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.

Teaching Structure: An Overview

The teaching for course HIST2001B consists of two complementary learning situations, these being: 

• Weekly lectures to be given by Professor Ian Morley. Lectures are to be of 90 minutes in duration. Lectures will be given via the use of PowerPoint, and where possible through the use of particular DVDs and other types of learning materials. Lectures, as well as tutorials, are designed to be interactive so as to practice and ‘do’ history. Paper copies of the lecture PowerPoint will be distributed at the start of class along with any other relevant learning materials.
• Tutorials: In total four tutorials (45-60 minutes each) shall be given. These classes present valuable opportunities to clarify knowledge collected in the lectures, to discuss issues raised with Prof. Morley. What’s more they grant time to work on exercises wholly relevant to assignments 1 and 2. For more information on tutorials please consult the section ‘Tutorials’.

Overall, as previously noted, the course shall consist of three corresponding segments:

1. The first section, at the start of the term, introduces and defines History, the role of the Historian, and Historiography, i.e. the theory of History.
2. The second, towards the middle of the term, focuses on different themes and perspectives discussed within the academic field of History. To help grasp the themes introduced in this part of the course a field trip shall be organised.
3. The final part examines the writing process and offers practical writing advice.

Course Objectives and Learning Outcomes

The course has two primary objectives, which are: 

• To provide a basic frame of reference regarding History as a distinct academic discipline.
• To allow students opportunities to develop basic skills, and techniques for the pursuit of historical studies and research in the university situation.

Upon completion of the course students will be able to attain the following learning outcomes: 

• Describe some of the basic issues associated with the production of History and the study of Historiography.
• Express through spoken discussion a basic awareness of Epistemology and its association with the discipline of History.
• Review the role and significance of historical ideas to the evolution of societies.

Demonstrate through the writing of assignments fundamental analytical skills necessary to effectively read and comprehend source materials.

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Course Outline

 Week 1. Introductory Class: What is History and Historiography? (September 12^th 2012)

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 19^th 2012)

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

210. Stone,The Past and the Present Revisitedand The Past and the Present  UL D210.S775 1987

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

1. 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

1. Ashcroft, G. Griffiths & H. Tiffin,Key Concepts in Post-Colonial Studies UL Ref JV22 .A84 1998
2. Himmelfarb,The New History and the Old; Critical Essays and Reappraisals UL D13 .H445 2004
3. Himmelfarb, ‘Some Reflections on the New History’,American Historical Review94 (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 26^th 2012)                         Tutorial 1   (September 24^th 2012)

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

1. 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 (October 3^rd 2012)

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

16. Hobsbawm,On History UL Res D16.8 .H627 1997
17. 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. Problems in, and Problems with, History (October 10^th 2012)        Tutorial 2   (October 8^th 2012) 

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

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

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

1. Knightly,The First CasualtyUL PN4823 .K55 2003

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

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

1. de Certeau,The Writing of History UL D13 .C3413 1988
2. Bunzl,Real History UL D16 B935 1997
3. Duara,Rescuing History from the Nation UL DS734.7 .D83 1995

Week 6. Newspapers and History (October 17^th 2012)

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 7. Traditions in Fields of History: The Case of Urban History (October 24^th 2012)

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

125. 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

14. Goodman,The European Cities and Technology Reader ARL T14.5 .E955 1999
15. Pacione,Historical Geography: Progress and Prospect UL G141.H49
16. 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 8. History and Art (October 31^st 2012)                                                            Tutorial 3   (October 29^th 2012) 

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

1. Bentley,Modern Historiography: An Introduction UL D13 .B427 1999
2. Presiosi,The Art of Art History ARL/NA N380 .A78 1998
3. Mansfield,Art History and its Institutions NA N6450 .A77 2002

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

7476. Barnet,A Short Guide to Writing About Art NA N7476.B37 1989

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

1. 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

5300. Roskill,What is Art History? NA N5300.R62

Week 9. History and Film (November 7^th 2012)                                                      Tutorial 4   (November 5^th 2012) 

Are films a reliable form of historical evidence? Using particular films depictions of the past will be shown and discussed. tters 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

1995. Baker,Contesting Identities UL PN1995.9.S67 B35 2003
1996. 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)

1995. Simmon,The Invention of the Western Film: A Cultural History UL PN1995.9.W4 S53 2003

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Weeks 10&12. An Introduction to Academic Writing, and Writing History Academically (November 14^th  and 28^th 2012)

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

1408. Strunk,Elements of Style CC PE1408.S772 1959
1409. Zinsser,On Writing Well CC/MD PE1429 .Z52 1998
1410. 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/academics/resource/wc/WritingGoodHistoryPaper.pdf

Week 13. Course Round-up (December 5^th 2012)

 The final class of the course provides an opportunity to not only summarise and debate for the final time matters of significance raised throughout the course, but to also, if the students choose, continue in more detail thinking about and practising skills associated with the academic writing of History.

Course Handoutss

At each lecture Prof. Morley shall provide you with a paper version of his PowerPoint, and handouts related to key points of the lecture. Likewise for the tutorials handouts shall be given out so as to provide not only reference materials appropriate to learning History, but also ‘doing History’. As such all registered students will be presented with a folder in week 1 in which all class materials can be kept in an organised, logical manner suitable to helping produce work for the assignments, and the take-home exam at term’s end. Materials to be given out therefore constitute the student’s own book of materials useful to the study of History and so other courses they will take in the future at CUHK.</o:p <></references:

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.
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.

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

Attendance

All students are required to attend all lectures and tutorials and to have prepared for each class. Given the nature of the course students are obliged to have completed assigned readings so as to not only comprehend their classes, but to also where possible participate actively in them. Students must arrive on time for classes or the individual’s attendance grade will be lowered.

 Academic Honesty

The Chinese University of Hong Kong puts great emphasis on academic honesty and consequently all students are advised to refer to the following website with regards to university regulations about cheating/plagiarism (copying):

 http://www.cuhk.edu.hk/policy/academichonesty

 Please note: Under no circumstances shall cheating or plagiarism be tolerated. Academic dishonesty can lead to disciplinary action that may result in a stopping of your studies in the History Department at CUHK. Please take any warnings about the perils of copying other’s work very seriously.

An important component in the teaching of HIST200B 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 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.

General Ground Rules

 In order for all classroom situations to work effectively certain general ground rules need to be established. Regulations relating to the classroom teaching of the programme ‘Historiography (introductory)’ include:

• Reasonable behaviour during lectures and tutorials. You will be asked to leave should you act inappropriately.
• Paying attention to the Lecturer and Tutor.
• Not talking when the Lecturer/Tutor is teaching. The Lecturer/Tutor will not continue during a disruption.
• Having an awareness of CUHK safety regulations.
• Acquiring the awareness that you are responsible for your own learning.
• Being prepared for lectures and tutorials and arriving on time for classes.
• Please turn mobile phones off once in the classroom. However if you anticipate an important call please inform your Lecturer/Tutor in advance.
• The taking of appropriate notes during lecturers and tutorials.
• Reading recommended texts and other materials to boost your understanding of the subjects being taught.
• Plagiarism (copying of others work) under no circumstances shall not be tolerated.
• Participation means more than the mere attendance of classes. Be prepared to do the required readings and to contribute to classroom activities and discussions.

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)

Fieldtrip

As part of HIST2001B a short field trip to the Central District of Hong Kong shall be arranged. The field visit 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’.

The date of the field visit shall be selected at the convenience of the students registered for the course. The theme of the field visit shall be related to seeing and reading elements of the urban historical environment, Prof. Morley’s specialist field. The field trip will allow you an opportunity to appraise the urban environment of Hong Kong as an historical text, in so doing drawing together your factual and conceptual knowledge of History learnt during the term.

Facebook Group

To encourage learning outside the classroom, to give greater access to your teachers and to allow you the students to discuss any matters raised in lectures, a Facebook group (HIST2001B 2012-13) only for registered students is established.

e-Learning

The purpose of this online social network may be listed as follows:

1. To provide a learning support structure outside of confines of the classroom.
2. To encourage student engagement with the course, in so doing allowing students to learn from each other and not just to learn from the mouth of the teachers. At the Facebook group students can, if they so wish, reveal/show their existing knowledge, talk about their learning experiences and insights about how they have previously been taught to think about and study the world, History (the subject) and what historian’s do.
3. To promote, where possible, further skill building and knowledge development, e.g. thinking and discussion skills, as well as confidence in being a learner of History.
4. To allow Prof. Morley a means to quickly send information to you about course administration, deadline, etc.

請注意大學有關學術著作誠信的政策和規則，及適用於犯規事例的紀律指引和程序。詳情可瀏覽此處。

學生遞交作業時，必須連同已簽署的聲明一併提交，表示他們知道有關政策、規則、指引及程序。

• 如屬小組習作，則所有組員均須簽署聲明；所有組員 (不論有否簽署聲明及不論有否直接或間接撰寫有問題的內容) 均須負上集體責任及受到懲處。
• 如作業以電腦製作、內容以文字為主，並經由大學「維誠」系統 (VeriGuide) 提交者，學生將作業的電子檔案上載到系統後，便會獲得收據，收據上已列明有關聲明。
• 學生充分知悉到他們的作業可能會被人工智能內容檢測軟件審查，以確定其原創性。
• 學生充分知悉科目中採用人工智能工具的做法。在經允許下使用某些人工智能工具的情況下，學生已按照科目老師的指示明確註明出處和引文。

未有夾附簽署妥當的聲明的作業，老師將不予批閱。

學生只須提交作業的最終版本。

學生將作業或作業的一部份用於超過一個用途 (例如：同時符合兩科的要求) 而沒有作出聲明會被視為未有聲明重覆使用作業。 學生重覆使用其著作的措辭或某一、二句句子很常見，並可以接受，惟重覆使用全部內容則構成問題。在任何情況下，須先獲得相關老師同意方可提交作業。

由大學職員/老師製作的教學材料，包括課堂筆記、作業及考試題目等，其版權屬香港中文大學擁有；學生可從大學採用的網上教學系統 (例如Blackboard) 下載由大學職員/老師製作的教學材料供其學習使用；惟未經相關職員/老師事先同意下，不得分發/分享/複製這些材料予第三者。