teaching

  • Who tells your story, or, how Hamilton is and isn’t changing my teaching

    The experience of being a historian of Early America[1]This in itself is a problematic categorization. I study the 19th century, and I am most comfortable with the antebellum period, but my program conceived of me as an “Early Americanist” … Continue reading during the moment of Hamilton has been a complex one for me, and it’s brought […]

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  • When did America stop being great? Another darn good question.

    “We have been overlooked, with all these special-interest groups getting their way.” Source: We asked Trump voters, “When did America stop being great?” Their answers were amazing. A fascinating counterpoint to this earlier video produced by The Atlantic that I mentioned last week. I think these things matter to us as historians because, as John Fea and […]

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  • Why we flip

    We have a responsibility when evaluating our own teaching to exercise the same skepticism and critical thought we expect of our students. Ed-tech marketing may be masquerading as pedagogical philosophy, but we must not throw the pedagogical baby out with the technological bath water.Ultimately, the flipped classroom shifts the emphasis of a class from content […]

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  • When Exactly Was America Great? Darn good question.

    Interviews with Americans from eight states on this election-themed question Source: When Exactly Was America Great? – The Atlantic – The Atlantic This little video is an amazing window into views of the American past. Fascinating to see the periods of time chosen by the people interviewed, and extra fascinating to see how they restate […]

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  • “a radical act of hope” is what we need

    If you haven’t read Kevin Gannon’s amazing and inspiring teaching manifesto, you owe it to yourself to stop right now and read it. He outlines the cycle many of us go through, over and over, of being inspired and enthused about teaching, only to fall into despair. As he puts it: “Why bother teaching when […]

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  • Teaching Students to Be Public Intellectuals – The Chronicle of Higher Education

    On the one hand, it can make scholarly work seem inconsequential. To our students, an op-ed essay has “real world” value; a college essay doesn’t appear to. On the other hand, these public-oriented assignments sometimes oversimplify public discourse, aiming for a “general reader” who is less sophisticated than a scholar. It’s not unusual to have […]

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  • Thinking about teaching 5b: new project for Women’s History

    In addition to coming up with a new term project for my survey classes, I wanted to find something new to do in U.S. Women’s history as well.  In that class last fall, I had students write two short papers, neither of which required outside research. Broadly speaking, they asked students to take the material we’d worked […]

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  • Thinking about teaching 5a: new project for the surveys

    As I mentioned yesterday, I want to revise the projects my students do in both of my U.S. survey classes and my U.S. women’s history class, all of which I’ll be teaching in the fall. For my U.S. surveys, I’ve done two major  projects over time. I’ve most often taught U.S. I, and in it, I often […]

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  • Thinking about teaching 5: priorities, people

    So, it’s almost the end of June, the point where academics (at least those on a semester system) go “OMG school starts two months from now what have I been doing with my life?!” I had big dreams about fixing/changing my courses for the fall, and now’s the point where we get real about what’s […]

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  • Textbooks and the Civil Rights Movement – Lawyers, Guns & Money : Lawyers, Guns & Money

    As I discussed in the Black Power post from a couple of days ago, the civil rights movement has no real start or end. It’s an ongoing series of struggles. The Civil Rights Movement we think of as having primarily existed between 1954 and 1965 is really just a moment where the black freedom struggle […]

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