The programme provides an introduction to the theory, study and writing of History, and includes an analysis of the changes in the methods, assumptions and purposes of historical investigation over time. Students during the course learn to appreciate how historiography when applied to the study of History can change the interpretation of, and approaches to, comprehending the causes, evolution and effects of a particular historical process or event, or to the understanding of a particular historical field. Different traditions of historical thinking and writing therefore form a significant component of the module.

In order for all students to grasp the theory of historical study and historical writing selected reading by distinguished historians shall be utilised. This will introduce basic conceptual and methodological matters within the field of History, and help bring to the fore areas of theoretical interest to past and present-day historians. Within tutorials many of these issues shall be further explored so that students can apply learning in these areas to controlled historical writing exercises. By the end of the course it is hoped that all students are able to utilise any source material that is presented to them, be it a written or visual text, in an analytical manner appropriate to ‘proper’ historical study.

The course is split into a number of clearly defined parts which harmonise to form a structured overture of what History and historical writing consists of. The first section surveys the development of the discipline of History. The second part of the course focuses on introducing methodological themes connected to History in order to demonstrate how historical materials, interviews, etc., and perspectives can come together in the production of History. Importantly this element of the programme will allow students the opportunity to be aware of the association between historians, society, ideology, and the diffusion and control of ideas. The third part of the course touches upon matters related to writing, such as research methods, reading and critical thinking, analysis and the basics of historical composition writing. This particular part of ‘Historiography (introductory)’ will help all learners value the necessary skills needed to be a successful historian regardless of the language(s) they use.

Week 1. Introductory Class: What is History and Historiography? (September 4^th 2014)

What do we mean by ‘history’? What do historians really mean by ‘history’? Is history just about famous people, or are we and our families historical people as well? How does history show itself to us? How is History shown or manipulated in films, for example?

References:   

A. Green, Cultural History

http://www.historycooperative.org/journals/ht/36.3/mattson.html

L.P. Masur, ‘What It Will Take To Turn Historians into Writers’, Chronicle of Higher Education (July 6, 2001)

Rethinking History (online access via CUHK Library website)

B.C. Southgate, History: What and Why?  UL D16.8 .S683 1996

Week 2. Historical Perception and the Philosophy of History (September 11^th 2014)

How did people in different historical periods contribute to the study of History and critical history? How does History and Critical History differ? Do they have mutual goals and purposes? If so, what are their common features? How is it possible to differentiate between the different approaches to the philosophy of History? Is there really a need to study History?

References:   

A. Munslow, Deconstructing History  CC Res D16 .M963 1997

L. Stone, The Past and the Present Revisited and The Past and the Present  UL D210.S775 1987

H.A. Veeser, The New Historicism Reader and The New Historicism  CC PN81.N432 1994

K. Windschuttle, The Killing of History: How Literary Critics and Social Theorists are Murdering our Past  UL D13 .W624 1997 

P.N. Stearns, Knowing, Teaching, and Learning History  UL D16.2 .K59 2000

M.T. Gilderhus, History and Historians: A Historiographical Introduction (chapters 1 and 2)  UL D13.G395 1992

B. Ashcroft, G. Griffiths & H. Tiffin, Key Concepts in Post-Colonial Studies  UL Ref JV22 .A84 1998

G. Himmelfarb, The New History and the Old; Critical Essays and Reappraisals  UL D13 .H445 2004

G. Himmelfarb, ‘Some Reflections on the New History’, American Historical Review 94 (1989)

Lynn Hunt, The New Cultural History: Essays  UL Res HN13.N48

http://www.historycooperative.org/journals/ht/39.2/crum.html

Week 3. The Historian’s Craft (September 18^th 2014)

 What is meant by the term ‘The Historian’s Craft’? What are the basic actions that any historian must undertake in order to find out, and understand matters about the past? In this lecture what an historian is, and how it can be defined, is investigated.

References:    

J.R. Strayer, The Historian’s Craft  UL Res D13.B5613

N. Luraghi, The Historian’s Craft in the Age of Herodotus  UL DF211 .H577 2001

http://www.natureshift.org/history/explore/hiscraft.html

http://www.usm.edu/~history/primary_sources.html

Week 4. Outline of Some Theoretical Traditions in History (September 25^th 2014)

Empiricism, Epistemology, Structuralism, Modernism, and Post-Modernism: What do these terms mean? How have they been used in historical studies and what contributions have they offered historical study?

References:

P. Burke, Varieties of Cultural History  UL CB15 .B87 1997

E. Hobsbawm, On History  UL Res D16.8 .H627 1997

C. Lloyd, The Structures of History  CC Res D16.9.L613

E.P. Thompson, Making History: Writings on History and Culture  UL DA32.A1T46 1994

http://www.historycooperative.org/journals/ht/39.3/eamon.html

G.G. Iggers, Historiography in the 20^th Century  UL Res D13.2 .I3413 1997

Week 5. NO CLASS! PUBLIC HOLIDAY (October 2^nd 2014)

Week 6. Problems in, and Problems with, History (October 9^th 2014)

What kinds of problems do historians face? What kinds of problems exist with regards to the building of historical knowledge? Does historical writing offer a reliable view of the past? How may be ‘see’ bias?

References:

E.P. Thompson, The Making of the English Working Class  UL HD8388.T47 1968

J. Mahoney & D Rueschemeyer, Comparative Historical Analysis  CC Res H61 .C524 2003

M.L. Sanders & PM Taylor, British Propaganda  UL D639.P7G7

P. Knightly, The First Casualty UL PN4823 .K55 2003

H.V. White, The Uses of History  UL D16.8.U8

H.V. The Content of Form  CC Res D13.W564

M. de Certeau, The Writing of History  UL D13 .C3413 1988

M. Bunzl, Real History  UL D16 B935 1997

P. Duara, Rescuing History from the Nation  UL DS734.7 .D83 1995

Week 7. Newspapers and History (October 16^th 2014)

Using examples of newspapers events in Modern History will be reviewed.

Reference:

S. Zielinski, Audiovisions  UL PN1992.2 .Z5413 1999

E.S. Munson & C.A. Warren, James Carey: A Critical Reader UL P92.5.C37 J36 1997

D.P .Nord, Communities of Journalism  UL PN4855 .N67 2001

D.P. Nord, Newspapers and New Politics  UL PN4899.C39N6 1981

D.P. Nord, ‘Intellectual History, Social History, Cultural History, and Our History’, Journalism Quarterly, 67 (Winter, 1990)

W.D. Sloan, The Media in America  UL P92.U5M425 1989

T.C. Leonard, News for All  UL PN4855 .L46 1995

Week 8. Traditions in Fields of History: The Case of Urban History (October 23^rd 2013)

Utilising the Maidstone project undertaken at the Centre for Urban History, Leicester University (UK), attention is given to how methodologies aside from reading, like interviews (i.e. Oral History), can be employed successfully in research and writing. Attention will also be given to new forms of historical presentation (e.g. maps, charts, etc.) given by the integration of other disciplines in historical study, etc. This class will thus emphasise how different materials, research techniques and visual means can come together in historical writing today.

References:

Peter Clark & L. Murfin, The History of Maidstone: The Making of a County Town  UL Res DA690.M2 C52 1995

H.J. Dyos, Exploring the Urban Past: Essays in Urban History (ed. David Cannadine and David Reeder)  UL Res HT133.D88 1982

H. Carter, An Introduction to Urban Historical Geography  UL GF125.C38

R.J. Dennis, English Industrial Cities of the 19^th Century  CC Res HT133.D4 1986

R.A. Dodgshon, Society in Time and Space  UL HM831 .D63 1998

D. Goodman, The European Cities and Technology Reader  ARL T14.5 .E955 1999

M. Pacione, Historical Geography: Progress and Prospect  UL G141.H49

D. Denecke & G. Shaw, Urban Historical Geography  UL HT133.U723

S.G. Checkland, ‘The British Industrial City as History: The Glasgow Case’, Urban Studies 1 (1964), pp.34-54

Week 9. History and Art (October 30^th 2014)

How can art be of use to an historian? How does art history (painting, architecture, sculpture) objectively quantify human history, cultures and distinct historical eras? Can pictures be of use in written history?

Reference:

http://www.historycooperative.org/journals/ht/37.4/thomas.html

M. Bentley, Modern Historiography: An Introduction  UL D13 .B427 1999

D. Presiosi, The Art of Art History  ARL/NA N380 .A78 1998

E. Mansfield, Art History and its Institutions  NA N6450 .A77 2002

A.A. Donohue, Ancient Art and its Historiography  NA N5329 .A53 2003

S. Barnet, A Short Guide to Writing About Art  NA N7476.B37 1989

Lois Swan Jones, Art Information  ARL/NA N59 .J66 1999

D. Carrier, Writing about Visual Art  (online access via CUHK Library)

J .Elkins, Visual Studies: A Skeptical Introduction  NA N72.S6 E45 2003

H.V. Minor, Art History’s History  ARL/NA N380 .M556 2001

M. Roskill, What is Art History?  NA N5300.R62

 Week 10. History and Film (November 6^th 2014)

Are films a reliable form of historical evidence? Using particular films depictions of the past will be shown and discussed. Matters introduced in weeks 1 and 2 are reappraised.

References:

http://www.historycooperative.org/journals/ht/38.3/harison.html

B.A. Murray & C.J. Wickham, Framing the Past (online access via CUHK Library)

M.C. Carnes, Past Imperfect  CC PN1995.9.H5 P37 1996

M.L. Balfour, Propaganda in War  UL D810.P7G72

A. Baker, Contesting Identities  UL PN1995.9.S67 B35 2003

R. Fielding, The American Newsreel  UL PN4888.M6F5

S.B. Girgus, America on Film and The American Self  UL PN1995.9.U64 G57 2002

A.G. Pettit, Images of the Mexican American in Fiction and Film (online access via CUHK Library)

S. Simmon, The Invention of the Western Film: A Cultural History  UL PN1995.9.W4 S53 2003

Weeks 11, 12 and 13. An Introduction to Academic Writing, and Writing History Academically (November 13^th, 20^th and 27^th 2014)

For this section of the programme attention shifts away from how History is written towards how to write History. Other skills vital to an historian, such as critical reading and thinking skills, will also be noted, and the entire reading/writing process shall be evaluated, in so doing providing students with a vital opportunity to consider and assess historical writing from the perspective of composition and the communication of historical facts and details.

Detailed worksheets for these classes will be provided by Prof. Morley. This part of the programme will include debates, and practical exercises to strength your knowledge and skills associated with the academic writing process.

General references:

W.H. Storey, Writing History  UL D16 .S864 1999

W. Strunk, Elements of Style  CC PE1408.S772 1959

W. Zinsser, On Writing Well  CC/MD PE1429 .Z52 1998

S. Kaye, Writing Under Pressure  CC PN151.K38

J.R. Benjamin, A Student’s Guide to History  UL/CC Res D16.3 .B4 1998

H.S. Becker, Tricks of the Trade  UL H91 .B38 1998

W.C. Booth, G.C. Colomb & J.M. Williams, The Craft of Research  ARL/UL Q180.55.M4 B66 1995

http://www.hamilton.edu/documents/writing-center/WritingGoodHistoryPaper.pdf

Course Grading

By the end of the term students shall be given a grade based on the following elements:

1. Practical Assignment 1: Historical analysis (25%) – 1500 words.
2. Practical Assignment 2: Historical critique (25%) – 1500 words.
3. Attendance/Participation (30%) – attending lectures and tutorials, engaging with various class exercises, attendance on fieldtrip.
4. A short take-home examination at the end of the term that acts as an opportunity for you to wrap up and review what you have learnt during the course (20%).

Historical Analysis Assignment

Students will be asked to write a paper on a subject associated with History, and the works and ideas of historians, demonstrating where possible an understanding of what History is defined as being. The purpose of this assignment is to not only allow students an opportunity to deepen their comprehension both objectively and subjectively with regards to what History is considered to be, but to in addition contextualise History within a controlled scholarly framework. Tutorials 1 and 2 are deliberately designed to build-up knowledge, thinking skills and vocabulary for this particular assignment.

Historical Critique Assignment

Students will be assigned historical source material from the internet which they shall analyse, in so doing discussing the theoretical issues raised within. The purpose of this assignment is to allow students the chance to demonstrate their reading and critical thinking skills, to comprehend the fact that reading is an imperative component of any historian’s armour, and to be better aware of potential problems when using the internet as a research/learning tool. The websites to be utilised will be assigned by your tutor. Tutorials 3 and 4 both grant opportunities to discuss matters relevant to this assignment.

Fieldtrip

As part of HIST2001B a short field trip to the Central District of Hong Kong shall be arranged. The field visit, likely to be take place in early-November, is designed to harmonise with theoretical work undertaken in the classroom, and to thus provide an opportunity to see and grasp History in the context of ‘the real world’.

Please remember: Speak with Prof. Morley or the Course Tutor should you have any questions about any of the two assignments.

An important component in the teaching of HIST2001B is the tutorials. The four tutorials give students the chance to discuss the topics introduced in the lectures and to help them sort out any problems in understanding that they may have. Do not be afraid to ask questions during these classes if you are in doubt: by asking a question you may help others get a better grasp of the topic as well as helping yourself! Finally, time in the tutorials shall be put aside to offer concrete opportunities for working towards assignments 1 and 2. For each assignment class work shall have a scaffold learning approach in that exercises in one tutorial are relevant/lead-in to that in the next class, and so on. By working in the class towards the goal of completing an assignment assistance can be immediately given should you have any problems or questions.

Richard Evans, In Defense of History  UL Res D16.8 .E847 1999

Norman J Wilson, History in Crisis? Recent Directions in Historiography  UL Res D13 .W59 1999

Mark T. Gilderhus, History and Historians: A Historiographical Introduction  UL/UL Res D13.G395 1992

Paul Spickard, World History by the World’s Historians  UL Res D20 .S64 1998

S. Berger, H. Feldner & K. Passmore, Writing History: Theory and Practice  UL D13 .W73 2003

E.H. Carr, What is History?  UL D16.8 .C33 1964

J. Appleby, L. Hunt, M. Jacob, Telling the Truth About History  UL E175 .A67 1994

Fritz Stern, The Varieties of History: From Voltaire to the Present  UL D13.S82 1972

A. Munslow, The New History  UL D16 .M965 2003

E. Breisach, Historiography: Ancient, Medieval and Modern  UL/UL Res D13.B686 

Mary Fulbrook, Historical Theory  UL Res D16.8 .F856 2002

David Cannadine, What is History Now?  UL Res D16.8 .W5 2002

In addition, students will be expected to consult papers in learned journals, such as:

J Appleby, ‘The Power of History’, American Historical Review 103 (1998)

B Bailyn, ‘The Challenge of Modern Historiography’, American Historical Review 87 (1982)

Attention is drawn to University policy and regulations on honesty in academic work, and to the disciplinary guidelines and procedures applicable to breaches of such policy and regulations. Details may be found at here.

With each assignment, students will be required to submit a signed declaration that they are aware of these policies, regulations, guidelines and procedures.

• In the case of group projects, all members of the group should be asked to sign the declaration, each of whom is responsible and liable to disciplinary actions, irrespective of whether he/she has signed the declaration and whether he/she has contributed, directly or indirectly, to the problematic
• For assignments in the form of a computer-generated document that is principally text-based and submitted via VeriGuide, the statement, in the form of a receipt, will be issued by the system upon students’ uploading of the soft copy of the assignment. 
• Students are fully aware that their work may be investigated by AI content detection software to determine originality.
• Students are fully aware of the AI approach(es) adopted in the course. In the case where some AI tools are allowed, students have made proper acknowledgment and citations as instructed by the course teacher.

Assignments without the properly signed declaration will not be graded by teachers.

Only the final version of the assignment should be submitted via VeriGuide.

The submission of a piece of work, or a part of a piece of work, for more than one purpose (e.g. to satisfy the requirements in two different courses) without declaration to this effect shall be regarded as having committed undeclared multiple submissions. It is common and acceptable to reuse a turn of phrase or a sentence or two from one’s own work; but wholesale reuse is problematic. In any case, agreement from the course teacher(s) concerned should be obtained prior to the submission of the piece of work.

The copyright of the teaching materials, including lecture notes, assignments and examination questions etc., produced by staff members/ teachers of The Chinese University of Hong Kong (CUHK) belongs to CUHK. Students may download the teaching materials produced by the staff members/ teachers from the Learning Management Systems, e.g. Blackboard adopted by CUHK for their own educational use, but shall not distribute/ share/ copy the materials to a third-party without seeking prior permission from the staff members/ teachers concerned.