This guest post is from Daniel Gorman Jr., a history Ph.D. candidate, an Andrew W. Mellon Digital Humanities Fellow, and president of the Graduate Student Association at the University of Rochester. When applications opened at my university for summer courses — courses that meet three hours per day, four days per week, for four weeks…
I start every history course I teach with the same primary source. I put a colorful drawing on the screen and tell my students that the image comes from a diary that a fourteen-year-old kept while traveling with her family in 1935. Victoria Brown Travel Diary of Europe, 1935, SC 00002, Special Collections, Swem Library,…
The reaction to the New York Times 1619 Project has ranged from overwhelming approval to unabashed criticism. This criticism stemmed from those who do not see, or more importantly do not want to see, the ways that race and the institution of chattel slavery has influenced every aspect of our nation from its foundations to…
In one of the first assignments of the year, I asked my new eleventh grade American Studies students to “write ~2 pages on what America you live in.” The only other guidance I gave them was, “Some things you may think about are your location, citizenship, religion, race, class, gender, etc.” and “There is no…
“Dance is a cry and a celebration.” -Savion Glover I often experiment with how to merge cognition with affect in the classroom. I wrestle with if or how there might be ways to bring students into history through emotion. It is an experience I think many historians have had in archival or on site visits…
Intertwined: History, Disability, and Blues Music by Jonathan Lower (SUNY) Buffalo The classic folk story of American blues music recounts W. C. Handy’s discovery of the blues form while waiting for a train in Tutwiler, Mississippi. In his autobiography Handy, the “Father of the Blues,” remembers, “A lean loose-jointed Negro had commenced plunking a…
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 W. Caleb McDaniel, Associate Professor of History at Rice University. Dr. McDaniel is the author of The Problem of…
Over the summer, I had the opportunity to teach a one-week crash course on United States History to a group of university students from China. The students arrived in Utah in late July and stayed for three weeks. They took four college courses which consisted of one and a half hours a day for seven…
On August 15, I tweeted about how relatively few Ph.D. programs in History have in-depth courses on teaching and I offered to send my teaching methods syllabi to anyone who might be interested. I was not prepared for what happened next—over 200 people asked for my syllabi! The overwhelming response for readings about teaching stirred…
Is technology always student centered? How can teachers design online lessons to address students’ needs? In this blog post, I talk about the pros and cons of Zoom—a communications software that allows video conferencing—from the perspective of a student and an instructor. Zoom facilitates communication across continents, and, in this respect, is remarkable. For the…
