Richard Dunn has written a big book. Normally, big books like Dunn’s are primarily meant for fellow academics, grad students who need to pad their comps list, and the super-interested general public. (That category still exists, right? Right?) For academics, these types of books influence two aspects of our scholarly life: our own academic projects and our classroom instruction. The previous participants in the roundtable have focused on A Tale of Two Plantations’s contribution to the former category, while I would like to focus my remarks on the latter. So I am going to skip the basic parameters of a book review—namely, identifying the key arguments and weaknesses of the volume—and focus on how this book can work with undergraduate students. Continue reading
Today’s guest post comes from Barton Price. Barton is the Director of the Centers for Academic Success and Achievement at Indiana University – Purdue University Fort Wayne (IPFW). He has taught courses in American history, religious studies, and history of rock and roll at IPFW. Price has a Ph.D. in American religious history from Florida State University. His research interests vary from religion in the American heartland to the scholarship of teaching and learning in religious studies and history. Here he offers some thoughts on teaching the U.S. History survey course gleaned from his administrative experience in an academic support center.
The start of another semester is upon us. It is a new opportunity to teach students about America’s past, to correct longstanding inaccurate assumptions about that past, and to introduce students to the ways of thinking like a historian. It is also an opportunity to foster student academic success. The introductory survey course is a venue for such accomplishments. Continue reading
Depending on whom you ask, the introduction of technology into the classroom is either a blessing or a curse. The proliferation of technology has provoked some good discussions, in addition to expletives involving use (abuse?) of Powerpoint slides in lecture. For one senior (non-UNH) colleague, who shall remain nameless, the mere mention of the word “Powerpoint” is akin to a bell ring for Pavlov’s dog, though with incarnadine face and froth at the mouth the outcome rather than drooling. Continue reading
We’ve covered Columbus Day here at the blog before. Sometimes, though, it’s hard to distill academic rage and indignation into something short, pithy, and easily conveyed to undergraduates. I tend to resort to YouTube clips when I’m feeling particularly shouty. So I’d like to issue a call: what videos do you use to teach Columbus Day (or other prickly issues)? Please include a link and a short description of the video + how you use it. Continue reading
Questions first ignited in a comprehensive exam room have an electric way of rippling through your whole career, whether you’re teaching in a university classroom and/or in the realms of public history. Take, for example, a standard query about nineteenth-century material culture: How would you tell a history of the American Civil War in five objects?
We at The Junto would like to thank everyone who read along with us for the Junto Summer Book Club. To bring the book club to a close, we caught up with Kathleen Brown, the author of Good Wives, Nasty Wenches, Anxious Patriarchs, via email. Brown is a professor of history at the University of Pennsylvania. Her most recent book is Foul Bodies: Cleanliness in Early America.
In our interview, Brown reflects on Good Wives, Nasty Wenches, Anxious Patriarchs eighteen years after its publication, assesses the state of women’s history and gender history, and shares her current project. Continue reading
Mark Boonshoft is a PhD candidate at Ohio State University. His work focuses on colleges and academies, especially the networks forged in them, and their role in the formation of revolutionary political culture.
As an undergraduate, I found the political history of the early republic to be fascinating. As a graduate student, I find teaching the subject to be utterly frustrating. This surprised me, though it shouldn’t have. I was already interested in early American history when I got to college. Most of my students don’t share that proclivity, to say the least. Generally, they assume that the policy debates of the founding era and beyond—especially about banks, internal improvements, and federalism—are downright dry. That said, our students live in an era of rampant partisanship and government paralysis, punctuated by politicians’ ill-conceived attempts to claim the legacy of ‘the founders.’ The emergence of American party politics is pretty relevant to our students’ lives. So with many of us gearing up to get back into the classroom, I thought this would be a good time to start a discussion about teaching the history of early national party formation. Continue reading