Last summer I wrote that I was going to try to come up with new projects for my US I and US II survey courses. I did, and they were…fine. But they weren’t spectacular. So I’m trying something new again, while trying to rejigger one of the things I did last semester for use this semester
In my Fall 2016 US I class, I had them read Sean Wilentz’s 2015 NYT piece “Lincoln and Douglass Had It Right,” Peter Sagal’s letter of response to the Times, and then two more responses drawn from periodicals and history websites, and try to figure out A) which argument they bought, and B) whether everyone was even arguing the same point. Put bluntly, B was so slippery and challenging for students that the answers to A weren’t as well-considered as I wanted them to be. But given that historians are still arguing (and often arguing past each other) on this point, maybe my hopes were misplaced.
In my US II class, I had my students watch the first half hour of Maya Lin: A Strong Clear Vision, and read about a dozen articles on the Vietnam Veterans Memorial between the late 1970s and the late 1990s, all drawn from major newspapers and magazines. Since we had explored 1980s culture through the lens of Daniel Marcus’ Happy Days and Wonder Years, they were tasked with thinking about the memorial in the context of nostalgia and remembrance. It worked well, but not as well as I hoped. I’m revamping it to use as the project in my one day a week US II survey this semester.
For my other two surveys, a US I and US II that are both MWF classes, I’m going with something new, still in the planning stages. Given that much of the work my students do with primary sources is a weird form of annotation, and given that the public writing my women’s history students did last semester was, on the whole, very successful, I’m looking to combine those two things.
What I’m going to have my students do is annotate one primary source each, using Hypothes.is, for the public. I had a great experience using it in my Civil War class last spring semester, and I’m excited to use it again. Things I’m thinking about:
- I don’t want them having to search for primary sources available online, mostly because I want the sources to be comparable in difficulty/length. My goal is, therefore, to give them a curated set of sources to pick from.
- To that end, I have to figure out how to host the documents themselves. The easiest way seems to be to create a blog, make each source excerpt a post, and let the students annotate there. I am open to thoughts on how to do this better.I should note that my university does not provide public digital spaces for students that could be used here.
- Unlike the women’s history blogs, where the draft process was public, I want these students to draft their annotations with my help and the input of their peers offline, before publishing them.
I’ll be getting them started on source selection and initial analysis soon, and I have a bit of time before I need to have the mechanics worked out. I’ll update on the progress of the project; given that I’ll be contributing to Teaching United States History as well, there’ll probably be a post about it over there at some point.
|↑1||I should note that my university does not provide public digital spaces for students that could be used here.|
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