What This Document Is
This is a syllabus for HIST 500, an introductory graduate-level course in Historical Studies at the University of Southern California, specifically for the Fall 2001 semester. It outlines the course’s aims, expectations, and structure for students beginning their graduate work in History. The syllabus details the instructor’s contact information, meeting times, and a broad overview of the course’s philosophical approach to the discipline. It’s a foundational text for anyone embarking on advanced historical research.
Why This Document Matters
This syllabus is invaluable for prospective and current graduate students in History, particularly those at USC or institutions with similar graduate programs. It’s most useful at the *start* of a graduate program – before classes begin – to understand the core principles and expectations of historical scholarship at the graduate level. It also benefits students considering graduate study in History, offering insight into the intellectual foundations and professional development emphasized in such programs. Understanding the course’s orientation can help students prepare for the demands of graduate-level historical inquiry.
Common Limitations or Challenges
This syllabus provides a high-level overview and does *not* contain the specific readings, assignments, or detailed weekly schedule for the course. It won’t offer direct answers to research questions or provide completed analyses of historical sources. It also reflects the specific pedagogical choices of the instructor and department as of Fall 2001, and may not represent current approaches. It’s a framework, not a substitute for active participation in the course itself.
What This Document Provides
* A clear articulation of the course’s central goals and learning objectives.
* Insight into the foundational skills considered essential for professional historians.
* An overview of the course’s approach to understanding the historical discipline and its traditions.
* Information regarding the instructor’s expectations for student engagement and performance.
* Context regarding the course’s development and its place within the broader History Department’s curriculum.
* Discussion of key concepts like “Content, Argument, and Historiography” as they relate to historical study.