Table of Resources
Contact Prof. Benson
Academic Integrity Policies
Steps for Building Your Bibliography
Structured Outlining: Classifications
Final Term Paper Requirements and Suggestions
Manual Footnote Standards Quick Guide
Discusion Board Requirements and
Schedule of Seminar Meetings and Assignments
Wednesday (24 August)
Course Introduction and Overview;
Potential Primary Sources
We will have class for the full scheduled time period today.
Librarians Steve Richardson and Debbielee Landi will describe various
primary resources available for your projects on Charleston and other urban
South communities. We will have an open discussion about how your previous
history courses might help to frame our work in the seminar. We will consider
what we mean by the ideas of community history, social history, urban history
and southern history.
Before our session, please read the article by Furman alum and nationally
recognized community historian O. Vernon Burton, "Reaping What We
Sow: Community and Rural History," Agricultural History 76
(Autumn 2002), 631-58. Take a few minutes to review your history portfolio.
Wednesday (31 August)
The Communities of Charleston in Personal
Before the session, please read through the first three chapters of Richard
Coté, Mary's World.
A 4-7 page essay about the historical
and methodological insights your previous history courses bring to the subject
of this seminar will be due at class time. You may make reference in your paper
to the Burton essay and the Cote book as well as your previous coursework.
Please post a one paragraph summary of your key "takeaways" from the
exercise to the Course
Discussion Board and Workspace (either before or after class).
Wednesday (7 September)
Finish reading Coté, Mary's World in preparation for class
Before class, please prepare a two to three
paragraph term paper prospectus and an annotated bibliography of the
main primary and secondary sources you expect to use for your project.
Above all, the prospectus should clearly state what your research question
What is the scholarly mystery, gap in the existing histories,
or personal intellectual curiosity that you think your paper will resolve? How, by discovering new information, linking old
information to new sources, or comparing two old bodies of information that
have never been put side-by-side before, will you make an original
What is the scope in time and place of your intended
project as you see it right now?
What are your intended communities?
What will be your primary methodological or theoretical approach?
Will this be social history, family history, military history, political history,
cultural history? Will it involve statistical, geographical,
literary, critical theory, or post-colonial approaches?
Who are the two or three scholars whose historiographical
interpretations have most dominated your proposed area of study?
What do you think makes the primary sources for this project so compelling,
at least as understand them from the finding aids and descripions?
Ask a flood of questions to me, Mr. Richardson, and Ms. Landi.
create a research journal subtopic
under your name on the course
. (You may create a personal Google doc or other public
blog if you want to instead -- just post a link.) You will discuss the
prospectus in small groups and the seminar as a whole.
The prospectus should explicitly state what your research question is, what
problems you intend to answer in the paper that the existing scholarship has
left open, and why your primary source core appears to be a good means for
helping you to explore these issues.
You will need to make a brief entry in your research journal for each
personal research session over the course of the term. These should be entered
as soon as possible after the research session has been completed. It should
describe the footnotes, bibliographies, dictionaries, and databases you used
during the session, and a general summary of both successes and dead ends in
finding specific sources. Journals that are kept current will receive higher
scores. The journal will be part of your final project submission.
Please post a copy of the prospectus (no bibliography needed) to the Course
discussion board and workspace before class.
Wednesday (14 September)
Charleston's History: The Grand
Read Rosen, A Short History of Charleston, through Chapter 8.
A first final draft of your first and last
paragraphs and an outline listing the major points of your argument
and the sources used to back them will be due at class time.
Please post a copy of this document to the Course
discussion board and workspace before class, along with any comments you
would like to add with it.
Wednesday (21 September)
The Majority Perspective
Read Bernard Powers, Black Charlestonians: A Social History,
1822-1885 in preparation for class discussion. Please browse through
some of the History
Engine episodes, using the keyword "Charleston" as your search term.
Three History Engine
style primary source write-ups extracted from the body of your paper are due at
class time today. (You may find it helpful to read the relevant portions of
to writing episodes, though we will not be contributing to their database
this term.) Each of these should be two to three paragraphs long. These will
need to combine a brief description of your source with appropriate secondary
references to place the content in context.
Please post a copy of the write-up that you like the most to the Course
Discussion Board and Workspace for potential discussion in class. Please
post a paragraph or so reacting to the content of the Powers book and how its
arguments intersect with the Mary's World monograph.
Wednesday (28 September)
Initial Project Results
The first draft of your term paper (8-10 pp.) will be due by class time today.
Please bring three copies to share for the peer review process.
Wednesday (5 October)
Material Culture, Economics, Geohistory
and Historical Memory
Read the article by John Michael Vlatch, "'Without Recourse
to Owners': The Architecture of Urban Slavery in the Antebellum South,"
Perspectives in Vernacular Architecture 6 (1997): 150-160. Then
read the review essay by Gaines Foster, "The Market,
Cultural Persistence, and Economic Change in the South" Reviews in
American History, 18 (March 1990): 71-76. Read the article by Amy
Hillier, "Invitation to Mapping: How GIS Can Facilitate New Discoveries in
Urban and Planning History" Journal of Planning History 9 (May
2010): 122-34 [p-doc-f here]. Finally, read
the review by Carter Hudgens of the books by Stephanie Yuhl, Golden Haze
of Memory and Maurie McInnes, The Politics of Taste in Antebellum
Charleston, in Journal
of the Society of Architectural Historians 65 (June 2006), pp.
Please post a paragraph or two reflecting on these pieces and synthesizing
their most important insights to the Course
Discussion Board and Workspace before class.
Wednesday (12 October)
Politics and Social Order in the Coming
Work through the brief chapters on The
Pre-Civil War South and The
Impending Crisis from the University of Houston's Digital
History on-line textbook site. Read and outline the model article by
Daniel W. Crofts, "Late Antebellum
Virginia Reconsidered," Virginia Magazine of History and
Biography 107 (Summer, 1999): 253-286. Please use specific
structured outlining classifications
as well as these guidelines for
how to write an abstract to complete your work. We will read and discuss these
pieces for structure and evaluate a series of scholarly article abstracts in
Your individual outline of the Crofts article and an abstract of your own
article will be due in class today. Please submit the outline in print or
e-mail to me directly but do not post it to the DB. Do post a copy of your
abstract of your own term paper to the Discussion
Wednesday (19 October)
Secession as an Urban Problem
Read Frank Towers, The Urban South and the Coming of the Civil War
in preparation for class discussion. Read through this brief summary of the
concept of integrative
complexity. Participant pairs (TBA at class time) will take turns being
discussion leaders for one chapter from the book.
We will consider how to evaluate and create sophisticated original thesis
arguments. Please post an informal account of your intended argument revisions
to the course
Wednesday (26 October)
Gender and Religion in Community
All participants will read Pease and Pease, Ladies, Women, and
Wenches. One half of the class will also read Jacob M. Blosser,
"Constructing Modernity: Historical Imagery and Religious Identity in
Charleston's Great Awakening" [p-doc-f
here] South Carolina Historical Magazine 106 (October 2005):
212-234. The other half will read Otis Westbrook Pickett, "'We are Marching to
Zion:' Zion Church and the Distinctive Work of Presbyterian Slave Missionaries
in Charleston, South Carolina," [p-doc-f here]
Proceedings of the South Carolina Historical Association (2010):
91-104, in preparation for class discussion.
We will work on gathering, reviewing and evaluating related literature, the
importance of bibliography chaining and the value of thematic and "mid-range
scope" literature for framing projects in broader context.
Please post a paragraph or two reflecting on the book and your assigned
article to the Course
Discussion Board and Workspace before class.
Wednesday (2 November)
Disasters of the Urban South
Fires, Epidemics, Hurricanes, Earthquakes and Wars (articles T.B.A. read in
Your revised article outline will be due at class time. Please e-mail me or
hand me a print copy.
Wednesday (9 November)
Sports in Charleston and the
Read Randy J. Sparks, "Gentleman's
Sport: Horse Racing in Antebellum Charleston" South Carolina
Historical Magazine 93 (January 1992): 15-30, and D. L. MeMahieu, "The History of
British and American Sport. A Review Article," Comparative Studies in
Society and History 32 (Oct., 1990): 838-844.
We will consider techniques for presenting and reviewing primary
Please post a paragraph or two commenting on the Sparks and MeMahieu
articles to the Course
Discussion Board and Workspace before class.
Wednesday (16 November)
Charleston and the Gilded Age Urban South
in Global Context
Reading Assignments T.B.A.
Wednesday (23 November)
No Session: Thanksgiving Break
Wednesday (30 November)
Final Regular Meeting
Today's session will be devoted to peer reviews of penultimate final drafts.
Please e-mail a copy of your final paper to me and to your peer review partners
at least 24 hours before class. Please post a copy to the Course Discussion
Board and Workspace. During the session you will complete this
peer review worksheet. For the second peer review, use
this second version
peer review partner groups:
- Brewer, Stallsmith, Hendrix
- Francis, Cook, Corley
- Blanton, Brew, Kinney
- Ryggs, Seymour
Monday (12 December 3:30 PM)
Final Draft of Final Paper
Meeting details T.B.A.
|Class participation||30 %|
|Previous Courses Essay||8 %|
|Term Essay: First Draft||12 %|
|Peer Review Comments||5 %|
|Term Essay: Penultimate Draft||10 %|
|Term Essay: Final Submitted Draft and Research Journal||25 %|
|Discussion Board Postings||10 %|
Note: The instructor reserves the right to change any
provisions, due dates, grading percentages, or any other items without prior
notice. All assignments on this schedule are covered under the university's
policy on plagiarism and academic integrity. See the syllabus statement for
further details. This page was last updated on 10/2/2011.