History 790
Spring, 2006

ASKING QUESTIONS

In history, as in many disciplines, the key to finding good answers depends upon asking appropriate questions. A primary focus of this course will be on discussions of the assigned readings. These discussions will be based on questions submitted by the students prior to the class sessions. Students will thus play a major role in shaping the content of this course and subjects that we choose to discuss.

To facilitate these discussions all students are required to submit questions based on the readings identifying the topics that they wish to talk about each week. All questions must be posted to the course Blackboard no later than 9 a.m. each Wednesday. All student questions will then be posted to the course web page on Wednesday afternoon.  Please consult the web page prior to coming to class on Wednesday to see both your own questions and those of your classmates.

For this format to work best, it is essential that you think about and format your questions carefully and that they be designed to stimulate discussion. Before writing your questions, try to identify the central theme or argument of the chapter, article, or excerpt that you have read. This will give you guidance as to appropriate topics for discussion. Adhere to the following guidelines in composing your questions:

  1. You should submit a minimum of four questions each week.
  2. Questions must be based specifically on the readings. When readings are assigned from more than one text, article, or document you should ask at least one question from each source.
  3. Ask questions about things that pique your interest and that you will be interested in discussing in class. Questions should be directed not to the instructor, but to the class as a whole.
  4. Ask specific, rather than broad, general questions. Do not ask, for example, What were the causes of the Great Depression? Ask instead, What role did the stock market crash play in bringing about the Great Depression?
  5. Be sure to make specific reference to the readings in each question. Most good questions require at least two sentences. A good format for a question would be:

James Gregory argues, “Here is the real legacy of the Dust Bowl migration… Institutions and outlooks imported from the Southwest have taken root; people who were once viewed as despised outsiders now help to set community standards.”  (xvii)  What evidence does Gregory offer to support this assertion?  Has he exaggerated the conditions and contributions of the Okies.

  1. Don't hesitate to write much longer questions. You might, for example, use the question to express an opinion or to critique the author's opinion.

Kevin Starr seems to be extraordinarily cynical of radicals and revolutionaries and their contribution to California history.  His descriptions of figures like Upton Sinclair, and even John Steinbeck, make them seem hypocritical.  I think that Starr underestimates the sincerity and significance of these people and other people on the political left.

  1. Feel free to raise factual questions (Who was Henry Robinson? What was the Wagner Act?) in class if the answer is not clear in the readings. However, do not submit questions that require specific answers as discussion questions. You might phrase a factual question in the following way:

Many writers describe Franklin Roosevelt as the savior of capitalism. However, it was under Roosevelt that we saw a dramatic expansion of government that was more likely to stifle than encourage business activity. Increased taxation and the spread of labor unions drove up the costs of doing business. Nor did the New Deal ever bring an end to the Depression. How then, can we view FDR as the savior of capitalism?

  1. Try to identify possible conflicts or contradictions in the various readings and use them to formulate questions for discussion.
  1. Keep in mind that these questions are designed to stimulate discussions. Try to raise broad philosophical issues wherever possible.   Pay particular attention to the methodology used in each of the readings: sources, historiography, writing, and organization.  Formulate questions related to these issues wherever possible.

For examples of how other graduate students have handled this assignment see the following web site:                                                            http://bss.sfsu.edu/tygiel/hist790/default.htm