The second semester of the required HIST 511-512 sequence in Historiography pursues the same "complete readings" approach into major works concentrating on first the Early Modern and then the Modern era. Once more, historians are studied individually, and trends or schools are for the most part introduced through the historians that embody their distinctive approaches. Authors dealt with over the second semester may be as diverse as Febvre, Braudel, Le Roy Ladurie, Christopher Hill, Keith Thomas, E. P. Thompson, Charles Tilly, Simon Schama and Carlo Ginzburg, as well as Hobsbawm, Blackbourn, Landes, Eugen Weber, Peter Gay or François Furet. Crucial debates, for example on "the transition from feudalism to capitalism" and its Brenner follow-up, or on "the military revolution and the genesis of the modern state", are introduced as separate files or appendices. The last quarter of the course is devoted to a closing survey of the current proliferation of outlooks and approaches, including discussions of microhistory, cultural history, history of mentalities, the return of the narrative, the return of the state, as well as modernist vs post-modernist positions on the question of "historical truth", "myth-making", or the relationship between literature and history.
Trends, Debates, Historians II (HIST 512)
Programs\Type | Required | Core Elective | Area Elective |
Computer Science and Engineering - With Master's Degree | * | ||
History - Non Thesis | * | ||
History - With Master's Degree | * | ||
History - With Thesis | * | ||
Leaders for Industry Biological Sciences and Bioengineering - Non Thesis | * | ||
Leaders for Industry Industrial Engineering - Non Thesis | * | ||
Leaders for Industry Materials Science and Engineering - Non Thesis | * | ||
Leaders for Industry Mechatronics Engineering - Non Thesis | * |
CONTENT
OBJECTIVE
Refer to the course content
LEARNING OUTCOMES
- Upon completion of this course, students will demonstrate an understanding of how to place each historian and school against a larger historical background, intellectual climate and dominant paradigm.
- Students will be able to articulate precisely what is the originality of the contribution of a particular historian or school in the professionalization and diversification of the historical discipline.
- Students will demonstrate how to examine the factors that make theoretical paradigms prevail and wane and how these influence and force historians to revise current predominant interpretations.
- Students will familiarize themselves with complex concepts and methodologies to pursue further specialized study in the field of historiography.
- Students will develop a greater capacity to engage at the same time and with equal precision in the historical, theoretical, and philosophical debate over outstanding intellectual matters.
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ASSESSMENT METHODS and CRITERIA
Percentage (%) | |
Final | 30 |
Term-Paper | 35 |
Participation | 15 |
Presentation | 20 |
RECOMENDED or REQUIRED READINGS
Readings |
Week 1: History and Historiography |