Honors 230 B
The History of the Social Sciences
Professor Daniel Bessner
Email: dbessner@uw.edu
Course Number: HONORS 230 B
Class Time: T/Th, 11:30-1:20
Location: MGH 271
Office Hours: W, 1:20-2:20
Course Description and Learning Goals
This course explores the history of the social sciences from their advent in the nineteenth
century until today, with a focus on the twentieth century. Social sciences examined
include economics, psychology, history, sociology, anthropology, and others. During the
first class of most weeks, I will give a lecture on the history of that week’s examined
field, or a particular subject related to that field. During the second class of most weeks, a
student group will give an oral presentation on a major work from that week’s field. In
addition to this presentation, student groups will be required to produce a co-authored
seven-page paper on a more recently published book in the field upon which they already
presented. Final grades will be based on active participation throughout the semester, the
group presentation, and the group paper. By the course’s end, students will have a
familiarity with the history, trends, and theories that have shaped modern social science.
N.B.: This course focuses on texts that adopt non-quantitative and non-formal
methodologies.
Grading
The grading rubric is as follows:
Class participation: 40%
Presentation: 30%
Seven-Page Paper: 30%
It is expected that students do all the readings and participate actively in class discussion.
We will read one scholarly monograph a week. For the second class session of most
weeks, a group of students will volunteer to present on that week’s reading. Each student
group must be prepared to present on their book for the entire class period—and each
student not presenting should have read the book to be able to participate actively in class
discussion. Presentations should provide a summary of the book’s major arguments as
well as the evidence used to support the author’s claims. But, critically, students must
place the book under examination in the context in which it was written. For example, if
students are presenting on Walt Whitman Rostow’s The Stages of Economic Growth,
which was published in 1960, they must be prepared to explain the book in light of: a)
Rostow’s personal biography; b) the geopolitical context in which it was written (i.e., the
Cold War); c) its relationship to other works in its field—for example, in what ways was
it similar to and different from major books in economics?; d) how it fits into the larger
history of social science, taking account of that week’s lecture, as well as the course’s
other lectures; e) Rostow’s theoretical assumptions and goals; f) Rostow’s relationship to
policymakers, and g) any other factor students deem important to the book’s writing and
reception. Student groups should thus not only read the books on which they are
presenting, but should also consult the secondary literature available about the author,
subject, and/or time in which the book was written. Relatedly, student groups should also
read scholarly book reviews to see how the book was received and to consider criticisms
leveled against it. Student groups should prepare a detailed handout to be distributed
before the class session in which they are presenting. Throughout their presentation, other
students should ask questions and engage the presenters in active debate (this is why
everyone must read all the assigned books). N.B. Some books are longer than others. For
shorter books, students will be expected to do significantly more research into the book’s
context than for longer books, which may be more empirically and theoretically dense.
Student groups will also be required to write a seven-page paper about a book written
recently in the field they examined. For example, if a group presented on Rostow’s The
Stages of Economic Growth, its members should produce a seven-page paper that places
a recent economics book in its context, using the methods and insights they gained from
their presentation. This paper will be due via e-mail or must be posted on the course
website by 11:59pm on December 7. Students will be expected to cite correctly in
Chicago Style.
Most importantly, I want this class to be a space where students feel free to discuss their
ideas. As such, it is critical that together we create an open, inviting, and respectful
learning environment in which everyone’s opinions are able to be expressed freely and
honestly.
With regards reading strategies, please refer to the document labeled “Seminar Reading
Strategies” in the Files tab on Canvas.
Contacting me:
If you would like to meet with me at a time other than office hours, or if you have any
questions, please email at dbessner@uw.edu.
For Honors Students:
Students are encouraged to archive items from this course in their Honors
portfolios. Readings, lecture notes, visual materials, music, poems, syllabi, tests, papers,
etc., are examples of items that might assist with reflection on learning and ways of
thinking within and across disciplines. The Honors portfolios span students’
undergraduate years and are best used as an ongoing, dynamic forum for the integration
of knowledge. In addition to archiving items, students are also asked to take a few
minutes to write-up a paragraph or two describing the significance of the archived items
and how what they learned in the course contributed to their larger experiences, goals,
and thoughts about education and learning.
Course Outline
Week 1: Introduction
September 28: Introduction
Week 2: The History of Social Science
October 3: Hans Speier and What the History of Social Science Can Teach Us
October 5: In class library research session
Week 3: Sociology
October 10: Lecture
October 12: Presentation on: Max Weber, The Protestant Ethic and the Spirit of
Capitalism (various editions, originally published in 1905).
Week 4: History
October 17: Lecture
October 19: Presentation on: Eric Hobsbawm, The Age of Empire: 1875-1914 (New
York: Pantheon, 1987).
Week 5: Economics
October 24: Lecture
October 26: Presentation on: Walt Whitman Rostow, The Stages of Economic Growth: A
Non-Communist Manifesto (Cambridge: Cambridge University Press, 1960).
Week 6: Psychology
October 31: Lecture
November 2: Presentation on: Sigmund Freud, Civilization and Its Discontents (various
editions, originally published in 1930).
Week 7: Political Science
November 7: Lecture
November 9: Presentation on: Kenneth Waltz, Man, the State, and War (New York:
Columbia, 2001).
Week 8: Anthropology
November 14: Lecture
November 16: Presentation on: Clifford Geertz, The Interpretation of Cultures: Selected
Essays (New York: Basic Books, 1973).
Week 9: Geography
November 21: Lecture
November 23: Thanksgiving, No Class
Week 10: Social Scientists and Policymaking
November 28: Lecture
November 30: Presentation on: Bruce Kuklick, Blind Oracles: Intellectuals and War
from Kennan to Kissinger (Princeton: Princeton University Press, 2007).
Week 11: Research/Writing Week
December 5: Research/Writing
December 7: Final paper due to me via email or posted on the course website
Appendix
University and JSIS Policies on Grading, Courses, and Academic Conduct
Plagiarism
Plagiarism is defined as the use of creations, ideas or words of publicly available work
without formally acknowledging the author or source through appropriate use of
quotation marks, references, and the like. Plagiarizing is presenting someone else’s work
as one’s own original work or thought. This constitutes plagiarism whether it is
intentional or unintentional. The University of Washington takes plagiarism very
seriously. Plagiarism may lead to disciplinary action by the University against the student
who submitted the work. Any student who is uncertain whether his or her use of the work
of others constitutes plagiarism should consult the course instructor for guidance before
formally submitting the course work involved. (Sources: UW Graduate School Style
Manual; UW Bothell Catalog; UW Student Conduct Code)
Incompletes
An incomplete is given only when the student has been in attendance and has done
satisfactory work until within two weeks of the end of the quarter and has furnished proof
satisfactory to the instructor that the work cannot be completed because of illness or other
circumstances beyond the student’s control. (Source: UW General Catalog Online,
“Student Guide/Grading”)
Grade Appeal Procedure
A student who believes he or she has been improperly graded must first discuss the
matter with the instructor. If the student is not satisfied with the instructor’s explanation,
the student may submit a written appeal to the director of the Jackson School with a copy
of the appeal also sent to the instructor. The director consults with the instructor to ensure
that the evaluation of the student’s performance has not been arbitrary or capricious.
Should the director believe the instructor’s conduct to be arbitrary or capricious and the
instructor declines to revise the grade, the director, with the approval of the voting
members of his or her faculty, shall appoint an appropriate member, or members, of the
faculty of the Jackson School to evaluate the performance of the student and assign a
grade. The Dean and Provost should be informed of this action. Once a student submits a
written appeal, this document and all subsequent actions on this appeal are recorded in
written form for deposit in a School file. (Source: UW General Catalog Online, “Student
Guide/Grading”)
Concerns About a Course, an Instructor, or a Teaching Assistant
If you have any concerns about a Jackson School course or your instructor, please see the
instructor about these concerns as soon as possible. If you are not comfortable talking
with the instructor or not satisfied with the response that you receive, you may contact the
chair of the program offering the course (names available from the Office of Student
Services, Thomson Hall 111).
If you have any concerns about a teaching assistant, please see the teaching assistant
about these concerns as soon as possible. If you are not comfortable talking with the
teaching assistant or not satisfied with the response that you receive, you may contact the
instructor in charge of the course. If you are still not satisfied with the response that you
receive, you may contact the chair of the program offering the course (names available
from the Office of Student Services, Thomson Hall 111), or the Graduate School at G-1
Communications Building (543-5900).
For your reference, these procedures are posted on a Jackson School bulletin board in the
Student Services Office, Room 111 Thomson Hall.
Equal Opportunity
The University of Washington reaffirms its policy of equal opportunity regardless of
race, color, creed, religion, national origin, sex, sexual orientation, age, marital status,
disability, or status as a disabled veteran or Vietnam-era veteran in accordance with
University of Washington policy and applicable federal and state statutes and regulations.
Disability Accommodation
The University of Washington is committed to providing access, equal opportunity and
reasonable accommodation in its services, programs, activities, education and
employment for individuals with disabilities. For information or to request disability
accommodation contact: Disability Students Services (Seattle campus) at (206) 543-
8924/V, (206) 543-8925/TTY, (206) 616-8379/Fax, or e-mail at
uwdss@u.washington.edu; Bothell Student Affairs at (425) 352-5000/V; (425) 352-
5303/TTY, (425) 352-5335/Fax, or e-mail at uwbothel@u.washington.edu; Tacoma
Student Services at (253) 552-4000/V, (253) 552-4413/TTY, (253) 552-4414/Fax.
Sexual Harassment
Sexual harassment is defined as the use of one’s authority or power, either explicitly or
implicitly, to coerce another into unwanted sexual relations or to punish another for his or
her refusal, or as the creation by a member of the University community of an
intimidating, hostile, or offensive working or educational environment through verbal or
physical conduct of a sexual nature.
If you believe that you are being harassed, seek help—the earlier the better. You may
speak with your instructor, your teaching assistant, the director of student services (111
Thomson), or the director of the Jackson School (406 Thomson). In addition, you should
be aware that the University has designated special people to help you. They are:
University Ombudsman and Ombudsman for Sexual Harassment (for complaints
involving faculty members and teaching assistants) Lois Price Spratlen, 301 Student
Union, 543-6028; and the University Complaint Investigation and Resolution Office,
616-2028. (Sources: UW Graduate School, CIDR, Office of the President)
Office of Scholarly Integrity
The Office of Scholarly Integrity is housed in the Office of the Vice-Provost. The Office
of Scholarly Integrity assumes responsibility for investigating and resolving allegations
of scientific and scholarly misconduct by faculty, students, and staff of the University of
Washington. The Office of Scholarly Integrity coordinates, in consultation and
cooperation with the Schools and Colleges, inquiries and investigations into allegations
of scientific and scholarly misconduct. The Office of Scholarly Integrity is responsible
for compliance with reporting requirements established by various Federal and other
funding agencies in matters of scientific or scholarly misconduct. The Office of Scholarly
Integrity maintains all records resulting from inquiries and investigations of such
allegations. University rules (Handbook, Vol. II, Section 25-51, Executive Order #61)
define scientific and scholarly misconduct to include the following forms of inappropriate
activities: intentional misrepresentation of credentials; falsification of data; plagiarism;
abuse of confidentiality; deliberate violation of regulations applicable to research.
Students can report cases of scientific or scholarly misconduct either to the Office of
Scholarly Integrity, to their faculty adviser, or the department chair. The student should
report such problems to whomever he or she feels most comfortable.
(Sources: UW web page (http://www.grad.washington.edu/OSI/osi.htm); minutes of Grad
School Executive Staff and Division Heads meeting, 7/23/98)
