DERules2011 - Development of Europe I (c. 200- c.1700)...

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Development of Europe I (c. 200- c.1700) History 510-101 Professor Samantha Kelly Guide to Assignments and Procedures Lecture Lectures are the primary presentation of the material. Their aim is to explain historical developments over a huge span of time and space in a coherent fashion, by emphasizing themes that make sense of particular time periods and that tie together facts from diverse eras, and by indicating the relationships between general historical dynamics and specific primary sources. They are intended to complement the textbook chapters, so while they obviously cover many of the same topics, they present them in a different way: sometimes dividing the material differently, sometimes emphasizing different aspects of it, sometimes focusing on a particular individual to represent a larger theme. At times they will present important developments that lack altogether in the textbook. Common sense suggests that what the professor chooses to devote lectures to is also what the professor considers important to know, and therefore what she will expect students to know—i.e., paying attention in lecture is an excellent way to foresee, and study for, your exams and papers. Textbook In response to student comments that the textbook is expensive and that studying only from the textbook does not usually result in a good performance in the course, I have now made its purchase optional. That means you can buy it, new or used, or you can consult the copy on reserve in Alexander library. (It is the current, 16 th edition.) Possibly if you take excellent notes you can dispense with it altogether. Its main purpose in this course is as a study guide and reference tool: to refresh you on names, dates, events, and concepts, some of which you may have missed writing down, or not fully understood, in lecture. I will never test you on something I did not mention in lecture—i.e. something only in the textbook—because there is so much in the textbook it would be overwhelming. But you may need or want more information on something mentioned in lecture, or need to double-check dates, places, etc. You are expected to have your facts right, and the textbook can help. Primary Sources This course uses a large number of primary sources, that is, written texts or works of art created by people in the past. These are not ‘extras’ tacked on to lecture and textbook. If anything, the lectures and textbook are tacked on to these sources: because the textbook, and my lectures, and all other works of modern historians, are nothing more than our interpretations of these documents and documents like them. (That’s why they’re called “primary” sources and the writings of modern historians are called “secondary” sources.) Analyzing and interpreting such documents is what historians do, and as college-level historians yourselves, you also must start analyzing such documents and making your own historical interpretations from them. There is no difference in kind between my and your analysis of primary source material; only a difference in
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DERules2011 - Development of Europe I (c. 200- c.1700)...

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