WELCOME TO HISTORY 486!
Instructor: Dr. Robert Smith Office: Tory 2-1
Phone: 780-492-3918 Email: [email protected]
Office Hours: Mondays 12.30-2.30pm or by appointment Seminars: Wednesdays 2-4.50pm, Tory 2-39.
Email exchanges are usually a very good way to deal with very short questions or queries.
However, they are generally a bad way to discuss course content. If you have questions related to course content, please arrange to meet with me during office hours or if these are not convenient, we can set up an appointment. I will be very happy to discuss content questions with you in person.
Course Description
The focus of this course will be the history of spaceflight. Although we will concentrate mainly on the space programs and activities of the United States and the Soviet Union/Russia, we will also examine international space efforts and the space projects of other countries.
COURSE OBJECTIVES
1) To develop a broad familiarity with the major topics, themes and ideas in the history of spaceflight and to be able to relate these issues and themes to wider issues in the history of science, technology, and society, as well as various national and international histories.
2) To demonstrate in class discussions, the presentation of readings, and a research paper, the ability to absorb, assess and analyze the information presented in class and in a variety of readings.
Required Books:
…THE HEAVENS & THE EARTH: A POLITICAL HISTORY OF THE SPACEAGE by WALTER A. MCDOUGALL
THE ROCKET’S RED GLARE: SPACEFLIGHT AND THE SOVIET IMAGINATION 1857-1957 by ASIF A. SIDDIQI
VON BRAUN: DREAMER OF SPACE, ENGINEER OF WAR by MICAHEL A. NEUFELD
These four books are available in the University Bookstore. You will also be directed to links to various other books and journal papers. Some readings will also be contained on the Course Moodle site.
MOODLE SITE
There will be a Moodle site for HIST 486. I will explain how to access the site and what sort of material will be posted there in class.
PLEASE NOTE TOO THAT as stated in the University Calendar students who enrol in 400-level history courses of the Department of History and Classics are expected to have at least *12 in History, including *6 at the 200 or *300 level or to have the permission of the instructor. Grades
The mark distribution for the course is as follows:
Participation 40%
Book Review 10%
Term Paper 50%
A grade on the university's letter grade scale will be assigned on the basis of your total marks
Descriptor Letter Grade Grade Point Value Excellent A+ A A- 4.0 4.0 3.7 Good B+ B B- 3.3 3.0 2.7 Satisfactory C+ C C- 2.3 2.0 1.7
Poor Minimal Pass D+
D
1.3 1.0
Failure F or F4 0.0
Seminars
Active engagement in seminar discussions is essential in order to obtain a good mark for class participation. Make sure you read the assigned readings carefully before seminars. Come to the class with a clear idea of what questions you need to have answered--you can do this only if you read the assignments and handouts with care. Effective reading includes taking notes and reflecting upon the material assigned ahead of class.
Each member of class will be required to help lead the seminar at least two times (the number of presentations will depend on the final number of students registered). This will involve giving a presentation on that week’s readings, usually for around 20-25 minutes. You should also provide Dr. Smith with a copy of the text you use for a presentation, or if you speak from notes, a copy of the notes. Also each student will be required to give a short presentation on their paper topic. Each member of the class will also hand in each week a one to two page summary (about 400-500 words) of the key issues and questions to arise from the readings for that week and your
responses to them.
Hence the participation mark will have three components: a) General participation in seminar discussions
b) Presentations of assigned readings & presentation of paper outline c) Response sheets to the readings
I will use the following criteria to grade seminar performance.
1. Attendance: marks will be deducted for unexplained absences from seminars. If you need to miss a seminar for medical or personal reasons, please inform me by phone, written note, or email message, before the seminar if at all possible.
2. Content Mastery: an assessment of the student's ability to understand facts, concepts, and theories introduced in the seminars.
3. Communication Skills: an assessment of the student's ability to explain and expand on points, to ask clear, constructive questions, and to build on other students' ideas.
4. Synthesis/Integration: an assessment of the student's ability to use material in the class texts and material assigned for seminar discussion.
5. Creativity: an assessment of the student's ability to use material in the texts and seminar readings to generate his/her own insights and applications.
Book Review
You will be required to write one book review of around 800-1000 words. The book to be
reviewed is T.A. Heppenheimer’s Countdown: A History of Spaceflight. The due date for the book review is the start of class on October 15th.
In completing the book review, you should follow the guidelines in the Department of History and Classics' Guidelines for Historical Book Reviews. Copies of this document are available on the website for the Department of History and Classics and will also be posted on the course Moodle Site. Your review will be marked both on the content (coherence of argument, use of evidence, etc) and the style/presentation. The reviews should be written in standard English. This means that concentration on the topic, clarity, and seriousness of thought should be reflected in clear and concise writing. Ideas and arguments are evaluated in terms of the manner in which they are presented. The policy of the Faculty of Arts requires that instructors must take into account "the quality of expression in assessing written work." Hence it is very much in your interest that the book review handed in should not be a first draft. The book review should be neatly typed (double-spaced), with page numbers, and with the book title, your name, and the course clearly marked. It is important that you both check the spelling and proof-read your review before you hand them in. I will also discuss in class what I expect in the book review.
Late book reviews will be marked-down 2 marks per day. For example, a review handed in a day late that would have been worth 8 marks if it had been handed in on time will be worth 6 marks. Requests for extensions will only be granted in advance and for good reason. The press of work in other courses is not a legitimate reason. To eliminate problems arising over lost assignments, students must make a photocopy of each book review as well as keep a copy on their computer.
The Term Paper
We will discuss what is expected for the term paper in class. But the main points are:
Members of the class are required to write a term paper of about 4000 words in length (excluding footnotes and bibliography). The paper is due no later than the last day of classes for the Fall 2014 Term, Wednesday December 3rd. You should also keep a hard copy of your essay as well as a copy on disk. You will need to define your own essay topic in consultation with the instructor and it is essential to employ a range of sources for the term paper. Later in the term I will draw-up a schedule to allow me to meet with class members individually to discuss the paper. If anything about the essay assignment is unclear or you would like to discuss possible topics and sources, please don’t hesitate to come to office hours or if these are inconvenient we can set up another time to meet.
Everyone will also discuss their proposed paper in a seminar during the term. The presentation should last for around 10 minutes. Students will need to prepare a short outline (a couple of pages or so) for distribution to other class members the week before the presentation. The proposal (it’s of course understood that this is a working document and might not necessarily reflect your final paper) should be approximately 1 to 2 pages, typed and double-spaced. It should include:
a tentative topic sentence(s) or thesis statement that clearly tells the reader your main thesis
a working list of your sources
an outline of the arguments you intend to use in your paper
In writing the paper, you should concentrate on discussing the topic clearly and concisely, and outline a logical pattern of approach to the question(s) you plan to address. Above all, attempt to develop your own ideas based on your reading and research and to draw your own conclusions. Bear in mind that the paper should present an argument, supported by evidence, leading to the conclusions you draw. Please do not submit a simple narrative of information described in the sources. Most importantly, the paper must be a history paper. I will distribute to the class a copy of the Department of History and Classics’ Guidelines for Historical Essays (this is also available on the Department website). This has very useful advice for both researching and writing your term paper. Below I have
emphasised some of main points from the Guidelines.
Papers should be written in standard English. This means that concentration on the topic, clarity, and seriousness of thought should be reflected in clear and concise writing. The policy of the Faculty of Arts requires that instructors must take into account "the quality of expression in assessing written work." Hence it is very much in your interest that the term paper handed in should not be a first draft. When you use secondary sources or provide direct quotations, footnote references must be provided. You should also provide a
bibliography. In compiling your footnotes and bibliography, you should follow a standard set of guidelines. One possible set of guidelines is laid out in the Department of History and Classics’ Guidelines for Historical Essays. Papers must be your own work.
Unacknowledged use of sources--through extensive summaries or quotations--constitutes plagiarism. On this issue, see the University Guidelines given at the end of this handout.
Wednesday December 3rd is the Last Day to Hand in Papers without Penalty. Papers should be handed in either to Professor Smith or to the History and Classics office (where it will be date and time stamped). PLEASE, DON’T push an essay underneath either
Professor Smith’s door or the door to the office of the Department of History and Classics. If you do so, it’s possible that your essay will be lost!
Late papers will be marked down eight marks per day. For example, a paper handed in a day late that would have been worth 40 marks if it had been handed in on time will be worth 32 marks.
Tentative Seminar Schedule
Week 1. September 3rd. Introduction and Initial Discussion of the History of Spaceflight. Week 2. September 10th. Early ideas and `Pioneers.’
Week 3. September 17th. Von Braun and V-2s.
Week 4. September 24th. Intercontinental Ballistic Missiles. Week 5. October 1st. Sputnik.
Week 6. October 8th. National Security Broadly Understood. Week 7. October 15th. Race to the Moon 1.
Week 8. October 22nd. Race to the Moon 2.
Week 9. October 29th. The Space Shuttle and the Hubble Space Telescope (1).
Week 10. November 5th. The Development of Space Science and the Hubble Space Telescope (2). Week 11. November 12th. Student Paper Workshop.
Week 12. November 19th. Gender Matters.
Week 14. December 3rd. HAND IN TERM PAPERS
Tentative Reading Schedule
Week 1, September 3rd. Introduction to the Course.
[As general background you might like to skim Thomas Hughes, "The Evolution of Large Technological Systems," in Wiebe E. Bijker, Thomas P. Hughes, and Trevor Pinch The Social Construction of Technological Systems, pp. 51-82. (M)]
Week 2, September 10th. Early ideas and `Pioneers.’
J.D. Hunley, “The Enigma of Robert Goddard,” Technology and Culture 36 (April 1995): 327-50. Siddiqi, Red Rockets’ Glare…, pp. 16-113.
Neufeld, Von Braun, pp. 21-73.
Week 3, September 17th.Von Braun and V-2s.
Neufeld, Von Braun, pp. 74-198.
Michael J. Neufeld, “Creating a Memory of the German Rocket Program for the Cold War,” in Steven J. Dick, ed., Remembering the Space Age: Proceedings of the Fiftieth Anniversary Conference (Washington, DC: NASA SP-2008-4703, 2008), pp. 71-87.[M]
Monique Laney, “‘Operation Paperclip’ in Huntsville, Alabama,” in Steven J. Dick, ed.,
Remembering the Space Age: Proceedings of the Fiftieth Anniversary Conference (Washington, DC: NASA SP-2008-4703, 2008), pp. 89-107.[M]
Week 4, September 24th.Intercontinental Ballistic Missiles.
Siddiqi, Red Rockets’ Glare…, pp. 217-289.
Chris Gainor, “The Atlas and the Air Force: Reassessing the Beginnings of America's First Intercontinental Ballistic Missile,” Technology and Culture, 54 (April 2013): 346-370. Thomas Hughes, Rescuing Prometheus, pp. 69-124.[M]
Siddiqi, Red Rockets’ Glare…, pp. 290-371.
McDougall, …The Heavens and the Earth, pp. 69-156.
Week 6, October 8th: National Security Broadly Understood.
Chapters by R. Cargill Hall and Peter Gorin (pp. 86-118, & 157-170) in Eye in the Sky: The Story of
the Corona Spy Satellites, edited by Dwayne Day, John Logsdon and Brian Latell. [M] Dwayne A. Day, “Cover Stories and Hidden Agendas: Early American Space and National Security
Policy,” in Roger D. Launius, John M. Logsdon, and Robert W. Smith, Reconsidering Sputnik: Forty Years Since the Soviet Satellite (2000), pp. 161-195. [M]
McDougall, …The Heavens and the Earth, p. 157-230.
Week 7, October 15th. Race to the Moon 1.
McDougall, …The Heavens and the Earth, pp. 301-324.
Logsdon, John F. Kennedy and the Race to the Moon, pp. 70-118 & 223-244. [M] Neufeld, Von Braun, pp. 354-390.
Plus the copy of the memorandum from James Webb and Robert McNamara, May 8, 1961, "Recommendations for Our National Space Program," and excerpts from President Kennedy’s speech, “Urgent National Needs,” from Exploring the Unknown: Selected Documents in the History of the U.S. Civil Space Program, Volume I, pp. 439-454.(M)
Week 8, October 22nd. Race to the Moon 2.
McDougall, …The Heavens and the Earth, pp. 344-407. Neufeld, Von Braun, pp. 391-433.
Slava Gerovitch, “`Why are we telling lies?’ The Creation of Soviet Space Myths,”
The Russian Review, 70(2011), pp. 460-484.
Roger D. Launius, “American Spaceflight History’s Master Narrative and the Meaning of Memory,” in Remembering the Space Age, 351–82.[M]
Week 9, October 29th. The Space Shuttle and The Hubble Space Telescope (1).
Howard E. McCurdy, Space and the American Imagination, pp. 181-206.[M]
John M. Logsdon, “The Space Shuttle Program: A Policy Failure?” Science 232, (May 30, 1986): 1099-1105.[M]
Brian Woods, “A Political History of NASA’s Space Shuttle: The Development Years, 1972–1982,”
Robert W. Smith, The Space Telescope: A Study of NASA, Science, Technology and Politics, pp. 58-85.[M]
Week 10, November 5th. The Development of Space Science & The Hubble Space Telescope (2).
Robert W. Smith, The Space Telescope: A Study of NASA, Science, Technology and Politics, pp. 116-186.[M]
Robert W. Smith and W. Patrick McCray, “Beyond the Hubble Space Telescope: Early Development of the Next Generation Space Telescope,” in H.A. Thronson, et al., eds., Astrophysics in the Next Decade: The James Webb Space Telescope and Concurrent Facilities (New York: Spring Science, 2009), pp. 31-50.[M]
Arturo Russo, “Europe’s Path to Mars: The European Space Agency’s Mars Express Mission,” Historical Studies in the Natural Sciences 41 (Spring 2011): 123-78.[M]
Week 11, November 12th. Student Paper Workshop.
Discussion of term paper proposals. No assigned readings.
Week 12, November 19th. Gender Matters.
Margaret A. Weitekamp, Right Stuff, Wrong Sex: America’s First Women in Space Program, pp. 63-155. [M]
Daniel Sage, “Giant Leaps and Forgotten Steps: NASA and the Performance of Gender,”
Sociological Review 57 (2009): 146-63.
Amy Foster, “Coping with Celebrity: Women as Astronauts and Heroes,” in Paul G. Gillespie and Grant T. Weller, eds., Harnessing the Heavens: National Defense Through Space. Chicago, IL: Imprint Publications, 2008), pp. 165-75.[M]
Week 13, November 26th. The International Space Station and International Issues.
Howard E. McCurdy, Space and the American Imagination, pp. 181-206.[M]
Sylvia D. Fries, “2001 to 1984: Political Environment and the Design of NASA’s Space Station System,” Technology and Culture 29 (July 1988): 568-93.
W. Patrick McCray, “From L5 to X Prize: California’s Alternative Space Movement,” in Blue Sky Metropolis, edited by Peter J. Westwick, pp. 171-193.[M]
Asif A. Siddiqi, “Competing Technologies, National(ist) Narratives, and Universal Claims: Toward a Global History of Space Exploration,” Technology and Culture 51 (April 2010): 425-43.
John Krige, “Technology, Foreign Policy and International Collaboration in Space,” in Steven J. Dick and Roger D. Launius, eds., Critical Issues in History of Spaceflight (Washington DC: NASA SP-2006-4702, 2006), pp. 239-60.[M]
Week 14, December 3rd. Hand-In Term Papers. No Seminar.
Plagiarism and Cheating
In composing your book review, term paper, class presentations and reading responses, you should remember that all instructors have been asked to familiarise students with the University’s guidelines on plagiarism and cheating. You should note that the University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.ualberta.ca/secretariat/appeals/htm) and to avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.
Among other points, it is very important to remember that:
No student shall represent another’s substantial editorial or compositional assistance on an assignment as their own.
No student shall submit in any course or program of study, without the written approval of the course instructor, all or a substantial portion of any academic writing, essay, thesis, research report, project assignment, presentation or poster for which credit has been obtained by the Student or which has previously been obtained or is being submitted by the Student in another course or program of study in the University or elsewhere.
ACCOMMODATION
Students who require accommodation due to a disability involving mobility, vision, hearing, learning or mental or physical health should discuss their needs with Specialized Support and Disability Services (SUB 2-88; 492-3381 [phone]/492-7269 [TTY]).
RECORDING OF SEMINARS
In line with current University guidelines,
"Audio or video recording of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as part of an approved accommodation plan. Recorded material is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the instructor."
