“Welders make more money than philosophers,” Marco Rubio said in a recent G.O.P. debate. “We need more welders and less philosophers,” he continued, proudly. It was a decent line from the presidential hopeful. But not long after these words echoed around the Milwaukee Theatre, it was shown to be a somewhat clumsy statement, not least when seen alongside figures from the Bureau of Labor Statistics (comparative wages: philosophers & welders). Thus over the days following Rubio’s line, it was caricatured, with one cartoonist picking up on Rubio’s wording. This G.O.P. presidential candidate is not alone: All of the 2016 presidential candidates, Democrat and Republican, have been caricatured. So, too, are their worldwide equivalents on a regular basis. Continue reading
Before I even started teaching I knew that one of the most difficult parts of the job would be teaching writing. It’s not that I consider myself a great writer; I know I’m prone to tangents, and I’ve never met a dash, comma, or semi-colon I didn’t want to use. It’s just that I find writing pretty intuitive. For informal pieces like this one, I tend to write the way that I talk, and for more structured academic writing my first drafts are pretty crappy—but they get written and then ironed out in my editing process. The takeaway here is that I’ve had to think hard about how to teach writing because the process of writing isn’t really one that I had to articulate before I had students. Knowing that many of you are almost ready to collect first essay assignments, I thought I’d talk a bit today about how we teach writing to students. My Wandering Essay lesson plan is one of the meanest, most productive approaches I’ve used because it makes clear the fact that writing is a process. Here’s how you do it: Continue reading
Kanye West’s presidential ambitions remind us that American history is full of fun surprises—even if most of them are short-lived and forgettable. Although it’s probably too much of a stretch to make the entertainment of #Kanye2020 relevant to American history—though Donald Trump’s candidacy perhaps proves that nothing is outside the realm of possibility—I do love to find pop culture references and videos and bring relevance to what students might see as staid topics.
I’m declaring this post a judgment-free zone so that I can be frank: I have a tough time keeping the attention of the freshmen students in my undergraduate survey class. But I have found that one thing that works well is video clips, and so I find myself drawing from youtube nearly as much as I do from powerpoint. Luckily, I’m a TV-show junkie, and so I have have a lot of background at my disposal. (Finally a way to justify my Netflix binges!) Indeed, my use of videos in class is one of the constant positives in my students’ evaluations, so I know it’s not just me who enjoys this approach. Continue reading
This week, The Junto features a roundtable on digital pedagogy, in which we discuss our different approaches to using digital sources in the classroom. Today, Ken Owen shares his experience of an MA class’s project using social media for public history uses. You can also read Part 1 by Rachel Herrmann on source accesibility, Part 2 by Jessica Parr on teaching digital history to non-majors, and Part 3 by Joseph Adelman about working with students on technical knowledge.
Back in April, I had a rather surreal teaching experience. A class project, focusing on tweeting the assassination and funeral train of Abraham Lincoln, attracted a good deal of media attention in central Illinois. My class ended up appearancing in local newspapers, radio, and even with a featured spot on the local news channel. I even had a waiter in a local restaurant recognize me as the ‘Lincoln and twitter professor’. Continue reading
This week, The Junto features a roundtable on digital pedagogy, in which we discuss our different approaches to using digital sources in the classroom. Today, Joseph Adelman talks about working with students on technical knowledge. You can also read Part 1 by Rachel Herrmann on source accesibility, and Part 2 by Jessica Parr on teaching digital history to non-majors.
I’m always both impressed and intimidated when I see a digital history project pop up in my social media channels. Faculty are doing some amazing work getting students to create work using sophisticated software, apps, and other programs. They create websites, run statistical analyses, markup text using TEI … and I have no idea how to replicate it in my classroom either for myself or my students. To be fair, I have not yet taught a course on digital history specifically (nor do I plan to in the near future). So I’d like to focus instead on some practical thoughts about integrated digital history methods into the classroom in topical upper-level courses.
This week, The Junto features a roundtable on digital pedagogy, in which we discuss our different approaches to using digital sources in the classroom. Today, Joseph Adelman talks about working with students on technical knowledge. You can also read Part 1 by Rachel Herrmann on source accesibility, and Part 3 by Joseph Adelman on the role of technical knowledge in digital pedagogy.
In her kick off of this week’s roundtable on Digital Pedagogy, Rachel talked about the shades of Digital History, noting Lincoln Mullen’s 2010 post “Digital Humanities Spectrum; or, We’re all Digital Humanists Now.” I have written on spatial humanities approaches to religious history, and I do have some experience with text mining and coding. (XML, CSS, as well as some rudimentary Perl and Python.) By virtue of my library science background, I also have some training and experience in digitization, metadata, and digital stewardship. I am not a coder in the sense that true digital scholars like Mullen are, but I can speak techie and navigate that world with relative ease. Continue reading
Roy Rogers kicked off yesterday’s 4-day roundtable with a review of the graphic novel, Rebel. For day two of our roundtable on graphic novels and history, I will discuss the use of graphic novels in teaching traumatic histories.
As anyone who has taught the history of slavery knows, it can be challenging. It is an important, but also emotionally loaded subject that can provoke spirited responses from students. Some students are resistant to discussing what they view as an ugly event in the past. Others may become defensive. And, for others, the history of slavery may be personal. The challenge becomes presenting the history in a thoughtful way that will engage students, but does not whitewashing history. Other traumatic events—genocide, war, etc.—can present similar pedagogical challenges.