In the past few years, it feels like there’s been more outcry for historians to engage with the public and “explain” the present to them, but it exists alongside the perpetual outcry about historians who might discuss current events with the public they engage with every day: their students. Professors, on the other hand, often…
“But how much is that in today’s money?” Anyone who’s taught the US survey has heard this question dozens of times. It a completely understandable one, and often impels students to seek out online calculators that claim they can “convert” old timey money into today’s currency. I usually try to answer this question by talking…
A few years ago, a grad school colleague of mine told me the technical term for what we were asking our students to do in many of our assignments. “Putting things in historical context,” she said, could also be expressed as “Identifying and applying relevant information.” That phrase has helped me understand just how and…
Surrounded by gifts, as many of us are this time of year, and looking forward to the next semester, I am trying to remind myself of the ways that my teaching is not a gift. Anyone regularly reading this site already knows how dangerous it is to think of good teaching as a gift. Often those…
We often emphasize to our students that our lectures, and even our entire courses, have arguments and use evidence to make those arguments. We also talk about historiography, even if we don’t use the term, and show students how historians produce new historical knowledge. This semester, my US I class is using Liz Covart’s podcast…
I often receive comments on my evaluations for the US I survey that I spend too much time on religion. I explicitly discuss religion in quite a few cases throughout the semester – colonial missionaries, Calvinists and Quakers in 17th c. New England, the First Great Awakening, abolitionism, new 19th century religions, and Lincoln’s second…
Sometimes, in the face of long, complex sentences or really abstract arguments, even the most committed close reader can struggle to find a foothold. Lots of us use the “choose the most important word/phrase” exercise to get things going in such a situation, and I’m a big fan. But I also think we can use…
I had a great new idea for a final project for my survey classes this semester. It was going to be awesome. This assignment was going to draw on the skills my students were practicing every week but then take it all to a new level. Critical thinking! Public writing! Digital tools! The semester started, and…
Recently I caught another article about an approach to high school writing instruction that many of you are familiar with: “progressive mastery.”1)Full disclosure: I have not read the deeper literature on this, and much of what I’m doing in this post is simply riffing on some of its broader ideas. If I have fundamentally misunderstood…
Teaching the US I and II surveys every semester, one of the first challenges is getting the material to “catch” with students. It’s usually a little easier with US II, but there’s no magic formula. Getting students to see people in the past as people, living complicated lives and facing difficult choices, is key to…
