{"id":16654,"date":"2024-09-17T11:29:24","date_gmt":"2024-09-17T09:29:24","guid":{"rendered":"https:\/\/cms.zdv.uni-mainz.de\/fb07-geschichte\/learning-and-teaching\/information-for-teaching-staff\/"},"modified":"2026-06-09T12:12:25","modified_gmt":"2026-06-09T10:12:25","slug":"information-for-teaching-staff","status":"publish","type":"page","link":"https:\/\/www.geschichte.uni-mainz.de\/en\/learning-and-teaching\/information-for-teaching-staff\/","title":{"rendered":"Information for Members of the Teaching Staff"},"content":{"rendered":"\n<\/jgu-base-pageheader>\n \n<\/jgu-base-anchornavigation>\n
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This page provides information on courses and course types in general. The information given here is primarily intended as support for members of the teaching staff in planning their courses. Students cannot refer to these recommendations as legally binding and relevant. Therefore, please view this page primarily as a contribution to transparent teaching.<\/p>\n\n\n\n \n\n \n<\/jgu-base-heading>\n\n\n\n

This introductory module with its core lecture “Introduction to Basic Concepts, Theories, and Methods of Historical Studies” (“Einf\u00fchrung in Grundlagen, Theorien und Methoden der Geschichtswissenschaft”) <\/strong>is mandatory and relevant for examinations in all bachelor’s degree programs. The lecture is standardized to a great extent and currently mainly offered by Prof. Dr. J. Rogge und Prof. Dr. M. Ki\u00dfener, who are responsible for carrying out the module examination along with other members of the teaching staff. Until further notice, this first module examination which all students must take should take the form of an oral examination due to the complexity of the course content. <\/p>\n\n\n<\/jgu-base-heading>\n\n\n\n

Students should be made familiar with the tasks, modes of operation, and goals of historical studies, able to present the methods of historical studies in a problem-oriented manner, and able to name and explain various theoretical models. They should be able to describe the specifics of historical thinking and historical academic work. Students should be able to reliably translate and interpret English-language source texts.<\/p>\n\n\n<\/jgu-base-heading>\n\n\n\n

This practice class is intended to supplement and further specialize the lecture of the same name. It should be closely linked to the content of the introductory lecture. The aim is to convey that history as a science is constituted by the application of methods and theories.<\/p>\n\n\n\n

This practice class covers texts discussing central historical concepts. For practical reasons, six to eight texts should be chosen. This class should focus on different schools of thought (especially historism, historical sociology, new cultural history), issues (facts and interpretation, “theory” in historical studies), and, if possible, the significance of approaching the same historical topic from different viewpoints. Not all concepts can be covered, but students should understand that historical work and the development of research questions are embedded in a conceptual framework. The texts on schools of thought in the field of historical studies should be worked out using a grid which includes a definition of desired results\/aim of the research, social theory, typical sources, typical methods, and political implications for the different schools of thought. This is advantageous for students as they prepare for their examination, and also helps them structure this new knowledge. A practical application lesson in which students outline and present the relevance of a particular school of thought for the historical analysis of well-known historical events in small groups and without preparing a text beforehand is very important. <\/p>\n\n\n\n

Suggestions for the practice class reader:<\/p>\n\n\n\n

Historical Knowledge<\/strong><\/p>\n\n\n\n

S\u00f6ren Kj\u00f6rup: Humanities \u2013 Geisteswissenschaften \u2013 Sciences Humaines. Eine Einf\u00fchrung. Stuttgart u.a.: Metzler 2001, p. 122-135. <\/p>\n\n\n\n

Historism \/ Hermeneutics<\/strong><\/p>\n\n\n\n

Friedrich Jaeger\/J\u00f6rn R\u00fcsen, Geschichte des Historismus, M\u00fcnchen 1992, p. 1-8 (Einf\u00fchrung), p. 41- 53 (Prinzipien der Fachlichkeit: Die disziplin\u00e4re Matrix).<\/p>\n\n\n\n

Social history<\/strong><\/p>\n\n\n\n

Nolte, Paul, Historische Sozialwissenschaft, in: Kompass der Geschichtswissenschaft, hg. von Joachim Eibach, G\u00fcnter Lottes, G\u00f6ttingen 2002, p. 53-68. <\/p>\n\n\n\n

“Alltagsgeschichte”<\/strong><\/p>\n\n\n\n

L\u00fcdtke, Alf, Alltagsgeschichte, Mikro-Historie, historische Anthropologie, in: Geschichte. Ein Grundkurs, hg. von Hans-J\u00fcrgen Goertz, Hamburg 1998, p. 557-578. <\/p>\n\n\n\n

Cultural history<\/strong><\/p>\n\n\n\n

Silvia S. Tschopp, Wolfgang E.J. Weber, Grundfragen der Kulturgeschichte, Darmstadt 2007, p. 1-23.<\/p>\n\n\n\n

Successful participation in the practice class is demonstrated by a lesson log and a text summary.<\/p>\n\n\n<\/jgu-base-heading>\n\n\n\n

According to the module description, this course is intended to prepare students for translating and understanding foreign-language sources texts: “Finally, students are to be sensitized for the meticulous translation and interpretation of foreign-language source material; for this purpose, a mandatory class on English source material is included in the teaching program.” (“Schlie\u00dflich soll der Studierende f\u00fcr die exakte \u00dcbersetzung und Interpretation auch fremdsprachiger Quellentexte sensibilisiert werden; zu diesem Zweck wird eine verpflichtende Quellenlekt\u00fcre\u00fcbung in Englisch ins Lehrprogramm eingebunden.”<\/em>) In the sample course sequence, this practice class is taken in the first or second academic semester. <\/p>\n\n\n\n

It should be noted that the majority of first-year students have only limited prerequisites for translating English-language texts (and thus for accurate text comprehension) from school, where (at least according to the curricula of Rhineland-Palatinate and Hesse) the focus is on \u201ccommunicative competence\u201d when teaching modern foreign languages. For the historian, however, a precise understanding of the text is necessary when interpreting English-language texts (because the meaning can often lie in the nuance), which is very closely related to the ability to translate these texts accurately.<\/p>\n\n\n\n

An important aim of the practice class is therefore to teach the participating students how to translate accurately from a foreign language by practicing over a period of several weeks. This also includes raising awareness of the differences between the foreign language and German, for example with regard to syntax, grammar, and semantics, and of the results of a correct translation. In this respect, the practice class also raises students’ awareness of the German language.<\/p>\n\n\n\n

In addition, the translated texts need to be interpreted, as does every source text. To this end, they must be contextualized in order to recognize the external framework of the source, and they must also be interpreted by themselves on a textual level. The latter, of course, requires questions that do not arise from the source alone, but which must be brought in from outside, i.e., from teaching staff and students. Determining the context necessarily includes obtaining information about the matters addressed that cannot be explained from the source text itself (information about names, events, contexts, etc.).<\/p>\n\n\n\n

The recommended teaching method is to provide students with a collection of English-language texts on the respective topic of the practice class and to work through these chapter by chapter, focusing on one chapter each session. The work assignment given to all participants beforehand is to prepare for the translation of the next session (2-4 pages) in such a way that they can present a translation. This is then to be discussed with everyone. It is up to the teaching staff to take corrective action, point out translation errors and, if necessary, have them corrected by the learning group. Individual participants should be asked in advance to find out the information mentioned above for the next session. In this way, important aids (biographical reference works, encyclopedias, handbooks) can also be mentioned to support the work of the introductory seminars of the basic modules. If necessary, these participants can be asked to give a (very short) presentation of their information. This information provides the basis for the interpretation mentioned. In addition, all students may be required to read one or two books on the topic of the respective practice class throughout the semester. Thus, the workload of 6 credits = 180 h should be reached with the two work assignments mentioned and the time in class.<\/p>\n\n\n\n

There is an exam at the end of the practice class. This exam can be written in the last or penultimate week of lectures. Corrections should be finished the following week. Examination sheets will be provided (office paper from the office of the managing director), as this facilitates the necessary archiving. Every second line should remain blank for corrections and additions. Translation variants are to be avoided; only one version will be corrected. Students must bring their student ID number (student ID card) and a photo ID (photo check for large exam groups).<\/p>\n\n\n\n

The exam consists of two parts: a) a translation of +\/- 200 words; b) two or three questions on the translation text and on the general content of what was covered in the practice class. According to the module description, 60 minutes are available for the exam (ideally 45 minutes for the translation, 15 minutes for answering the questions). An anlog bilingual English-German dictionary may be used for the exam. No other aids may be used.<\/p>\n\n\n\n

When selecting the translation part of the exam, the teacher should make sure that the number of complex syntactic constructions is kept within reasonable limits and that all the words used are listed in a standard German-English dictionary. If necessary, a few rare words or words that are completely out of use today should be explained. Proper names that cannot be translated should be marked in italics (and conversely, it should be made clear that German words or terms are expected for everything else). Terms known from the practice class (including special ones!) can be assumed to be known in the exam.<\/p>\n\n\n\n

In the subsequent two to three questions, at least one should be directly related to the exam text itself (e.g., \u201cBased on the source text, explain the author’s point of view on…\u201d), and at least one should be aimed at factual knowledge from the practice class and at the transfer of what has been worked out in the practice class. Naturally, these areas will overlap. When composing and correcting these questions, the comparatively short time allotment of (ideally) 15 minutes must be taken into account.<\/p>\n\n\n\n

In the evaluation of the overall performance, the parts \u201cTranslation: Answering the questions\u201d are weighted in a ratio of 3:1 (according to the ideal time proportions in the exam). The translation part is deemed to have been passed if no more than 9 errors have been made; the question part is deemed to have been passed if just under half of the possible points have been earned. Both parts must also be passed individually in order to pass the exam.<\/p>\n\n\n\n

As a possible model for awarding points or marks (assuming that a maximum of 15 points can be earned for answering the two to three questions), the following is recommended:<\/p>\n\n\n\n

Translation part: errors=grades: 0=1.0; 1=1.3; 2=1.7; 3=2.0; 4=2.3; 5=2.7; 6=3.0; 7=3.3; 8=3.7; 9=4.0 (translation part counts as passed if no more than 9 errors have been made);<\/p>\n\n\n\n

Question part: points=grades: 15=1.0; 14.5-14=1.3; 13.5=1.7; 13=2.0; 12.5-11.5=2.3; 11=2.7; 10.5=3.0; 10-9=3.3; 8.5=3.7; 8.0=4.0.<\/p>\n\n\n\n

When correcting the translation, the examiners should ensure that the degree of difficulty of the translated texts is adequately taken into account.<\/p>\n\n\n\n

Students are allowed to view their exam (e.g., when debriefing), but are not allowed to keep it due to the archiving obligation in the examination office.<\/p>\n\n\n\n

Taking a mock examination at the beginning of the semester is strongly recommended.<\/p>\n\n\n\n

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Exam on the English source reading \u201cThe Eastern Question\u201d, The First Mehmet Ali Crisis (1831-1833):<\/p>\n\n\n\n

For the British, as for the Russians, the prospect of an Ottoman collapse posed a serious threat in 1833. Not only might it provoke a Russian seizure of Constantinople and the Straits, and the permanent closure of the Straits to British warships which that would entail, but it might also result in the creation of a powerful Egyptian empire, embracing Syria, Mesopotamia, Arabia and parts of Anatolia, which would be capable, independently or in conjunction with the Russians or the French, of cutting Britain’s communications with India by way of the Near and Middle East. In the early stages of the crisis, however, the British showed little inclination to become involved. Only towards the end, as the extent of the threatened collapse became evident, did British ministers bestir themselves. By then, however, it was too late. The Russians, in reward for their support, had on 8 July 1833 secured from the Sultan the Treaty of Hunkiar Iskelesi, which committed Russia and the Ottoman Empire to render one another substantial aid and assistance in the event of an attack on either. In a secret article, it also defined the aid and assistance that the Ottomans might render as the closure of the Straits to foreign warships. <\/p>\n\n\n\n

Questions:<\/strong><\/p>\n\n\n\n

1) Outline the course of the first Mehmet Ali crisis of 1831-1833.<\/p>\n\n\n\n

2) State the essential clauses of the Hunkiar-Skelessi Treaty.<\/p>\n\n\n\n

3) Explain the conclusions that Great Britain drew from the outcome of the 1st Mehmet Ali Crisis and, using the example of a subsequent Middle Eastern crisis of your choice, show what policies Great Britain derived from it.<\/p>\n<\/div><\/div>\n<\/jgu-base-section>\n\n<\/jgu-base-heading>\n\n\n<\/jgu-base-heading>\n\n\n\n

This practice class serves to rigorously examine various types of academic and non-academic texts that convey historical knowledge. The reading of such texts as well as the writing of shorter texts (reviews, abstracts, encyclopedic articles, blurb texts, etc.) are equally at the center of the course. On the one hand, students practice understanding texts, reducing them to their central arguments and summarizing them in a targeted manner. On the other hand, they develop their ability to express themselves, are sensitized to the requirements of different text types, and learn to adapt texts to different target groups and information purposes. By editing and evaluating other students’ texts in a peer-to-peer procedure, students practice group work and constructive feedback.<\/p>\n\n\n\n

At the end of the semester, students compose a longer text of 3-4 pages, such as an essay or a book review that covers multiple books. Exercises in class can serve to help students formulate their ideas or write a first draft. <\/p>\n\n\n\n

In order to enable a clear and well-founded discussion of academic writing, the lessons are based on a specific topic. The lecturers select a manageable topic that is well covered by the literature. If a compact introductory work is available, the structure of a monograph can also be discussed as an example. The focus on the topic and the discussion and writing of texts should be equivalent in terms of the scope of the class content.<\/p>\n\n\n<\/jgu-base-heading>\n\n\n\n

The practice class is deemed passed after regular and active participation. This also includes submission of the assigned texts to be written as well as a concluding longer text that shows scientific argumentation. The course is not grade-relevant; however, individual texts can be graded internally to give qualified feedback.<\/p>\n\n\n<\/jgu-base-heading>\n\n\n\n

Esselborn-Krumbiegel, Helga: Von der Idee zum Text. Eine Anleitung zum wissenschaftlichen Schreiben. Paderborn 2008 (UTB 2334). <\/p>\n\n\n\n

Frank, Andrea \/ Haacke, Stefanie \/ Lahm, Swantje: Schl\u00fcsselkompetenzen: Schreiben in Studium und Beruf. Stuttgart 2007. <\/p>\n\n\n\n

G\u00f6ttert, Karl-Heinz: Kleine Schreibschule f\u00fcr Studierende. M\u00fcnchen 2002 (UTB 2068). <\/p>\n\n\n\n

Kruse, Otto: Lesen und Schreiben. Der richtige Umgang mit Texten im Studium. Konstanz 2010 (UTB 3355). <\/p>\n\n\n\n

Schmale, Wolfgang (Hg.): Schreib-Guide Geschichte. Schritt f\u00fcr Schritt wissenschaftliches Schreiben lernen. Wien 2006 (UTB 2854). <\/p>\n\n\n\n

Wolfsberger, Judith: Frei geschrieben. Mut, Freiheit & Strategie f\u00fcr wissenschaftliche Abschlussarbeiten. Wien 2009 (UTB 3218). <\/p>\n\n\n<\/jgu-base-accordionitem>\n\n\n \n<\/jgu-base-heading>\n\n\n\n

Modules 2, 3, 4 and 5 in the B.A. history major and B.A minor degree programs each consist of a lecture, an introductory seminar, and a practice class.<\/p>\n\n\n\n

The lecture has an introductory character. It is intended to provide students, most of whom begin their program of study with an uncertain knowledge of history, with an overview of the respective era. In this context, it is important to actually \u201ccapture\u201d the era and provide orientation in space and time. The lecture cannot provide comprehensive information within the given time frame, nor can it usually convey all the research controversies. In addition to the lecture material, the lecturers must make the reading of relevant overview works compulsory and also assess this in the module examination. The number of credit points to be earned for the lecture must be taken into account. It is advisable to design the lecture in consultation with the lecturers of the respective epoch in order to ensure a uniform transfer of knowledge and, if necessary, to enable short-term substitutions (in case of illness, academic leave of absence, etc.). <\/p>\n\n\n\n

The lecturer is responsible for organizing the module examination<\/strong>, which is usually tied to this lecture. In the basic modules on the different epochs, the module examination is generally a written examination (classroom exam, electronic exam). Only the basic module on Medieval History takes the form of an oral examination in order to also offer this type of exam, as is required. <\/p>\n\n\n\n

The introductory seminar<\/strong> primarily serves the purpose of epoch-specific propaedeutics and is linked to a topic for this purpose. Propaedeutics will then be developed along the lines of this topic. <\/p>\n\n\n\n

Only students in the B.A. history major and minor are required to take practice classes<\/strong> in the Ancient History, Medieval History, Early Modern and Modern History basic modules in the bachelor’s degree program. The design of these practice classes is largely left to the respective lecturers, but they should contribute in an appropriate way to consolidating the material taught in the module’s basic lecture and introductory seminar and to practicing historical work and argumentation. The practice class is evaluated as \u201cpassed\u201d (= without a grade) if active participation is demonstrated by a small amount of coursework (usually a presentation, taking minutes, or writing a summary; other smaller forms are also possible). Practice classes in ancient history are exclusively assigned to the epochal basic module and serve to familiarize students with material sources in ancient history; in the other epochs, they are generally polyvalent to the epochal advanced modules. <\/p>\n\n\n\n

Students in the B.Ed. History degree program<\/strong> do not have to take the practice classes in the basic epoch modules.<\/p>\n\n\n<\/jgu-base-heading>\n\n\n\n