When I was growing up, my grandmother used to call me “Mary” to get a rise out of me. “My name’s not Mary, it’s Maria!” I would insist, and she’d smile, agree that it was, and we’d move on. Later, I learned that she regularly did this so that I would never be afraid to…
Teaching United States History is excited to present Teach My Book, a series of posts where distinguished authors reflect on their work and how instructors might integrate their insights into the classroom. Our thoughts today come from Françoise N. Hamlin, Associate Professor in History and Africana Studies at Brown University. Dr. Hamlin is discussing her…
Teaching United States History is excited to present Teach My Book, a series of posts where distinguished authors reflect on their work and how instructors might integrate their insights into the classroom. Our thoughts today come from Cherisse Jones-Branch, Dean of the Graduate School & James and Wanda Lee Vaughn Endowed Professor of History at…
While teaching the History of Early Native North America, I am occasionally surprised that certain aspects of Native American history and the history of Early America and the United States are new for students. Numerous times throughout the course I asked students if they ever learned about any of this before? From the Native slave…
Teaching United States History is excited to present Teach My Book, a series of posts where distinguished authors reflect on their work and how instructors might integrate their insights into the classroom. Our thoughts today come from Aston Gonzalez, Associate Professor of History at Salisbury University. Dr. Gonzalez is discussing his book Visualizing Equality: African American…
Teaching United States History is excited to present Teach My Book, a series of posts where distinguished authors reflect on their work and how instructors might integrate their insights into the classroom. Our thoughts today come from Edward Onaci, Associate Professor of History at Ursinus College. Dr. Onaci is discussing his new book Free the…
As detailed in a previous blogpost, “What does Native American History teach us about Early America and the United States?” every Wednesday in our History of Early Native North America class students evaluate primary sources that center Native Americans. The purpose of these primary source workshops is trifold. First, I want to introduce students to…
Teaching United States History is excited to present Teach My Book, a series of posts where distinguished authors reflect on their work and how instructors might integrate their insights into the classroom. Our thoughts today come from William Sturkey, associate professor of history at the University of North Carolina at Chapel Hill. Dr. Sturkey is…
As teachers of the American History survey know—whether it ends in 1848, 1860, 1865, or 1877—the United States did not exist for the majority of the time period our courses cover. Therefore, I decided to teach the course as the history of Early Native North America, 1500–1848.
Teaching United States History is excited to present Teach My Book, a series of posts where distinguished authors reflect on their work and how instructors might integrate their insights into the classroom. Our thoughts today come from Carla Gardina Pestana, Professor and Joyce Appleby Endowed Chair of America in the World at UCLA. Dr. Pestana…
Wesley G. Phelps, Assistant Professor of History and Director of Undergraduate Studies at the University of North Texas Part 1 of a 3-part series In late August 2005, I walked into a conference room in the Humanities Building for my first graduate seminar at Rice University in Houston titled “Introduction to Doctoral Studies.” Expertly taught…
Today’s guest post comes from Kevin Mason, Chair of the Department of History at Waldorf University. College students crave structured autonomy. As students enter the classroom they often find themselves disappointed by a curriculum that exposes them to a broad variety of content, often in areas outside of their intended majors. Engaging these students serves…
I have struggled to finalize a topic to discuss this month. The chaos of the semester coupled with the state of our nation and the world, in general, has made it difficult to consider what teaching techniques I can share. As I scoured my mind to identify a topic that I feel is relevant, I…
This semester in my Literature and Composition Graphic Memoirs class I am having students do a creative final project. For this project, they will either create their own graphic memoir or do a “Call and Response” piece for Looking at Appalachia. Since this is a new assignment, I am making my own graphic memoir alongside…
Every day our social media threads and email inboxes are inundated with perspectives about the best way to deliver remote instruction. I have added my own two cents to the milieu of advice as well. However, what I have found is that the most effective way to adapt to my new teaching reality is to…
