HIST 300: History of Emotions and Senses, Fall 2022
Due date:
Thursday, December 15, 2022 by 11:59 PM
Submission format:
By email, LVS7@georgetown.edu
Document types:
MS Word, Pages, Google Docs; no PDFs please!
Length:
2500-3000 words (approximately 10–12 double spaced pages)
Drafts:
I will look at drafts at any stage from now until the due date. If you are sending me a full draft, please try to send it to me by December 10 so that I can get it back before the due date.
Extensions:
I am happy to work with anyone who needs an extension or other accommodation. However, I cannot extend beyond the date when grades are due to the University. Grades for graduating seniors are due Monday, December 19, and grades for all undergraduates are due Wednesday, December 21.
Source Requirements:
**Note to reader: Students submitted an annotated bibliography with 8 sources as the first portion of this project.
10–12 academic books and journal articles that are not from class. At least 4 must be books. You can also include primary sources and digital resources (like a database) as a source.
Syllabus requirements:
Your reading schedule should cover 12 weeks of class, and each week must include assigned material. Out of 12 weeks, 10 weeks must include at least one assigned reading. Two weeks can (but do not have to) assign something other than a reading—a film, an activity, a digital resource, a field trip, or anything else you can think of. If you want to add more material, readings or otherwise, you can have up to 14 weeks.
You can, but do not have to, assign a combination of secondary sources, primary sources, and websites for some weeks. You could also add musical, visual, or material sources. Be creative!
Your syllabus is not required to (but can) cover class policies, office hours, late assignments, absences, etc.
Assignment Overview:
The syllabus final project asks students to conceptualize and design an undergraduate course related to the history of emotions and senses. The goal of this assignment is to give students the opportunity to:
1. Identify connections between the history of emotions and senses and other historical and interdisciplinary fields by conceptualizing a course topic related to their own interests.
2. Analyze historiographical and methodological trends by designing a reading list that builds on common themes and puts assigned readings in dialogue with one another.
3. Demonstrate how the readings will build a specific set of knowledge and skills by creating course goals, units, and assignments that structure the learning process.
4. Develop skills that are useful outside the classroom by reflecting on how course designs and syllabi shape the way we learn about history and how knowledge is assessed.
This is your opportunity to show your instructor how you want to learn—be creative and make the class your own!
Components:
Your syllabus must include the following components—see the example syllabus provided for more details. You should also include a course title on the syllabus.
- Course description: The course description identifies the topic and parameters of the course; the purpose of the class; the analytical frameworks/ themes; the types of readings assigned; the questions students will be asked to discuss about the readings, about history, and about meta-knowledge; what students can hope to learn overall. This section should be about 250 words.
- Course Goals: The course goals are specific to the class; use action verbs; address multiple types of knowledge and skill building; address communication of ideas in addition to learning. You should include 4–6 course goals, about 100 words.
- Assignments: The assignments should clearly connect to your stated course goals—how will you assess if students are meeting the course goals? In general, your assignments should include: a way to assess participation; 2–3 short assignments that encourage different modes of thinking; and a longer final assignment that gives students the opportunity to develop their own ideas. The shorter assignments can be the basis for a longer project, but they don’t have to be. Be as creative as you want with assignments—how do you want professors to assess learning? You should include 4–6 assignments with percentages specified and include a short description (1–4 sentences) of each assignment, about 250–300 words.
- Course Structure and Readings: This section should be a narrative version of your course reading schedule and will contain the bulk of your writing. Your annotated bibliography will be very useful here. You should discuss how the course material has been organized into overarching units and into weekly topics. At a minimum, you should include 2–3 sentences about each unit and 2 sentences about each week of class. You do not need to include the titles and authors of specific works—instead, give a general summary of the ideas and contexts the readings explore. This section should be about 750–1000 words.
- Class Schedule: You can use any format you would like for the class schedule—chart, bullets, etc. The only information you need to include are the unit titles, week titles, and full citations of assigned readings.
Featured image created by author.
Clio and the Contemporary 
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