P Course description

This research seminar focuses on the history of the U.S.-Mexico border in the 20^th century. During this period of increasing integration, the border region underwent tremendous social, economic, cultural, and political change. An emerging capitalist economy, the movements of people across borders, political upheaval, changing legislation, as well as other factors contributed to this transformation. The 20^th century is rich in possibilities for historical research.

History 5347 provides graduate students with the opportunity to research a topic related to 20^th century border history and to write a scholarly historical paper by following the process used by historians.

In this course, students will:

· Identify and design an historical research project

· Conduct archival research

· Write drafts

· Gather feedback from colleagues

· Revise drafts to create a ready or near ready article for publication

· Present their work to others

The final paper should be 22-25 pages long (not including bibliography).

 

 

 

 

 

Course readings &

· Richard Marius, A Short Guide to Writing About History

· David E. Lorey, The U.S-Mexican Border in the Twentieth Century: A History of Economic and Social Transformations

· Juan Mora Torres, The Making of the Mexican Border: The State, Capitalism, and Society in Nuevo Leon, 1848-1910

· Oscar Martinez, Border People: Life and Society in the U.S.-Mexico Borderlands

· Eithne Luibheid, Entry Denied: Controlling Sexuality at the Border

· Patrisia Gonzales, The Mud People: Testimonios, Chronicles and Remembrance (may not be available in time)

Ludmilla Jordanova, History in Practice

Miguel Tinker Salas, In the Shadow of the Eagles: Sonora and the Transformation of the Border during the Porfiriato

Oscar Martínez, Border Boom Town: Ciudad Juarez since 1848

Mario García, Desert Immigrants

Ramon Ruiz, The People of Sonora and Yankee Capitalists

Jorge Bustamante, Cruzar la linea: la migración de México a los Estados Unidos

John Hart, Border Crossing: Mexican and Mexican-American Workers

Josefina Zoraida Vázquez, México frente a Estados Unidos: un ensayo histórico

Ángela Pahissa Moyano, México y Estados Unidos: Orígenes de una relación

Luis Zorrilla, Historia de las relaciones entre México y los Estados Unidos de América, 1800-1958

Barbara Driscoll’s historiographical essay, which can be accessed at

http://www.jsri.msu.edu/RandS/research/wps/wp17.pdf

PClass requirements

Early in the semester students will read and discuss readings related to the border. This will assist in identifying a topic and will allow students to see how historians write. Students will write one short review of one of the assigned books (except the Marius book) as well as leading a class discussion on the book.

The bulk of the semester will be spent researching, writing, revising, and gathering feedback from students. Each student will have his/her draft reviewed by two fellow students and the professor.

Class participation and adherence to the research and writing schedule are critical in this course.

Any late assignments will result in a lower grade.

PEvaluation

You will be evaluated on the following:

· Class discussion leader/written critique and questions (10%)

· Peer review of paper (10%)

· Attendance and participation (10%)

· Writing process (10%), to include:

Annotated bibliography of secondary and primary sources

Prospectus (3-5 pages)

Outline

Draft (15 pages)

· Final paper (22-25 pages, plus bibliography) (60%)

 

 

 

Once during the semester, each student will lead a class discussion on a required reading. As part of this assignment, the student will write a 3-page critique of the book, which addresses the following questions: What is the thesis? Did the author prove his/her thesis? Were the sources credible/believable? What theoretical foundation did the author use? What questions did it raise for you? If you were to carry the research further, where would you take it? In addition, the student will write at least five discussion questions based on the reading. Questions will be turned in along with the critique. The student will be responsible for facilitating discussion on the book during the class meeting.

Once during the semester (either in week 11 or 12), the student will be responsible for reading and constructively critiquing the draft of a fellow student. Students will be assigned to critique each other’s drafts at random. Two students will read each draft, write a 1-2 page critique of the draft, write comments on the draft itself (regarding content, grammar, and writing), and present their critique to the class. Students will have the drafts one week in advance of their class presentation. This is an opportunity for students to help each other clarify and strengthen their work, not to attack or diminish people’s efforts.

Attendance is mandatory. Students are expected to come to class prepared to discuss the readings and to participate in other appropriate ways.

The writing process is essential to producing a well-written and organized final paper. You will be evaluated on each of the following steps along the way.

· Annotated bibliography of the major secondary and primary sources

· Prospectus (3-5 pages): The prospectus is your plan. It should include the following sections: an introduction where you state your working thesis and describe your research project, a review of the most important literature where you describe how your work fits into the field, and a section on sources.

· Outline

· A draft (15 pages) that may not yet be complete but is proofread and grammatically correct.

· Class presentation (10 minutes) where each student will describe their project as well as the research and writing process.

The final paper represents the culmination of your semester’s work. As stated earlier, it should meet the standards of an article that is ready or near ready for publication. This will require several things on your part: a great deal of work, consistency, and focus.

The paper must:

Use historical analysis.

Contain a thesis/ argument.

Demonstrate a good knowledge of secondary sources.

Have a strong foundation in primary sources.

The paper should be:

· Double-spaced and use 12 point font (Times New Roman).

· Carefully proofread so that it does not contain typos or grammatical errors.

· Written in an understandable, yet academic style.

· Use footnotes rather than endnotes.

· Include a complete bibliography.

· Use the Chicago Style Manual format.

Introduction

Discussion of potential topics

Presentation of possible sources by Claudia Rivers, director of Special Collections, UTEP library.

☼ List of possible topics due by noon on Monday, January 20.

Read: David E. Lorey, The U.S-Mexican Border in the Twentieth Century: A History of Economic and Social Transformations

Discussion leaders: ____________________________

____________________________

____________________________

☼ Preliminary bibliography due in class.

Read: Juan Mora Torres, The Making of the Mexican Border: The State, Capitalism, and Society in Nuevo Leon, 1848-1910

Discussion leaders: ____________________________

____________________________

____________________________

 

Read: Oscar Martinez, Border People: Life and Society in the U.S.-Mexico Borderlands

Discussion leaders: ____________________________

____________________________

____________________________

☼ Prospectus due by noon on Monday, February 10.

Read: Eithne Luibheid, Entry Denied: Controlling Sexuality at the Border

Discussion leaders: ____________________________

____________________________

____________________________

 

 

 

 

 

Meetings with individual students.

Meetings with individual students.

Group discussion of progress.

☼ Outlines due by noon on Monday, March 10.

☼ Drafts from group #1 due in class.

☼ Peer review for group #1 in class

☼Drafts from group #2 due in class.

☼ Peer reviews for group #2 in class

Meetings with individual students

Meetings with individual students

Class presentations on research