Cuny Practicum: History in Pedagogy

Timid Re-Write

Teaching statement 2:

Learning begins with an involved student, who brings personal beliefs, knowledge and experience to the classroom. The student learns well who draws on internal motivation, finding important hooks into information and assimilating it into their recognizable cosmos. Students learn with different tools: verbal, visual, analytical. Teachers approach pedagogy from a similar matrix— a variety of intellectual inputs grafted onto personal experience. Teachers will use different tools to teach: verbal, visual, analytical.

To teach how people of the past thought or lived in a meaningful way, I believe it is important to combine verbal, visual and analytical practice in way that allows students multiple “entry points” into material: through personal connection, through arresting facts, by appealing to simple curiosity and imagination. Working together in a classroom examining artifacts and brainstorming their importance is one way to teach history.

Example: Display four pictures of colonial harbors, printed as marketing material in the seventeenth century for use in soliciting investments in colonial ventures. Students view the maps first individually and then side by side, and then “analyze” tin a guided series of question and answers. From the outset, the students understand their objective: to uncover a) what the maps show on the surface (i.e., the geographic and other features the colonists chose to highlight); and b) what the hidden messages are for each feature.

The students began by identifying the similar aspects on each map: water, harbor, land. Why would the colonists want potential to investors to understand that there was a natural harbor at the proposed location? What features did the colonists highlight about the land? Why did they want investors to see the land as wooded/fertile/etc. Then we looked at symbols the colonists included. Why would they show exotic sea serpents frolicking in the harbor? Why would they show shipwrecks? Finally, why would the colonists depict Indians on the maps? What did the colonists intend to convey about Indian relations?

These questions and answers provide an object lesson in using historical evidence to learn uncover the past. The maps demonstrate that the colonists had definite messages (the land will produce wealth; the Indians aren’t savages’; the harbor will support trade) to entice investments, but also to keep potential investors patient (the land is undeveloped; the sea is treacherous; the Indians are a potential threat).

The maps and this pedagogical device also teach a great deal about European attitudes toward the New World, due to their Euro-centric spatial orientations.

This teaching/learning experience works because it involves student participation—wrong guesses, correct guesses, imagination, discussion and debate—in a structured environment with stated goals.

Essay Results

We have been learning analytical techniques in my course and the midterm essay is an opportunity for them to bring some of these skills to bear on a comparison of the three main regions of settlement. I asked them to compare the regions through the prism of one aspect of settlement that struck them, one aspect that highlights the differences in who came, why, who and what they encountered, and how one region was shaped by its circumstances of migration. Some examples I suggested: relationships with local Indian tribes; existence of slavery; agricultural strengths or weaknesses in the region; religious fervor. In each of these cases, there is one region that stands out as having been marked by its experience--in ways that set it apart from the others. I told them they could pick the region and defining aspect themselves.

I received only about seven essays on time, two more today. (Again, let me reiterate that classroom basics like satisfactory attendance and handing in work on time are a big problem for me with this class.) Four of the essays show real progress in terms of analytical skills. Although the basic English is not great, it is possible to discern from their work minds attempting to synthesize diverse information and assemble a conclusion about it. Unfortunately, few of them did any real research for the project, so their conclusions tend to be weak. But, hey! Let's accentuate the positive. One zeroed in on slavery, one on witchcraft, one on Indian experience. Each of these factors shaped economy and thought in the regions and contributed to making the colonies an extremely diverse bunch.

No one provided proper footnoting, so I explained that they need to do that basic step in order to receive the best grade possible. I don't believe I can grade them on their English comp skills, but I can't in good conscience condone work that isn't properly footnoted.

Some problems with this assignment: the class was not prepared to undertake any significant independent research, they don't have the library or notetaking skills, in general; they all felt great trepidation about undertaking this project, and some basically didn't even try, due their lack of skills and fear of failure; they need better comp skills, or tutoring or something.

Mixed it Up

Today I threw syllabus and constructivism out the window. I was frazzled and basically woke up in it's-almost-break mode, and I needed to improvise. So we took a look forward at what we will learn about slavery. Gave me a chance to set the stage in a meaningful way for a huge, complex topic. Not very constructivist in the traditional sense, but understanding the global context of slavery from 1796 to 1860 is critical to learning about slavery so maybe this was, like, the scaffold upon which they may now proceed to construct their own meaning?* Then we reviewed Washington's Farewell Address--this actually provoked some small measure of discussion--real discussion! So cool and unexpected! We closed out with three review questions because, as I told them, I need the reassurance they are processing what we are learning and will not fail the exam. Again, open-ended questions (why did the first group of settlers come to America?; the second?; the third?; what types of Indians did each encounter?), and some real answers! Some real elaboration of thoughts, as well. A patient teacher throughout, waiting for the silence to grow so long that someone chirps out an answer.

* I am nothing if not capable of absorbing a new discourse.

5th Point

Today we began our discussion with a comparison of ideology and agenda. I used George Bush as an example, asked them to identify common ideological catch phrases Bush uses. They did well on foreign policy (homeland security; war on terror; axis of evil) but not so good on domestic policy (family values (should have been easy, that one!); no child left behind). I think they understood better when we finished, though. Then we mapped the ideologies to political agenda. They did very well on that! I will turn them into little subversives, if it's the last thing I do.

We also ran through the American Revolution. I tried to spend more time on the interesting stuff--Washington's enemies in the Congress, spectacular retreats, Washington's temper). I might have gotten a bit carried away, however, as this is an area about which I know A LOT and I am very excited by it. They probably didn't need to know about Benedict Arnold's character flaws, which lead him to betray his country. Oh, well.

We read the preamble to the Declaration, also, dissecting Jefferson's ideology.

I am leading up to something on Friday. I want to have them take the Whiskey Rebellion and Shay's Rebellion--tell me what is the same or different about these compared to the Declaration of Independence, and should the new federal US government have violently and forcibly put down these rebellions? I tried to lay the foundation for a lively discussion--when is treason patriotic? when is it seditious? How can the exact same people (in some cases) who agitated for Independence then fight to quell civil unrest? Where is the line?

Ideas out the window

I was not able to do either of my constructivist ideas because I got too caught up in the project at hand. I split the class in two (it seems about 1/3 of the class is absent every day), New York and Virginia, and they wrote Declarations of Independence. I assigned different social classes and power "points" to different students and they had to fight it out: what would be their grievances against King George; would they vote for total independence? The wealthy merchants and planters in each group had the bulk of the power points, but crestfallen faces when I explained that by opting to stay with England, they retained political and economic power, but very little personal safety since the other 12 students in the room were now an armed, numerous and dangerous opposition. I count it as a rousing sucess.

I will try the two points on Monday when we review the Revolution. Perhaps this will help to keep their interest, which usually flags during straight "lectures."

My Two Practices

For my two practices, I am selecting #5 (inquire concerning students' understanding of concept before sharing their own understanding of those concepts); and #8 (pursuit of elaboration of students' initial responses). I don't normally ask them to discuss conceptual material before we review it--though I have done it successfully in other courses. On the latter, I have fallen into the trap of elaborating for them--without being patient enough to let them organize and verbalize their thinking.

I will use these during our next two meetings. First on Friday when they break into groups and write their regional declarations of independence. Second, on Monday I will attempt to interject more questions (and elaborated answers) into my review (okay, lecture) of the American Revolution.

Classroom Authority

Neil and Saehan's comments about authority have me thinking about the instructor's role in classroom control and, possibly, thought control. I sense in the community college classroom, a sort of latent anarchy. Perhaps I am being paranoid? The students seem less likely to politely sit through a boring lecture without the exaggerated yawns, heavy sighs and slumped posture that so freak me out as an instructor. Perhaps they are less susceptible to certain societal pressures: the pressure to be (or appear) polite; the pressure to work toward a visible goal, or at least pretend you are; the pressure to be smart, an achiever, a success. Perhaps by their very natures, our students need to be challenged in different ways, using different blueprints for success. After all, they have already signaled, by not dutifiully shuffling off to a four-year college, their contempt for social norms.

Perhaps we need to exert authority (always a troubling concept!) in different ways, just as we are transferring knowledge and promoting the enthusiasm to learn in different ways.

In other words, having a rock solid command of US history, an impressive vocabulary, and a trove of the kinds of historical anecdotes and artifacts that generally grab the attention of undergraduates is not enough for these students. They want me to be something else, or something more. That's what I'm not too sure about.

I believe they want to think, and I doubt there is any risk whatsoever that I could exert the slightest control over how or what they think. The trick may be to give them a channel, or something like that, which can give their thoughts direction without scaring them off.

Review Tactic II

On Friday, we tried the "everyone write an idea that's struck them" method of review, and my students did very well. Some are clearly reading the textbook, and although some quoted me verbatim, I will still count that as a success because perhaps they really were surprised or intrigued by something I said. At any rate, it hit them enough for them to write it down. The treatment of alleged witches and the thorny question of why the slaves did not rise up or flee, both came up. This prompted some desultory debate but, hey, I was glad to hear them express opinions.

I have never had much luck with this class with "call and response" during a lecture, so I have given up on that. Even when we are examining supplemental material, which in my not-so-vast experience gets students talking, this class is largely unresponsive. I have been unable to figure out why.

On Friday, my plan is to split them into three groups (corresponding to the three main regions of settlement in British North America) and each group will write a region-specific Declaration of Independence. They will have lecture notes, textbook and a couple of key documents to use for templates.

Review Tactic Works

Today, we talked about the essays in detail. In the end, I assigned them a 3- to 7-page essay comparing the three main areas of settlement in British North America: Virginia, Massachusetts and the Middle Colonies. I suggested they zero in on one main colony and use that as the focus of the essay. The could use a salient, distinctive fact about the colony they liked as a way to make a comparison to the others. Ex.: Englishmen settled New York after another country had already settled it. What did that mean for the development of NY as a colony? How is that different from Plymouth and Jamestown, which were English from the first? And, so on and so forth. I asked them to think throughout the rest of the hour about their central colony and some aspect of that distinguished it from the others (slavery, tobacco, religion, trade, topography, etc.). They wrote these down and submitted them and I will post a list of books this weekend, which they can use to begin their research. On Tuesday we will go over these books, how to use them and where to look for more resources. I suggested the most important thing was to immerse themselves in their key colony through a book, web sources, the text book, supplemental materials. If they can get a really good feel for their central colony, they will have a great place to start to write a working thesis. My plan is to have them submit some kind of notes all along the way so that receiving the completed essays is not the first step (and last) in the process.

Next, I broke them into four groups and gave each group a fairly complicated review question. They took about 15 minutes to work through answers, and then reported out to the whole group, while I did some translating of their answers into macro concepts. They did REALLY well. Sample question and answers (with my macro translation in parens) is: How did the Jamestown colony evolve and adapt in the first 20 years of settlement? The Indians taught them to plant new crops (they diversified their diet to include new foods). They learned to cultivate maize (they changed their staple food from wheat to corn). They began to raise tobacco (they expanded from subsistence farming to raising a cash crop).

I told them I was thrilled. Also, one small note, me intruding on their groups had a counterproductive effect in that they stopped talking the minute I wandered in their direction. It was obvious from their answers they had spent their time profitably.

This exercise caused me to miss a whole chapter lecture, but I feel it was worth it. It means I am moving at their pace, but I will have to make up the lecture somehow.

Discussion Tactic Fails

Just another post from the frontiers of constructivist learning in the community college.

Today we reviewed in detail five or six documents of the 1620 to 1690 period, in English North America. We looked at the Mayflower Compact; Roger William's plea for broad religious tolerance; Nathanial Bacon's challenge to Crown authority in Virginia; Leisler's challenge in NYC; Salem witch trial transcripts. As I could have predicted, they all perked up when I told them Leisler was hung, drawn and quartered. Three people made comments about Tituba, Sarah Good and Sarah Osborn, the most prominent Salem witches. One person commented that the Mayflower Compact was hypocritical. I may have to revert to my previously tried and true method for coaxing student interaction--murder and mayhem. It wakes them up every time. Luckily, there are some seriously gruesome events in the 18th century.

I have privately asked a couple of students who hang back to talk to me at the end if I am boring everyone? Moving too fast? They have all indicated the time of day is a big issue. A full half of the class did not show up today.

Not a great day, but I soldier on.