This spring, I’m teaching a college course called United States History Since 1865. It’s a staple of American curricula. I have decided that it might be interesting to provide a walkthrough of the first lecture.
This should be an opportunity to articulate, step by step, some basic intuitions about how to achieve truthful storytelling in the classroom. (It’s also a chance to show—in a real situation rather than a political taking point—how I handle “divisive concepts” and “widely debated and currently controversial issues” related to American racism, inasmuch as this first lecture was about Reconstruction.)
This lecture was not perfect. It didn’t represent especially sophisticated historiography. But I am going to try to use it now to demonstrate the problem-solving nature of an interactive lecture about a fraught topic.
Specifically, I believe this walkthrough will illustrate the following nine aspects of my method for telling a story in the classroom:
- Setting scenes
- Posing problems
- Integrating primary sources into a lecture
- Enlisting students in telling the story
- Showing change over time through examples
- Identifying specific turning points
- Explaining the significance of key memorizable concepts
- Building to a crisis, confrontation, or moment of decision
- Creating an open or provocative ending
Each of these elements will appear in the description that follows, and most will appear several times.
Continue reading “How I Built a Narrative Lecture: Teaching Reconstruction in U.S. History II”
A friend recently asked me to recommend good history books for listening (on Audible). She’s outside of academia—a curious reader and homeschooling mother who has enough experience to be suspicious of what passes for history on the U.S. popular market. (“Perhaps what I also need,” she added, “is a list of which ‘historians’ not to read.”)
I thought it might be good—especially as the holiday season approaches—to expand on the advice I gave my friend, in hopes of helping other cautious readers, at least in the United States. Instead of naming specific titles or authors, I’ll recommend a method for doing research on one’s own.
Now, my recommendations are flawed at the outset. They’re flawed, first, because they are very conservative—if not in a political sense, then in the sense of playing things safe. You probably won’t find the most penetrating or controversial new interpretations of historical topics this way; my goal is to make it easy to identify books with mainstream recognition and wide respect among historians. These recommendations are also flawed because, quite frankly, there are countless magnificent works of history you’ll never find this way. And they’re flawed because they’re my recommendations, and other historians will give you different advice based on their experiences … and they’ll be right.
But I still think it’s worth offering this advice, if only because it’s advice I would have loved to have when I was a teenager sitting in a small-town public library, trying to figure out how to start studying history as an adult.
Continue reading “Finding Good History Books: A Rough and Incomplete Guide for the Perplexed”