinsonstate.edu

Live. Learn. Lead.

within the North Dakota University System, whose primary role

is to contribute to intellectual, social, economic and cultural
development, especially to Southwestern North Dakota. The Universitys mission is to provide high-quality, accessible programs,
to promote excellence in teaching and learning; to support schol-

www.dickinsonstate.edu

arly and creative activities; and to provide service relevant to

the economy health and quality of life of the citizens of the
State of North Dakota.
Accommodation for Disability
Students with disabilities who believe they may need an accommodation in this course are encouraged to contact the Coordinator
of Disability Services at 483-2999 in the Academic Success Center to ensure that accommodations are implemented in a timely
fashion.

Your Instructor
Dr. Meier is currently Chair, Department of
Social Sciences, and Professor of History at
Dickinson State University. He received his
Ph.D. in modern European history from the
University of Wisconsin-Madison in 1990.
Since his dissertation, "Managing the West
Germans," he has usually focused on modern German political history. His professional activities include numerous book
reviews (German Studies Review, Choice, HNet, European Studies Journal, Shofar, Holocaust and Genocide Studies, and The Historian), contributions to various encyclopedic
works published by Garland (New York),
namely, The Holocaust Chronicle (1998),
Europe Since 1945: An Encyclopedia (1997),

Encyclopedic History of Modern Germany

(1996), and History and the Internet (1996),
and various conference presentations, including the European Studies Conferences,
the German Studies Association Conferences,
the Holocaust and the Churches Conferences,
and the Florida Conference of Historians. He

Dr. David A. Meier

also served as Associate Editor of the European Studies Journal. Dr. Meier published his
manuscript dealing with the life of Otto John,
West Germanys first counter-intelligence
chief, who defected in 1954 to East Berlin.
He is currently researching the fate of German war criminals held in western European
countries after the Second World War. He is
also the author of the The Holocaust text
published by the National Social Science
Press.