Design a new American History survey course. Write a course description explaining what you hope to cover and what you hope the class will learn from this course. What key people, places and events would you highlight?
Design a new American History survey course
Firstly, design a new American History survey course. Write a course description explaining what you hope to cover and what you hope the class will learn from this course. What key people, places and events would you highlight? Why would you highlight these? What books and/or other readings would you use when developing lectures and discussions? Lastly, what books and/or other sources would you have the class read? Finally, defend and explain these choices.
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REIMAGINING THE HISTORY SURVEY COURSE
Nothing concentrates the mind, Samuel Johnson quipped in 1777, more than the prospect of a hanging. And nothing focuses the minds of instructors of history survey courses quite like flagging enrollments, a loss of majors, and student disengagement.
History survey courses, once a crucial foundation of a college’s general education curriculum and an attractive gateway for history majors and minors, are in peril as more students take these classes in high school or from various online providers and as a growing number of institutions make history one of a number of options within their undergraduate core. Worse yet, many students regard the surveys as redundant and irrelevant to the majors they seek to pursue.
Yet the real problem with many survey courses is more profound: A widespread sense that these courses do not really accomplish what the gen ed curriculum is supposed to do: cultivate cultural literacy, strengthen students critical thinking and communication skills, and develop the modes of inquiry characteristic of history as a discipline—historical thinking, historical methods, and an ability to connect past to present in a nuanced manner.
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