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History 689: Schedule |
Note: This schedule is subject to change (but with notice, of course). I welcome your input in shaping the course so that it most effectively meets your needs. Because some changes may be made at the last minute, it is important that you check with a member of the class if you should be forced to miss a particular class for some unavoidable reason.
WEEK 1: Introduction, Requirements, and ThemesOver the next week, post to the class weblog. Elaborate a bit on your introduction to the class and feel free to say something about your expectations for the class, your research interests, or anything else you'd like to share with the group. Use some basic html code in your posting (bold, italics, a hyperlink) and comment on at least one posting by someone else in the class. Use the category that is your name. To make your own entries, you need to log in, which you can do at http://chnm.gmu.edu/history/faculty/kelly/blogs/clio3/. WEEK 2: The History of History TeachingAHA reports from 1905/06 [on reserve] Allardyce, Gilbert, "The Rise and Fall of the Western Civilization Course," American Historical Review , 87/3, 1982 [available via JSTOR] Cuban, Larry, How Scholars Trumped Teachers: Change Without Reform in University Curriculum, Teaching, and Research, 1890-1990 , (New York: Teachers College Press, 1999) [on reserve] Kornblith, Gary and Carol Lasser, eds. Teaching the American History Survey at the Opening of the Twenty- First Century: A Round Table Discussion, Journal of American History, 87 (March 2001), 1409-41 Reitan, E. A., "Problems in Teaching the Introductory Survey Course in European History," The Teaching of History , James S. Roucek, ed., (New York: Philosophical Library, 1967): 195-207 [on reserve] Seed, Patricia, Teaching History With the Web: Two Approaches, Perspectives , February 1998 Ward, Paul, Elements of Historical Thinking , American Historical Association, 1971 [on reserve] Wineburg, Samuel S., Historical Thinking and Other Unnatural Acts Calder, Lendol, "Uncoverage: Toward a Signature Pedagogy for the History Survey," Journal of American History , March 2006 http://www.indiana.edu/~jah/textbooks/2006/calder.shtml Plus the website at: http://www.indiana.edu/~jah/textbooks/2006/calder/ Wiggins, Grant and Jay McTighe, Understanding by Design , (Alexandria, Virginia: Association for Supervision and Curriculum Development, 1998) Optional: Wineburg, Samuel S., "Making Historical Sense," in Peter Stearns, Peter Seixas and Sam Wineburg eds., Knowing, Teaching, Learning History. National and International Perspectives, (New York: New York University Press, 2000, 306-326 ________, Models of Wisdom in the Teaching of History, Phi Delta Kappan , September 1998, pp.50-58 ________, Probing the Depths of Students' Historical Knowledge, Perspectives , 30/3, 1992, pp. 19-24 ________, Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts, Cognitive Science , 22/3, 1998 Wineburg, Samuel S. and Janice E. Fournier, Picturing the Past: Gender Differences in the Depiction of Historical Figures, American Journal of Education , 105, February 1997, pp. 160-85 WEEK 4: Historians and the Scholarship of Teaching and Learning Pace, David, "The Amateur in the Operating Room: History and the Scholarship of Teaching and Learning," American Historical Review October 2004 http://www.historycooperative.org/journals/ahr/109.4/pace.html And several of these: Axtell, James, The Pleasures of Teaching History . The History Teacher 34/4 (2001): September 2002 Bain, Robert B., "Into the Breach: Using Research and Theory to Shape History Instruction," in Peter Stearns, Peter Seixas and Sam Wineburg eds., Knowing, Teaching, & Learning History. National and International Perspectives , (New York: New York University Press, 2000, 331-352 Britt, M. Anne, Charles Perfetti, Julie A. Van Dyke, and Gareth Gabrys, "The Sourcerer's Apprentice: A Tool for Document-Supported Instruction," in Peter Stearns, Peter Seixas and Sam Wineburg eds., Knowing, Teaching, & Learning History. National and International Perspectives , (New York: New York University Press, 2000, 437-470 Calder, Lendol, William Cutler, and T. Mills Kelly, "History Lessons: Historians and the Scholarship of Teaching and Learning ," by, in Disciplinary Styles in the Scholarship of Teaching and Learning , Mary Huber and Sherry Moreale eds., American Association for Higher Education, 2001, p. 45-67 [on reserve] Cohen, Daniel J., "By the Book: Assessing the Place of Textbooks in U.S. Survey Courses," Journal of American History, 91 (March 2005), 1405-15 Kornblith, Gary and Carol Lasser, ""Beyond Best Practices": Taking Seriously the Scholarship of Teaching and Learning," Journal of American History , March 2006 http://www.indiana.edu/~jah/textbooks/2006/index.shtml Reichard, David, "How do students understand the history of the American West?: An Argument for the Scholarship of Teaching and Learning," Western Historical Quarterly 37/2 (Summer 2006) http://www.historycooperative.org/journals/whq/37.2/reichard.html Stearns, Peter, "Goals in History Teaching," International Review of History Education 2, James F. Voss and Mario Carretero, eds., 281-293 Stearns, Peter, "Getting Specific About Training in Historical Analysis: A Case Study in World History," in Peter Stearns, Peter Seixas and Sam Wineburg eds., Knowing, Teaching, & Learning History. National and International Perspectives , (New York: New York University Press, 2000, 419-436 VanSledright, Bruce, "Can Ten-Year-Olds Learn to Investigate History As Historians Do?" Organization of American Historians Newsletter 28 (2000) http://www.oah.org/pubs/nl/2000aug/vansledright.html WEEK 5: Projects and Their EvaluationBrown, Gregory S., " The Coming of the French Revolution in Multi-Media ," The History Teacher 34.2 (2001). [ French Revolution project ] Crowley, Terry, review of: Who Killed William Robinson? Race, Justice and Settling the Land: A Historical Whodunit . Web site by Ruth Sandwell and John Lutz. [ Website ] Cutler, William W., "Writing a Course Portfolio for an Introductory Survey Course in American History, in Pat Hutchings, ed., The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning , American Association for Higher Education, 1998, 19-24. [ Cutler's portfolios ] Hood, Adrienne, Department of History, and Jacqueline Spafford, Student-Constructed Web Sites for Research Projects: Is It Worth It? , Journal of Multimedia History, 1/1, Fall, 1998 Kelly, T. Mills, " For Better or Worse? The Marriage of the Web and Classroom ," Journal of the Association of History and Computing , III/2, August 2000. Project described in a case study format in Pat Hutchings, ed., Opening Lines. Approaches to the Scholarship of Teaching and Learning , Carnegie Foundation for the Advancement of Teaching, 2000, 53-62. Kelly, T. Mills " Toward Transparency in Teaching: Publishing a Course Portfolio ," Perspectives , November 2001. The Portfolio was published by the American Historical Association in 2001. Read an anonymous review (on website) of this portfolio [on reserve]. Mulderink, Earl F. , " Enhancing the United States History Survey Course With New Technologies ," a Crossroads Case Study, O'Malley, Michael, " Building Effective Course Sites: Some Thoughts on Design for Academic Work ," Inventio , February 2000 Pomerantz, Linda, Bridging the Digital Divide: Reflections on Teaching and Learning in the Digital Age . The History Teacher 34/4 (2001) [ Digital Divide project ]
WEEK 6: History and Technology Sara Horton, Web Teaching Guide: A Practical Approach to Creating Course Websites (New Haven: Yale University Press, 2000) and several of these: Bass, Randy and Roy Rosenzweig, Rewiring the History and Social Studies Cohen, Daniel J. and Roy Rozenzweig, "No Computer Left Behind," Chronicle of Higher Education , 24 February 2006, B6-8. Coventry, Michael, "Moving beyond "the Essay": Evaluating Historical Analysis and Argument in Multimedia Presentations," Journal of American History March 2006 http://www.indiana.edu/~jah/textbooks/2006/coventry.shtml Davison, Graeme, "History and Hypertext," The Electronic Journal of Australian and New Zealand History , August, 1997 http://www.jcu.edu.au/aff/history/articles/davison.htm Evans, Charles T. and Robert Brown, "Teaching the History Survey Course using Multimedia Techniques," Perspectives , February 1998 Kelly, T. Mills " Using New Media to Teach East European History ," Nationalities Papers (September 2001) Kobrin, David, " Using History Matters with a Ninth Grade Class ," The History Teacher (May 2001) Larson, Mary A., Potential, Potential, Potential: The Marriage of Oral History and the World Wide Web . The Journal of American History 88/2 (2001) Plotkin, Wendy, "Electronic Texts in the Historical Profession: Perspectives from Across the Scholarly Spectrum," in Orville Vernon Burton, ed., Computing in the Social Sciences and Humanities , University of Illinois Press, Champaign, IL, 2002, 87-123 Ringrose, Daniel M., " Beyond Amusement: Reflections on Multimedia, Pedagogy, and Digital Literacy in the History Seminar ," The History Teacher 34/2 (2001) Schrum, Kelly, " Making History on the Web Matter in the Classroom ," The History Teacher (May 2001) Weis, Tracey, " Evaluating Websites for History Teachers: Using History Matters in a Graduate Seminar ," The History Teacher (May 2001) Weis, Tracey, "What's the Problem? Connecting Scholarship, Interpretation, and Evidence in Telling Stories about Race and Slavery," Journal of American History March 2006 http://www.indiana.edu/~jah/textbooks/2006/weis.shtmlExamine two or more of the following projects and write a critique of their strengths and weaknesses for the class blog: World History Sources Each member of the class needs to find one or more teaching projects online, write about them, and be prepared to give a five minute presentation to class about the sites. WEEK 9: Considering the Cutting Edge During this week we will consider the most recent developments in digital media--those that have yet to be considered very carefully by historians. During this week each member of the seminar will meet with me individually to discuss his or her practicum, the progress to date, and to seek assistance with the completion of the final project. WEEK 11: Concept Presentations and Critique Each member of the seminar will give a 10 minute presentation on his or her idea for the practicum. Each member of the seminar will be assigned as a respondent for one of these presentations. That means you must sit down (or communicate in some other way) with your presenter prior to this session so that you can offer specific responses to his or her idea for the project. Everyone else is expected to pay close attention and be ready to offer helpful critique. WEEK 12: Concept Presentations and Critique The second half of the class presents their work. Each member of the seminar will give a 10 minute presentation on his or her final project. Each member of the seminar will be assigned as a respondent for one of these presentations. That means you must sit down (or communicate in some other way) with your presenter prior to this session so that you can offer specific responses to his or her idea for the project. Everyone else is expected to pay close attention and be ready to offer helpful critique. The second half of the class presents their work. Version history: |
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