HIST 101 Section 4

Facts Evidence & Explanation (Seminar)

Dr. Takeuchi
Office Hours: T&Th 8:00-8:30am&3:00-4:00pm
FO2-114
Michiko.Takeuchi@csulb.edu
Department of History Facebook Page: History at The Beach

Spring 2016
LA2 Room 101
T&Th 11:00-12:15am

Important Notes: The instructor teaches three classes back to back between 9:30am and 2:00pm. She is
unable to speak to you before and after class. Please meet with her during her office hours when you have
questions.
Required Texts:
James West Davidson and Mark Hamilton Lytle, After the Fact: The Art of Historical Detection,
6th Edition
Readings & Worksheets on Beachboard (Contents)
Other University and Course Requirements:
Subscription to grammarly.com
This course meets in a CSULB Active Learning Classroom, known as ALC. Students will be
actively participating in their learning, which might include writing on the walls with dry erase
markers. Each student is required to purchase a pack of 4 multi-color dry erase markers that are
available for purchase in the University BookStore for $7.00.
No Food or Drinks. Only Water is allowed in this classroom.
Clean your table before you leave.
Student Mac Users may need to obtain dongles (adopters for HDMI and VGA Connections) if
you like to project your Macbooks, iPads, or iPhones on the screen.
Check Beachboard daily to read announcements and check instructions and worksheets.
All written assignments must be submitted both on hardcopy in class with grammarly.com
report and the Dropbox in Beachboard.
Course Catalog Listing:
Explanation of facts, evidence and explanation to explore and develop habits of critical thought using a
historical and global perspective. Topics include argument, inductive and deductive reasoning, the
relationship of language to logic and theoretical perspectives. Not open for credit to students with credit
in HIST 201.
Course Description:
This course is designed to strengthen and broaden the students' capacity to think and read critically, and to
help them develop an awareness of the necessity to use critical thinking skills when facing various facts
and evidence. This course is taught from the perspective of the historian, and students will learn how the
historian interprets facts and evidence and weaves that material together to explain the past in a cogent
and convincing narrative. To understand how events are interpreted in historical context, we will spend

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the term answering the following questions: What is a fact? What can be made of a fact? How do we
judge the legitimacy of historical inference/interpretations? How is an argument constructed? What
constitutes a reasonable argument? How can a variety of contradictory interpretations coexist? How can
we judge historical conclusions? How do cultural and social factors shape our perceptions of events? How
can historical thinking be applied to everyday life? Can we be objective in our interpretations? Can
historians?
Classes are seminars based on discussions. Participation and attendance are mandatory. Lectures will
assume knowledge of class readings and will build on them, not reiterate them. The course material in this
class is difficult, but you must come to class prepared to discuss the reading for the day. Use Quizzes &
Midterm Study Guide and worksheets (available on Beachboard) as your reading guide. Please bring the
relevant reading and worksheets to class for discussion. If you are unprepared, you will not receive credit
for the day's exercises. Evaluation is also based on in-class assignments, quizzes, a midterm, group oral
presentation, group blog project, and a final paper. Examinations will cover both the reading and the
course material.
By the end of the term, students should be able to:
*recognize and articulate the argument in a variety of documents and media (Assessments A, B,
C, D, E, F);
*interpret and explain the main points of a written work (Assessments A, C, D F);
*distinguish between valid and invalid arguments (Assessments B, D, satisfies GELO and ILO on
critical thinking);
*understand how historians distinguish facts (Assessments B, C, F; satisfies GELO and ILO on
critical thinking);
*demonstrate how evidence is used in historical explanation (Assessments B, C, D, F; satisfies
GELO and ILO on critical thinking);
*present ideason paper and in group settingsin a coherent and organized manner
(Assessments A, C, E, F)
NB: A GELO is a GE Learning Outcome; and ILO is an Institutional Learning Outcome;
a PLO is a program Learning Outcome
Course Requirements and Grading Policy
The course is graded on points (0 to 100). All grades will be converted to points on a hundred point scale and
then calculated as a proportion of the final grade in the class according to the proportions detailed below.
A. Individual Attendance: 10%
B. Participation/Completion of In-Class Activities: 15%
C. Reading Quizzes (4 total, 2.5% each): 10%
D. Midterm: 15%
E. Group Presentation: 10%
F. Group Blog: 15%
G. Peer Assessment: 5%
H. Signature Assignment Paper: 20%

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CSULB does not use + or -in final grades. Thus for final course grades:
90-100 = A
80-89 = B
70-79 = C
60-69 = D
<60
= F
Individual course assignments will be graded on the following scale:
A+
= 100
B+
= 88
C+
= 78
D+
A
= 95
B
= 85
C
= 75
D
A= 90
B= 80
C= 70
D-

= 68
= 65
= 60

= <60

Attendance
Attendance is mandatory for success in this course. I will take attendance at the beginning of each class
session and track participation during discussion. If your name is not on my attendance sheets, you will not
receive attendance points. A=100-90 points/0-2 absences; B=80 points/3 absences; C=70 points/4 absences;
D=60 points/5 absences; F=50 points/6 absences; and 0 points for 7 absences or more (see attendance policy
below). Two entrances to class beyond 20 minutes from class start will be considered one absence. If you
leave classroom more than five minutes during the class without my approval, your attendance points will be
deducted.
Participation/ In-Class Activities
Participation consists of coming to class prepared and actively contributing to group activities and discussion.
Please read the material at least once before the class period, and remember to bring the relevant reading,
assignment, and worksheets to class on the day it is discussed. You must finish in-class group activities
within the class time to receive participation/in-class activities points. Therefore, it is important that you come
to class prepared. If you have difficulty speaking up in class, I strongly advise to visit me in my office hours
to demonstrate your engagement with class material.
Reading Quizzes
You will have four quizzes to determine that you are keeping up with class readings. Quizzes will be given at
the beginning of class.
Group Presentation (based on your group field work)
Throughout the semester, you will be working with a group on both short, in-class activities as well as a
signature field assignment. This assignment will require you to apply your critical thinking skills in
collaborative manner and will involve researching and visiting a local community. This assignment will
culminate in a 15-20 minute presentation during which each group shares its research findings using the
available classroom technology in an innovative way. This assignment will also form the basis of your final
analytical paper (details below).

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Group Blogs (800 words each students)
Your group will create a blog through https://www.tumblr.com/ about your group field research. You will use
this blog for your group presentation at the end of semester. The use of pictures, videos, and audios is
encouraged. For examples of student blogs, see http://www.csulb.edu/colleges/cla/departments/history/u-shistory-lab/
Peer Assessment
For the group presentation, blog, and fieldwork assignment, you will be asked to assess how well your peers
met assignment expectations. A rubric will be provided to aid you in this task and you will also be invited to
give substantive, constructive written feedback.
Final Paper
In addition to the group presentation, you will write one 4-page paper based on a signature field
assignment relating to your groups research topic. You will write this paper individually, not with your
group. Details of this assignment will be provided later in the semester.
Each assignment should be typed, double spaced with a 12-point font. Papers will be graded not only on
how well you address the assigned topic, but on how well you articulated your response. Historians use
language to convey their ideas. Consequently, papers should be well written and edited (spell check,
grammar, use of complete sentences, editorial corrections, etc.). You should not turn in a first draft and
there is no excused for sloppily-written work. If a paper is poorly written, it cannot receive an A, and
generally will earn a C or lower. Late papers will be subject to the late policy outlined below.
Class Policies
Attendance
An absence may be excused under the following circumstances outlined by CSULB: 1) illness or injury to
the student, 2) death, injury, or serious illness of an immediate family member, 3) religious reasons (as
defined by California Education Code section 89320), 4) jury duty or government obligation, 5) university
sanctioned activities (artistic performances, intercollegiate athletics, etc.). Documentation must be provided
for an excused absence. The student is responsible for all missed work. In the event of an excused absence
the instructor will offer the student an opportunity to make up work. In the event of an unexcused absence
there will be no make-up work and the student will receive a 0 if there is an in-class assignment grade.
Late Work
In-class activities cannot be made up. The midterm & quizzes cannot be made up without documentation
of a valid, excused absence. The group presentation, portfolio, and final paper are due on the dates listed on
the syllabus NO EXCEPTIONS.

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Academic Honesty
Your written assignments and examinations must be your own work, written originally for this course.
Plagiarism
Academic Integrity and Honesty
Cheating and plagiarism are serious offenses and will not be tolerated. They are violations of university
regulations.
All students will be held to a high standard of academic integrity, which is defined as "the pursuit of
scholarly activity free from fraud and deception." Academic dishonesty includes, but is not limited to,
cheating, plagiarizing, fabricating of information or citations, facilitating acts of academic dishonesty by
others, having unauthorized possession of examinations, submitting work of another person or work
previously used without informing the instructor, or tampering with the academic work of other students.
The university defines plagiarism as the act of using the ideas or work of another person or persons as if
they were one's own, without giving credit to the source... Acknowledgement of an original author or
source must be made through appropriate references, i.e., quotation marks, footnotes, or commentary.
Examples of plagiarism include, but are not limited to, the following: the submission of a work, either in
part or in whole, completed by another; failure to give credit for ideas, statements, facts or conclusions
with rightfully belong to another; in written work, failure to use quotation marks when quoting directly
from another, whether it be a paragraph, a sentence, or even a part thereof; or close and lengthy
paraphrasing of another's writing or programming.
(http://www.csulb.edu/divisions/aa/catalog/2009-2010/academic_information/cheating_plagiarism.html)
All acts of academic dishonesty will be subject to disciplinary action. All written assignments for the
course must be submitted electronically through Beach Board to Turnitin.com in order to ensure the
authenticity of the presented written work. A single act of cheating or plagiarism by an undergraduate
student will result in a failing grade on that assignment. A single act of cheating or plagiarism by
a graduate student will result in a failing grade in the course, regardless of other graded course
assignments. All plagiarism cases will be referred to the Office of Judicial Affairs and, depending on the
severity of the case, further disciplinary actions may be taken, including suspension and expulsion, based
on University policy. For more information, please
see http://www.csulb.edu/divisions/aa/research/our/information/policies/cheating/
Cheating
All work is expected to be the original work of the student. No cheating of any sort will be tolerated.
Please see CSULB policy: http://www.csulb.edu/divisions/aa/research/our/information/policies/cheating/.
If a student is caught cheating on an exam, project, or quiz s/he will automatically receive a 0 for the
work. The instructor reserves the right to give the student an F for the course and to report it to the
appropriate university disciplinary authorities for further consideration.
Dropbox/Turnitin.com
Students agree that by taking this course all required papers may be subject to submission for textual
similarity review to Turnitin.com for the detection of plagiarism. The Turnitin.com function is built
directly into the BeachBoard/Dropbox interface and may be activated at the instructors discretion once
you have submitted your paper electronically.

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Policy on Electronic Devices
Laptops/electronic tablets are permitted as long as they are used solely for note-taking and other
classroom activities. If I observe you using your computer for non-classroom activities, I reserve
the right to restrict your in-class computer use for the rest of the semester.
Please silence cell phones during all class periods.
Texting during class is prohibited.
Telephones, beepers, electronic tablets, and all forms of personal digital assistants (PDAs) are strictly
prohibited during all quizzes and examinations. Anyone found using any such device during quiz or
exam will receive a grade of zero.
Recording devices are not permitted except with explicit prior approval given in writing by the
instructor.
Other Policies
You are responsible for obtaining notes of the missed classes from your classmates. The
instructor will not respond to "What did I miss today?" emails. If you miss a class, you may wish
to ask a classmate to bring you up to speed.
For questions about My CSULB and Beachboard (including Dropbox/Turnitin), please contact
student tech support on campus. The instructor is not able to assist you with Beachboard related
questions.
The instructor is not allowed to discuss your class performance or personal information with your
family members by the Federal Privacy Regulation. Please tell your family members to refrain
from contacting the instructor regarding the course. The instructor is not able to answer any
questions. Only enrolled students can inquire about the absence, assignments, course regulations,
and so on.
You should get in the habit of checking Beachboard before you come to class. Make sure that
you are accessible to Beachboard and have your csulb email directed toward your preferred email
address in order to receive class news. It is your responsibility to make the appropriate change.
Classroom etiquette: NO radios, headphones, iPods; NO conversations other than those directed
at the class; NO Sudoku, Crossword Puzzle, knitting, and other unrelated activities.
Use formal and professional language when you write to the instructor. When sending an e-mail,
please include:
o A subject line identifying the course and section number.
o A salutation ("Dear Dr. Takeuchi")
o The reason for your message and clear request for help (if needed). Read this syllabus
before sending your e-mail. Most often you find your answers here.
o A closing ("Sincerely, Your Registered Full Name/No nickname")
Please note that the instructor may take up to 48 hours to respond your email. The instructor does
not respond emails over the weekends. Also, the instructor usually does not respond to emails
about your absence. Since answering students emails is considered a part of office hours,
students should ask about their papers in person during the instructors office hours.
HISTORY DEPARTMENT AND UNIVERSITY POLICIES:
Withdrawal Policy: It is your responsibility to properly withdraw from classes. Check University
regulations.
Incomplete: Taking an incomplete is strongly discouraged and rarely granted. Only in cases of dire
emergencies beyond the students control will an incomplete even be considered. In those cases, University
policy states that at least 2/3 of course assignments must have been completed for an incomplete to be
granted.

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Note: It is the student's responsibility to notify the instructor in advance of the need for accommodation of a
university verified disability.
Acceptance of this syllabus implies acceptance of the rules and policies of this class. It serves as
your contract for the course.
Course Schedule (subject to revision)
Please check Beachboard daily and print out worksheets for class discussions.
Week One
T
1/19

Course Introduction and Outline

Connecting Your Computers and Electric Devices
Who am I?

Assignments for Week One:

1) Print out this course syllabus.
2) Activate your Library Account.
3) Speak to a librarian for assistance if necessary and find two newspaper articles about the
dropping of atomic bombs. One should be published on or shortly after August 6 or 9,
1945 and the other one published in the last decade. Print out these articles. Bring the
articles to class on March 10.
Th

1/21

History, Interpretation, and Images

Group Twitter Accounts

Assignments Due In Class: Keeping a list of every search word you use, surf the Internet and find
an image that, in your opinion, best represents the United States. Print out the image you select and
bring it and your list of search words to class on January 26. You will turn in the printout of your
image and your search notes at the end of class. Your image might be selected as a topic for class
discussion.
Week Two
T
1/26

Detecting Bias/Fact and Truth

Assignments Due In Class: What happened in 1492 (that was significant in U.S. history)?
On a piece of paper, write down 3-4 different ways to answer the question above.
Share your ideas in class.
Th
1/28
What is Evidence?
Starting from today, fill out the worksheet (if there is any) before class and bring it to class.
Also, start working on the Quizzes & Midterm Study Guide as you read.
READING: Davidson and Lytle, PrologueStrange Death of Silas Deane

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Week Three
T
2/2

Interpreting Texts and DocumentsEstablishing Meaning and Understanding Audience

Assignments Due In Class: Before you read the articles below, write down what you know about
the Declaration of Independence on a piece of paper. On another piece of paper, write down 5 or
more things that you learned based on the readings and note the specific page numbers where you
found the information. Bring those two papers to class for discussions.
READING: Davidson & Lytle, Declaring Independence and The Declaration of Independence
(Beachboard) Bring the hard copy.

Reading Quiz 1: Dean and Declaration Chapters

Th

2/4

Interpreting Documents, continued

Assignments Due In Class: Keeping in mind of the worksheet from the last class, describe how
these documents below different from the Declaration of Independence. On a piece of paper, write
down 5 or more different arguments that were made by American women and slaves. Bring your
notes to class for discussions.
READING: Declaration of Sentiments, What to the American Slave is the 4th of July?
(on BeachBoard or find on the internet) Bring the hard copies.
Week Four
W
2/9

Understanding Perspective and Bias

Making Good Arguments

Assignments Due In Class: Before you read the chapter below, write down what you know about
Americas westward expansion on a piece of paper. On another piece of paper, write down 5 or more
things that you learned based on the readings and note the specific page numbers where you found
the information. Bring those two papers to class for discussions.
READING: Davidson and Lytle, Jacksons Frontierand Turners

Reading Quiz 2: Sentiment, African Slave, and Frontier Readings

M

2/11

Understanding Perspective and Bias

Making Good Arguments Continued
Video and Group Discussions: Hawaiis Last Queen
Twitter Your Film Analysis (grammarly.com)

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Week Five
T
2/16

Non-Textual Source: Material & Ethnography

Group Discussion & Campus Field Research

READING: Davidson and Lytle, Material Witness

Th

2/18

Week Six
T
2/23

Student Group Presentation on Field Research

Bring Group Presentation Peer Review Form (Beachboard)

Non-Textual Sources: Oral History

Assignments Due In Class: Check CSULB History Department Oral History Project Site: VOAHA
II: Virtual Oral/Aural History Archive. Listen to one of the interviews of your choice.
http://symposia.library.csulb.edu/iii/cpro/CommunityViewPage.external?lang=eng&sp=1000026
&suite=def Based on the Oral History Archive recording, and the chapter below, write a typed
paragraph that answers the following question, what is oral history? Submit your hard copy in
class and electric copy to Dropbox/Beachboard.
READING: Davidson and Lytle, The View from the Bottom Rail
Th

2/25

Non-Textual Sources: Images and Photographs

READING: Davidson and Lytle, The Mirror with a Memory

Week Seven
T
3/1
Midterm Preparation
Requirement: Bring this syllabus, the study guide, assigned readings, worksheets, and your notes.
Th

3/3
Food as Political History
READING: Davidson and Lytle, USDA Government Inspected

Week Eight
T
3/8
Midterm
Requirement: You only need a pen or pencil.
Th

3/10

History as site of contestation

Atomic Bombs and the Victims
Film and Discussion: Barefoot Gen
(Bring Film Analysis Worksheet. You do not need to fill it out before class.)
Twitter Your Film Analysis (grammarly.com)
Assignments Due In Class: Read your article findings again. On a piece of paper, describe how two
different articles report about the dropping of atomic-bombs. Do you see similarities (continuity) or
differences (paradigm shift)?
READING: Davidson and Lytle, The Decision to Drop the Bomb

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Week Nine
T
3/15

The Signature Assignment Instructions

Papers, Blogs, & PowerPoint Presentation
Grading Rubric
Starting from today, you will be assigned to a signature assignment group until the end of the
semester. You will conduct a series of projects together with this group. Please do not miss this
important class meeting. Your group members will assess your contribution to the group.
Th

3/17

Gender and History

(Bring Film Analysis Worksheet. You do not need to fill it out before class.)
READING: Davidson and Lytle, From Rosie to Lucy

Reading Quiz 3: A-bombs and Lucy Chapters

Week Ten
M
3/22
Images in Advertisements
Assignments Due In Class: Your reading, From Rosie to Lucy discusses how advertisements
(and other cultural media) influence our society. Bring in one print advertisement from any magazine
of your choice. Fill out the worksheet before you come to class.
READING: Review Davidson and Lytle, From Rosie to Lucy
W
3/24
Interpreting Film: Vietnam War in Popular Culture
READING: Davidson and Lytle, Where Trouble Comes
Week Eleven
M
3/29
W
3/31

No Class (Spring Break)

No Class (Spring Break)

Week Twelve
M
4/5
Identity and Imagined Communities: What does it mean to be American?
Interpreting President Obamas Second Inauguration Speech
READING: Benedict Anderson excerpt (Beachboard)
W

4/7
Constructing Cultural Identities
READING: Thanksgiving and Culture is Ordinary (Beachboard)

Reading Quiz 4: Anderson

Week Thirteen
M
4/12
In-Class Preparation Day for Blogs
W

4/14

Signature Assignment Preparation Worksheet

Thesis Statement & Topic Sentences
Introduction & Conclusion

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Week Fourteen
M
4/19
Signature Assignment Preparation Worksheet
Evidence & Analysis
Structure
W

4/21

Week Fifteen
M
4/26

In-Class Preparation Day for Group Presentations

Group Presentations
Students have to attend every single group presentation in order to receive grade.

Group Blogs Due on April 27th. Email the blog link to the instructor. Individual Blog Entries are
due in Dropbox (no hard copies required).
W

4/28

Group Presentations

Week Sixteen
M
5/3
Group Presentations
W
5/5
Group Presentations & Final Exam Review
Final Paper Due in my office (FO2 Room 114) by 10:15 AM on May 12, 2016. Please submit your
electric copy to Dropbox as well. Papers without Dropbox submission will be an F.